Ambrose Hans G.

Aggabao, PhD
Ruby L. Mamauag
Koni Bernadette C. Tarayao
Jaylord P. Manaud
Institutional Elective 2 - Critical and Creative Thinking Page|i

CCT is a course designed for the development of critical and creative thinking skills among
students. It uses the design thinking process as a platform for meaningful and effective
innovation and entrepreneurship. CCT is offered as a 2 unit course (1 unit lecture and 1 unit
laboratory (innovation lab) that guides students in the exercise of CCT as they pursue specific
problem solutions over the regular 18-week semester.

The University in addition to promoting the university for people and nature, now focuses its
efforts on developing graduates to become innovators and entrepreneurs. CCT and
Entrepreneurship course responds to this call and is inspired by the departure from the usual
notion that graduates are designed to be employed. Rather, graduates must equally be prepared
to become employers themselves and contribute to the alleviation of unemployment and
poverty.

Authors:

Ambrose Hans G. Aggabao, PhD

Ruby L. Mamauag
Koni Bernadette C. Tarayao
Jaylord P. Manaud

Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020

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Module 3. PIPE Model of Design Thinking

Phase 1. Purpose- Empathetic Understanding

LEARNING OUTCOME

In this module, you will learn more about the 1st Phase of the PIPE model of Design Thinking: Purpose
-Empathetic Understanding. After completing this module, you should be able to:

1. craft problem statement;

2. identify the needs of your user/community; and
3. present Persona

LEARNING CONTENT

THE Phase 1- Purpose BUILDS ON exploration phase that takes off from the quest to dig on for what
inspires people to get engaged in the innovation process. It employs the designer’s CRITICAL
THINKING on the design space for problem recognition, problem definition, and as the designers get
high level of empathetic understanding of the problem, guide exploration into the solution space by
enacting the ideation phase of the design process.

Learning to think in critically, analytical and evaluative ways means using mental processes such as
focusing, categorizing, selecting, and judging. It is an analytic-evaluative process to support informed
decision making.

Critical thinking requires a predisposition to be critically analytic in the process of making sense of
arguments and logic and rendering informed decisions and judgments in an effort to make a well-
reasoned, clear and responsive conclusion.

The quest for purpose involves ability to get to know the user (community), recognize and define their
problem using critical thinking and empathetic understanding. An innovation is bound to be useless
unless we understand, connect and care for the user (community). This is empathetic understanding.

Essential steps used in this phase:

1. Identification of a problem/ issue in a community

2. Preliminary research- through books, internet
3. Ethnographic Research- to gain deeper understanding and connection with the user
4. Analyzing Data
5. Creation of Persona

NOTE: The class will be divided into teams with 10 members each, preferably
members coming from same area/barangay/town to work on your projects.

Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020

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Step 1. Identification of a Problem/Issue

In this step you may start looking for possible projects that you will work on. Identify a problem or
issue in your community that is close to your heart. Who do you want to help? Why do you want to
help them? Describe using the graphics below.

PROBLEM/ISSUE

What is currently
What factors What is the
being done to
contribute to the problem/issue
address the
problem? about?
problem?

Who needs help?

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Step 2. Preliminary Research

Conduct an online research to gather preliminary information about the problem and issue. Is this
problem happening in other places? Take note, you are not supposed to think of any solution at this
point. You are doing this to understand more the problem/ issues around your user.

Combine the information you gathered from Step 1 and Step 2. At this point, you are now ready to
identify the problem and craft your problem statement!

How to craft a problem statement:

Identify the Verb+ Identify the User+ Problem to be tackled

Sample:
How can we help the students of ISU to become more effective self-directed learners?
How can we encourage the Cabaguenos to reduce plastic wastes?

ACTIVITY 1

Craft your problem statement.

Problem Statement:

Step 3. Ethnographic Research—Empathy Study

The main goal of this process is to gain deeper understanding and connection with the community.
How do you get to know the people involved in the issues/problems in the community? How can you
connect with them?

Have this in your mind always: PUT YOURSELVES INTO THE USER’S SHOES.

Experience their everyday life. How do they think and feel?

Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020

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You may use the following methods:

1. Observation
2. Interview

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Observation

The purpose of this method is to use AEIOU and POEMS observation technique as tools for empathy
study. During field observation, record observations under appropriate headings.

AEIOU Technique:

What to observe: Observations

Activities

Environment

Interactions

Objects

Users

POEMS Technique:

People Objects Environment Message Services

Interview

Use interview as a technique to clarify observations and assumptions. This is your opportunity to dig
deeper into the inner thoughts and feelings of the user.

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It is best to conduct face-to-face interviews to discover your user and their needs. During the
interview:

• Probe to uncover the truths behind their human story

• Observe their non-verbal cues as well as pick out observations of their natural setting
• Record all the interview data for analysis (word for word)

You may conduct interviews in pairs or groups of three. Decide on the role each member is to play
(interviewer, note-taker, observer).

A mix of both Type A & B questions are important during interviews. Type A questions helps to keep
your interviewees at ease while you build rapport with him/her before moving into ‘tougher’ Type B
questions which unravels deeper information. Type B questions will aim to evoke stories and explore
emotions. Conclude with Type A questions as you end your conversation.

Interviews are not surveys. Do not ask a list of questions. Build on the answers of your interviewees.

ACTIVITY 2

1. Prepare your guide questions prior to the conduct of your interview using the template below:

Empathy Study Plan Who will be interviewed?

Demographics Personal Motivations
Questions: Questions:

Areas Related to the Problem

Questions:

2. Conduct an ethnographic research/empathy study.

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Step 4. Analyzing Data Gathered: Identifying and Prioritizing Needs

In this particular step, your primary goals are to:

1. cluster the important data; and

2. identify the user needs.

Process 1. Identifying Useful Data (Individual Power)

• From the interview data, write down points you think are interesting or significant.
• Write one data point in one sentence. Do not summarize or interpret. Use word for word,
as supplied by the interviewee.

Note: Team Leader may split the team into 3 after this step to create 3 micro-groups before
proceeding to Process 2.

Process 2. Share the data points. (within each micro-group)

• One team member will exchange data points to another team member.
• The partner will highlight the most useful data by putting an asterisk (*) to the data point.
• Each data point with an asterisk will be used in the next step.

Process 3. Cluster similar data together (Team Effort)

• Each micro-group are required to turn in their asterisked data points.

• Cluster asterisked data points (*) according to common pattern/ learning points from the
interviewees.
• From each cluster, write a general theme/cluster head.

Activity 3

1. Describe in 1-2 sentences the clustered information based on data points. This will be the
insight.

INSIGHT: Reflection of each cluster (what does the clustered information tell you?)

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2. From the insights, derive the users’ needs.

NEED: From the insight, what do you think your interviewee/user need?

Need 1:
Need 2:
Need 3:

WHAT MAKES A GOOD NEED STATEMENT:

• It is NOT a solution.
Bad example: I need money for internet connection to study during the new normal.

Better example: I need flexible learning opportunities to study during the new normal.

• It addresses a gap.
• It addresses your project statement.

Remember, you are now identifying the needs which will be addressed/ given solution in the next
phase (IDEATION).

Step 5. Creation of Persona

Persona is a profile which will serve as a reference & inspiration throughout the solution
development. It represents the community/ users you are working with.

Personas are more than just demographic information, a persona needs to capture the person’s
behavior, beliefs, motivations & pain points.

Sample Persona

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Sample Persona Template:

Persona Name: Motivation Defining Quote

Demographic Profile Social/Family Lifestyle Challenges/ Pain Top 3 Needs

Age: Points
Gender:
Job:

Hobbies/Likes/Dislikes Deep Need

Statement

ASSESSMENT TASK

1. Create your own persona based on the information and data you gathered. You may use the
sample template as your reference.
2. Present the Persona to the class via the prescribed videoconferencing platform.

REFERENCES

Berengueres, J. 2013. The Brown Book of Design Thinking. A Workshop Based Approach. University
of UAE.

The Essential Guide to Design Thinking. University of Virginia. Darden Executive Education.

Design Thinking. The Guide Book. Royal Civil Service Commission (Bhutan) in collaboration with
Singapore Polytechnic.

https://www.youtube.com/watch?v=TiD33_6-NAM- Empathy

Design Thinking Toolkit- Singapore Polytechnic (2018)

DT Teaching Slides- Singapore Polytechnic

Aggabao, A. H Mamamuag, R. Tarayao, K.B. Manaud, J. ReCITE 2020