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Innovating Through Design: Think, Make, Break, RepeatAssociate Professor Martin Tomitsch @martintom
Chair of Design Director of the Design Lab Sydney School of Architecture, Design & Planning
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Design @ Sydney
Undergraduate Bachelor of Design Computing Major in Design From 2020: Major in Biological Design
Postgraduate Master of Interaction Design and Electronic Arts (M.IDEA)
From 2019: Master of Design (Design Innovation) Master of Design (Strategic Design)
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Design Lab
Our research explores the role of design for innovation, and to envision, define and inform the interactions and experiences between people and digital technologies.
Research areas: Interaction DesignCreative Technology Design Innovation
Research staff: 12 Academics (+8 starting in 2019) 20 PhD researchers
DESIGNINNOVATIONFOR HEALTHAND MEDICINEErez Nusem, Karla Straker & Cara Wrigley
Design and digital placemaking
http://en.wikipedia.org/wiki/User:Ragesoss/Pictures/West_Hartford_health_care_town_hall
http://www.urbaninformatics.net/media/dis/
http://whereisyvette.com/2010/09/07/chicago-chicago/
PEOPLE INTERACTING: 1% PEOPLE OBSERVING: 1%
PEOPLE INTERACTING: 5% PEOPLE OBSERVING: 5%
PEOPLE INTERACTING: 8%
The evolution of design
Craftsmanship
Detail design
Concept design
12
3
Level
better construction
better appearance better human factors better performance
better ideas better integration better understanding deeper penetration broader consideration better experiences social inclusion
Levels 1 to 3 based on: Charles L. Owen, Design Education and Research for the 21st Century (1990)
“Most people make the mistake of thinking design is what it looks like.
That’s not what we think design is.
It’s not just what it looks like and feels like. Design is how it works.”
Graphic design
Design thinking
Craftsmanship
Detail design
Concept design
12
3
Level
better construction
better appearance better human factors better performance
better ideas better integration better understanding deeper penetration broader consideration better experiences
Problem solving 4 intractable human concerns wicked problems complex systems identifying the right problem
Levels 1 to 3 based on: Charles L. Owen, Design Education and Research for the 21st Century (1990)
The value of design
Empathy – Complexity – TransformationThe value of design
EmpathyThe value of design
Designer ≠ User/Customer/Learner
ComplexityThe value of design
http://doberman.se/services
http://zafin.com/our-articles/getting-core-bi-direction-channel-banking/
User-centred Co-creative Sequencing Evidencing
Stickdorn/Schneider, This is Service Design Thinking
Services should be experienced
through the customer’s eyes
All stakeholders should be
included in the service design
process
The service should be
visualised as a sequence of interrelated
actions
Intangible services should be visualised in
terms of physical artefacts
Service design thinking
Holistic
The entire environment of a service should be considered
Advertising
Website
Customer-facing staff
Communications
Physical environments
Engage me Inform me Guide me Support me
Touch points
TransformationThe value of design
Design for an increasingly complex world
Urbanisation Supply chains
Economy
Population growth
Information age
Image source: http://nbclatino.com/2013/07/28/millions-head-to-copacabana-beach-for-popes-final-mass-in-brazil/
Climate change
1st industrial revolution
1784
Steam, water, mechanical production equipment
2nd industrial revolution
1870
Division of labour,
electricity, mass production
3rd industrial revolution
1969
Electronics, IT,
automated production
4th industrial revolution
?
Cyber-physical systems (robotics, AI, virtual reality,
automated infrastructure)
Adapted from: https://www.weforum.org/agenda/2016/01/the-fourth-industrial-revolution-what-it-means-and-how-to-respond/
in 2020 1. Complex problem solving 2. Critical thinking 3. Creativity 4. People management 5. Coordinating with others 6. Emotional intelligence 7. Judgment and decision making 8. Service orientation 9. Negotiation 10. Cognitive flexibility
in 2015 1. Complex problem solving 2. Coordinating with others 3. People management 4. Critical thinking 5. Negotiation 6. Quality control 7. Service orientation 8. Judgment and decision making 9. Active learning 10. Creativity
Top 10 skills
Source: World Economic Forum, 2015
Creativity
“Creativity is seeing what everyone else has seen, and thinking what no one else has thought.”
Image source: Damian Newman
Design thinking offers:
Tools for dealing with complexity.
An attitude of being comfortable with uncertainty long enough to explore the different aspects of a problem area.
By Karl Duncker - Duncker, Karl (1945) On Problem Solving, Psychological Monographs, 58, American Psychological Association OCLC: 968793., Public Domain, https://commons.wikimedia.org/w/index.php?curid=21151447
Design as a process
Empathy Prototyping Iteration
toolset mindset
https://zaanahoward.com
Way of thinkingToolbox of methods
Empathy
Problem Solution
Solution?Problem
TestMakeLearn SolutionProblem
Make
Test
Lear
n
Problem
Solution
Design trajectory
Context Proposals Prototypes Conclusions
Invention Refinement Assessment
SolutionProblem
Design trajectory
Context Proposals Prototypes Conclusions
Invention Refinement Assessment
SolutionProblem
designcouncil.org.uk
designcouncil.org.uk
Finding the right problem Finding the right solution
http://designthinkmakebreakrepeat.com
http://designthinkmakebreakrepeat.com
Image source: Madeleine Borthwick
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Build a human-powered plane that can fly a figure 8 around two poles, one mile apart.
Build a plane that can be re-built within hours.
(Re)framing Focus on the purpose, not the product.
Source: Steve Baty, Talk at UX Australia, 2014 | http://www.slideshare.net/stevebaty/reframing-38555228
“People don’t want a quarter-inch drill, they want a quarter-inch hole.” Theodore Levitt
Source: Steve Baty, Talk at UX Australia, 2014 | http://www.slideshare.net/stevebaty/reframing-38555228
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Lock-out
The University of Sydney 60
“30,000 young people trying to have a good time, and not always succeeding.”
Kaldor, L. Lulham, R. (2013) D.O.C. Winter School – Kings cross revisited. Designing out Crime Research Centre, University of Technology Sydney
King’s Cross as a music festival
Design x Innovation
Design-driven Innovation (Verganti, 2008) – radically redefine what a product means for a customer
Innovation by Design (Mutlu and Er, 2003) – radically new products or services are developed with design effort, rather than with new techniques
Design-led Innovation (Bucolo and Matthews, 2011) – a process of creating a sustainable competitive advantage, by radically changing the customer value proposition
Design-intensive Innovation (UK Design Council) – refers to the intensity with which design is applied during the innovation process, which opens the possibility of design being introduced at any stage of the innovation process
Source: https://www.designcouncil.org.uk/resources/report/understanding-design-intensive-innovation
Image courtesy of IDEO
Design-led innovation is broadly defined as a method that allows a company to consider and evaluate radically new propositions from multiple perspectives, typically spanning user needs, business requirements, and technology demands (Bucolo et al., 2012).
Peter Townson, Judy Matthews, Cara Wrigley, 2016
Peter Townson, Judy Matthews, Cara Wrigley, 2016
Part 1: Problem exploration Part 2: Solution finding Part 3: Visualising solutions
Source: https://christianpaulsen62.wordpress.com/2010/10/26/simple-5-whys/
Part 1: Problem exploration – 5 Whys
Notes sheet5 Whys
Problem:
Why....
Why....
Why....
Why....
Why....
164 Templates
Notes sheet5 Whys
Problem:
Why....
Why....
Why....
Why....
Why....
164 Templates
I am sitting in too many meetings that waste time.
Because I am asked to come to the meetings.
Because the organiser wants to make sure he/she has everyone in the room.
Because people might get upset if they are not consulted.
Because they don’t necessarily trust that I would make the right decision.
Because we lack an understanding of what others in the portfolio do, which leads to ineffective collaboration.
Part 1: Problem exploration20 minutes
1 As a group, write down a problem statement (from the handout) on a red post-it note.
2 Discuss in your group why this problem exists and record the answer on another red post-it note.
3 Discuss again why this situation exists and record the answer.
4 Keep going until you feel you have arrived at the source of the problem (or run out of time).
Notes sheet5 Whys
Problem:
Why....
Why....
Why....
Why....
Why....
164 Templates
I am sitting in too many meetings that waste time. Because I am asked to come to the meetings. Because the
organiser wants to make sure he/she has everyone in the room.
Because people might get upset if they are not consulted.
Because they don’t necessarily trust that I would make the right decision.Because we lack
an understanding of what others in the portfolio do, which leads to ineffective collaboration.
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Part 2: Solution finding
EXERCISE YOU WILL NEED
ACADEMIC RESOURCES:
Based on your chosen brief, pick a scientific principle or technology and build a fictional world around it. Include an explanation of what it is and how it fits in the world you are creating. Develop the characters in your story and the locations where the action will take place. Record your ideas in the template using notes or bullet points. [10 minutes]
Introduce the science or technology into the narrative of your story. This step is called the scientific inflection point. Again, use notes or bullet point form to explore this. [5 minutes]
Explore what implications and ramifications your science or technology have on the world you created. Does it affect people’s lives for better or worse? Is there a risk that it might lead to a disaster or even the end of the world as we know it? This step is referred to as the ramifications of the science or technology on people. [10 minutes]
With the science or technology now being part of the future scenario, describe what happens next. If there was a disaster, how could it be fixed to save the world? Does the science or technology need to be modified? This step is referred to as the human inflection point. [10 minutes]
Develop your outline into a full science fiction story, if you have time to do so. Otherwise use the outline for ideation purposes, in step 6.
Reflect on what you learned from creating the outline of your science fiction story. What are possible implications, solutions or lessons learned? What are aspects that could be taken into the current reality and integrated into an envisioned solution that addresses your chosen brief? [10 minutes]
Pen, paper
In this exercise, you will use the “five steps” template (p.185) to develop a narrative
science fiction prototype. Focus on your design problem, or choose the Autonomous
Vehicles brief (p.140).
Dourish, P., & Bell, G. (2014). Resistance is futile: reading science fiction alongside ubiquitous computing. Personal and Ubiquitous Computing, 18(4), 769-778.
Johnson, B. D. (2011). Science fiction prototyping: Designing the future with science fiction. Synthesis Lectures on Computer Science, 3(1), 1-190.
Shedroff, N., & Noessel, C. (2012). Make It So: Interaction Design Lessons from Science Fiction. Brooklyn, New York, USA: Rosenfeld Media.
Science fiction prototypes are stories placed in the distant future. They allow the fictional exploration of scenarios, in which people interact with envisioned products or services. The narrative of the story is based on real scientific principles and technologies but explores their use in an environment that is free of constraints. The story follows a set structure, which includes identifying the characters, the scientific principle or technology, and so on. Critically, the narrative should include an inflection point, possibly leading to a disaster, as well as an exploration of the implications and how the characters can recover or overcome this disaster.
Once a story narrative is developed, it is turned into either a prototype representation of how an envisioned product or service would be used in the future. This is often an essay, comic or movie. However, even the skeleton of the narrative can be a useful artefact in a design process.
The science fiction prototype can then be used to reflect on which of its elements could be brought back into the current design situation. The method is used for speculative prototyping as well as ideation – by using elements from the science fiction prototype to inform the design of a solution.
Science fiction prototyping is used by tech companies as a way to explore how their technology will be used in future scenarios. For example, Intel uses this method to determine how people will be interacting with semiconductor-based products in the future, which helps them to identify requirements for the development of new semiconductor technology. Science fiction prototypes are also useful to communicate speculative ideas and scenarios within design teams.
Science Fiction PrototypingUsing the future to improve the now
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114 115Design. Think. Make. Break. Repeat.Science Fiction Prototyping
How does your idea improve the life of people in a Walking Dead or Star Wars world?
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EXERCISE YOU WILL NEED
ACADEMIC RESOURCES:
Pen
Choose your target customer (you could use a persona, p.100) and keep them in mind when completing the circular part of the template. Write down a 2-3 word description of your target customer in the ‘customer segment’ title block. [5 minutes]
Question what this customer is trying to accomplish and jot these ideas down in the ‘customer jobs’ section of the template. [10 minutes]
Question what annoys the customer, before, during and after getting their jobs done. Note ideas down in the ‘pains’ section of the template. [10 minutes]
Next, question what outcomes and benefits the customer wants. Write these down in the ‘gains’ section of the template. [10 minutes] Move to the square part of the template and ask what products or services exist that enable the target customer to the jobs you have listed? Write these down in the ‘product and service’ section of the template. [10 minutes]
Reflect on how the products and services you listed overcome the pains you identified in step 3. Write these down in the ‘pain relievers’ section of the template. [10 minutes] Reflect on how the products and services you listed create customer gains by giving customers what they want. Note down ideas in the ‘gain creators’ section of the template.[10 minutes]
Review the whole template and explore whether all pains and gains are being addressed by the pain relievers and gain creators by drawing lines between possible combinations. If anything is left unlinked, think of how these could be addressed with a new design. [20 minutes]
Osterwalder, A., Pigneur, Y., Bernarda, G., & Smith, A. (2014). Value proposition design: How to create products and services customers want. John Wiley & Sons.
Johnson, M. W., Christensen, C. M., & Kagermann, H. (2008). Reinventing your business model. Harvard business review, 86(12), 57-68.
Christensen, C. M., Anthony, S. D., Berstell, G., & Nitterhouse, D. (2007). Finding the right job for your product. MIT Sloan Management Review, 48(3), 38.
In this exercise, you will fill out the Value Proposition Canvas using the template on
p.189. If you don’t have a specific project, choose one from the design briefs on p.139.
Designing products and services that offer pleasurable experiences can provide a strategic advantage and help solutions to stand out in a competitive landscape. For example, when ride-hailing company Uber entered the market, it offered passengers a more pleasurable experience compared to that of the often unclean, unreliable, and time-consuming taxi services. Uber managed to resolve many of the pain points existing with taxi services at the time while providing an overall better experience to passengers, such as real-time tracking of vehicles and mobile payment of ride fees.
To design products or services that provide a pleasurable experience, it is necessary to understand the ‘value proposition’ that a solution offers – the underlying reason a customer would want to engage with the solution. The value proposition canvas method builds on the business model canvas (p.30) to guide the process of designing a solution that addresses
customers’ pain points (their issues, annoyances) and gains (what they want to achieve). The method starts with selecting a customer segment or user group and understanding their objective – what task are they trying to get done, what are they trying to achieve, how can the solution be designed to assist with this task?
The method is commonly used to explore new customer segments, which have not previously been considered, and to determine whether a particular bundle of products or services can address their needs. It helps explicate any unaddressed pain points of the customer or future opportunities that may have been missed and have the potential to create value for the particular customer segment. The method can also be used to focus on customer needs for a customer segment that has already been considered in a solution and ensure their needs are addressed adequately.
Addressing customer pains and gains
Value Proposition Canvas
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132 133Design. Think. Make. Break. Repeat.Value Proposition Canvas
Describes the benefits costumers can expect from products and services (solutions).
No
tes sheet
Value Proposition Canvas
Value Proposition Customer Segment
Gain Creators
PRODUCT & SERVICES
Pain Relivers
Gains
Pains
Customer Jobs(s)
Based on the original Value Proposition Canvas by Strategyzer AG: strategyzer.com
Part 2: Solution finding – Value Proposition Canvas
Taxi Smartphone
App
No Cash
Assigned driver
Cost System
Save Time
Professional drivers
Visual Map
Rating System
Find Taxi
Give directions
Pay
Wait a long time
Compete with other customers
Overcharged by Taxi
Unsafe driver
Easy payment
Fair price
Arrive on time
professional Call Taxi
Instant booking
Ranked VPC
Source: https://www.slideshare.net/esaife/value-proposition-canvas-101
Part 3: Visualising your solution
http://www.google.com/googlebooks/chrome/
Storyboards
Project / Title:
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2
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3
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Sk
etch sh
eet
187Design. Think. M
ake. Break. Repeat.
I’m wasting time in this meeting.
We need to set a clear objective for the next meeting!
Here is a new challenge!
OK, I need people from three teams…
Hi there, can you please design a new pre-award advice system?
Let’s check the internal org chart pedia.
Org chart pedia
Cool, now I can just directly invite the right people!
Teams involved in awards… Ethics, Careers advice, Grant advice
ORG CHART PEDIAEthics team: …Careers advice: …Grant advice: …1234567890123
Hi there, I need your help with setting up a new pre-award system…
MOOC (Massive Open Online Course) Innovation Through Design: Think, Make, Break, Repeat
Developed by the University of Sydney Funded through Industry NSW
www.coursera.org/learn/innovation-through-design/
With case studies from:
Engaging learners in activities and in active problem solving.
From community engagement to co-design.
Developing different perspectives to better understand the people you work with.
Martin Tomitsch [email protected]
www.linkedin.com/in/martintomitsch/ @martintom
Engaging learners in activities and in active problem solving.
From community engagement to co-design.
Developing different perspectives to better understand the people you work with.
