Teaching Design Thinking To Engineers: Eduardo Miranda

Teaching
Design
Thinking to
Engineers
Eduardo Miranda
2017 © E. Miranda 1
Rather than a single development method, design thinking
denotes a compendium of ideas
• Values (mindset)
• Processes
• Practices
• Artifacts and physical space
Values
Processes
Activities, a non‐exhaustive list
Affinity Diagramming Financial Model Cards Service Ecology
Archetypes and Personas Fjord Rumble™ Kit Service Roadmapping
Backcasting Innovation Diagnostic Service Vision and Positioning
Behavioral Mapping Journals and Mobile Mapping SET Factors
Brand Associations Journey Mapping Shadowing
Business Drivers Juice Tagging and Image Sorts Sketching and Storyboarding
Chance Associations Objects of Meaning Stakeholder Interviews
Collaging and Personal Maps Opportunity Definition Scenarios Stakeholder Mapping
Concept Poster Opportunity Space Definition Systems Logic
Context Tangents Participant Observation Technology Feasibility Assessment
Cost/Value Relationships Personal Network Analysis Territory Mapping
Cultural Inventory Platform Concepting Think Aloud Walkthroughs
Day in the Life Studies Round Robin Touchpoint and Artifact Analysis
Decision Ladder/Problem Tree Service Benchmarking Touchpoint Reframing
Deep Dive Playback Service Blueprinting Trends Reframing
Desirability Testing Service Concept Evaluation Value Proposition Canvas
Directed Storytelling Service Concept Prototyping Video Sketching
Edges and Extremes Service Design Breakthrough Canvas Visual Facilitation
Enactments and Client Role‐Play Service Design Drivers Visualize the Vote 2017 © E. Miranda 6
Artifacts and physical space
Overwhelmed by all the anecdotes and points of view I
sought help from the pros
• Five teams were formed to
participate
• All teams were given the same
instructions
• I participated as an observer and
walked along the workshop
facilitator and listened to as he
advice the different teams
What is a method?
Characteristics IBM design seeking workshop
• Correctness. It should be possible to • There wasn’t a strong causal
assess whether the steps making up the
method have been applied in accordance connection between the
with is intent or not, and why
information generated in one
• Traceability. It should be possible to
understand how the outputs of the step and its use in the next
different techniques are related to its
inputs. The inputs must be present in the • There were as many solutions as
outputs but in a changed state. Not black
magic teams
• Reduced variability. Other things being • Could all of them have been right?
equal, the outputs of the techniques • How could them be judged?
should have a lower dispersion than same
purpose ad‐hoc, anecdotic methods
Desperate I called my friend Licinio for help
… and we started talking about the
It wasn’t the first time … nature of design
A Proposal for a Formal Definition of the Design Concept, Ralph and Wand, 2009
The course
• Upon completion of the course students will be able to:
• Decide the suitability of applying design thinking in a given context
• Explain the design thinking process and its most common tools
• Apply the design thinking process in the context of a service or software product
definition
• Describe the following frameworks
• Amazon’s Working Backwards
• Google Ventures’ Design Sprints
• Ries’ Lean Startup method
• Learn by doing
• 50% of scheduled lectures are class activities
• One group project
• 5 deliverables
• One individual assignment
• Two to three‐page report
Project: develop a service and/or software product that
addresses your life as a student:
• Proposed themes • Interview potential users
• Arriving in Pittsburgh • 2 students from other group
• Your first week • 2 people from the university (staff, faculty)
• Selecting courses • Interviews of around 15 – 30 minutes
• Completing course evaluations • 5 students per group
• On the waiting list
• Worried about a room or class mate • Student will choose their group
• Being sick • The numbers in parenthesis (99) on the lecture
• Urgent travel abroad plan refers to the a topic the will be covered during
• Getting to know Pittsburgh a lecture or something that must be done as an
• The week after finishing all your courses assignment
• Your own, if you get five people interested in it • Please download the booklet from BB and not
from the IDEO site because we have edited it to
• Projects must include at least two actors: include the reference numbers for lectures and
• Students assignments
• The university • The corresponding section must be read before the
• The solution should be: lecture or assignment. That being said, we
• Realizable in a year adviseyou to at least skim it at the beginning of the
• Cost less than a 1,000,000$
course to have an idea of the whole process
• The project will be carried out according to the
IDEO’s Design Thinking for Educators approach
Lecture plan
No. Activity type Lecture topic Assignment due Reading
1 Lecture Course explanation, Introduction to Design Thinking to Design Doing: Bridging the
design thinking Gap from Theory to Practice, Williams
2 Class activity Define a challenge (1), double voting, Skim through the Design Thinking For Educator
form groups booklet, DTFE pages 1‐25
3 Lecture Intro, Afinity mapping, contextual Individual assignment. Two page report ‐ Choose one of the Malcolm Gladwell: Choice, happiness and
inquiry following topics: spaghetti sauce
‐ What happened to the Shimano coasting bicycle? Design Thinking, Brown
‐ Choice, happiness and product failure
4 Class activity Share what you know (4), Define your Create a project plan (2), Review the challenge (3), Build your team DTFE pages 26‐37
audience (6) (5)
5 Lecture Empathy map, Customer journey map,
Extreme users
6 Class activity Build a question guide (10) Refine your plan (7), identify sources of inspiration (8), Select DTFE pages 38‐44
research participants (9)
7 Lecture Personas
8 Class activity Find themes(18), Make sense of Prepare for fieldwork (11), Immerse yourself in context (12), Seek DTFE pages 45‐53
findings(19) inspiration in analogous settings (13), Learn from experts (14),
Learn from users (15), Capture your learnings (16), Share inspiring
stories (17)
9 Lecture Nominal group technique, Idealized
design
10 Class activity Facilitate brainstorming (24), Select Define insights (20), Create visual reminder (21), Make insights DTFE pages 53‐59
promising ideas (25) actionable (22), Prepare for brainstorming (23)
11 Lecture Prototyping & Validation
12 Lecture Amazon's Working Backwards, Google's DTFE pages 60‐74
Design Sprints, Lean startup
13 Class activity Presentations (30) Sketch to think (26), Do a reality check (27), Describe your idea
(28), Create a prototype (29)
Production vs. design projects
• Production projects
• Projects where the problem at hand is largely understood and that its
implementation in an information system is a matter of producing the
required documents, the code, tests and other artefacts in a reasonably
predictable and controlled manner
• Design projects
• Projects where the problem is ill‐defined, and/or little understood. The
development team, in its entirety, might not be familiar with the domain nor
the means of the solution. Most of the knowledge is tacit. There is a need to
anchor a few things to start planning and /or architecting
Design thinking is useful when dealing with design projects
Design Thinking Bootcamp, J. Schmiedgen, accessed 2017
How is it useful? 1) Earlier validation of requirements
The “V” development cycle Design thinking informed development
How is it useful? 2)
Deliberate user
experiences
“Design thinking” as a design approach
• Collectively enacted
• User centered
• Direct manipulation of design artifacts
• Bias towards action
• Short exploration iterations
Collectively enacted
• Performed by a group
• Multiple perspectives and
backgrounds
• Divergent thinking: generation of
creative ideas by exploring many
possible solutions
• Convergent thinking: evaluation
and refining of ideas
User centered
• The product or service should
suit the user, rather than making
the user suit the product or
service
• The design should addresses the
whole user experience
• Early focus on users and their
goals
• The design is driven and refined
through user evaluation
Direct manipulation of design artifacts
• The artifacts of the design
process are made tangible
through the design life cycle
• Accelerates the development of
shared understanding through
increased socialization
• Social facilitation thru simple,
visible and playful tasks
Bias towards action: Make it!
Historical cost of
exploration
• Prototyping
• Which aspects do you want to
represent/test?
• Looks‐like
• Works‐like
• Interacts‐like
• Feels‐like
• Testing
• Select a scenario and a few key
tasks to focus on
• Let your users experience the
prototype
• Observe their experience
• Engage them
Google Glass wasn’t built in a day, but the first prototype was, R. Holly, 2013, http://www.geek.com/mobile/google‐glass‐wasnt‐built‐in‐a‐day‐but‐the‐first‐prototype‐was‐1552092/,
accessed 2/2017. Essential Scrum, K. Rubin, 2013 2017 © E. Miranda 22
Short exploration iterations
Empathize Define Explore
Point
Understand Observe Ideate Prototype Validate
of view
Learn about the Take the prototype to
problem, Develop prototypes the original audience
stakeholders, Translate Generate alternatives that capture the to validate the
customers, subject Learn about your observations into and select preferred preferred concept preferred concept
matter experts users insights concept relevant aspects and get feedback
Problem space Solution space
Why now?
Customer
experience
Outside‐In, H. Manning & K. Bodine, 2012
Customer experience
The internal and

subjective I felt good about it!
response
customers have I didn’t have to work
to any direct or hard!
indirect contact
with an I accomplished my
organization goal!
Understanding the Customer Experience, C. Meyer and A. Schwager, HBR,
2007
The three components Outside‐In, H. Manning & K.

Bodine, 2012
of customer expense
Design thinking and agile
Design Thinking Bootcamp, J. Schmiedgen, accessed 2017
Is it a silver bullet?
Expectations
Maturity
http://www.huffingtonpost.com/danny‐buerkli/10‐government‐innovations_b_10031858.html, D. Buerkli ,The Huffington Post, accessed, Feb 12, 2017
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