INTRODUCTION TO

DESIGN THINKING
with
Matt Edwards, Employability & Enterprise Learning Development
Consultant
Monira Ahmed, Careers Consultant
Sumaiyah Kholwadia, Teaching Assistant
WHAT ARE WE COVERING
TODAY?
This lecture will
• What is Design Thinking and why is it provide you
helpful? with a tool you
• The stages of the Design Thinking process can use to help
develop
• Stage 1: Discovery solutions for
• Stage 2: Interpretation your
summative
assessment
WHAT IS DESIGN THINKING?
"….a process for transforming difficult
challenges into opportunities for design"
Human centric
methodology
'Design Thinking for Educators' by IDEO
WHAT IS DESIGN THINKING?

“The design process is what puts Design Thinking into

action. It’s a structured approach to generating and evolving
ideas.”
'Design Thinking for Educators' by IDEO
WHAT IS DESIGN THINKING?
Discovery "Design thinking is the mindset that aims
(requires
empathy)  to improve the situation of people
through the experiences they have. If
you’re interested in solving problems for
Test Interpretation
people, then you can practice design
thinking" (IBM)

Note: non-linear process, this is an iterative process which can be

applied to devising many different types of solutions
Prototype Ideate 
WHAT IS DESIGN THINKING?

Human-Centred Collaborative
Experimental

Optimistic
 WHY USE DESIGN THINKING?
• Supports organisations to be agile and
adaptable
• Helps to solve complex problems
through creative thinking 
• Valuable beyond this lecture and
module: being able to think from
somebody else's point of view is
helpful in all aspects of life
DESIGN & EXPERIENCE
What is an experience?
DESIGN & USER EXPERIENCE
Now imagine the experience if you are one of these users:

Human centric
methodology
https://slate.com/human-interest/2013/10/creative-confidence-a-new-book-from-ideo-s-tom-and-david-
kelley.html
Real life examples 
Human centric
methodology
An example of where a company didn't
adapt to their users’ needs:
How would you pay for goods or services
with this?
WHAT ARE WE COVERING
TODAY?
• What is Design Thinking and why is it helpful? This lecture will
provide you
with a tool you
• The stages of the Design Thinking can use to help
develop
process solutions for
• Stage 1: Discovery your
summative
assessment
• Stage 2: Interpretation
Where are we in the Design Thinking
process?

'Design Thinking for Educators' by IDEO

Where are we in the Design Thinking
process?
Discovery
(requires
empathy) 

Test Interpretation

Prototype Ideate 
STAGE 1: Discovery
What is ‘discovery’?

• A process which helps you to build a solid foundation for your

ideas
• Requires empathy – creating meaningful solutions begins with a
deep understanding of the needs of those involved

'Design Thinking for Educators' by IDEO

STAGE 1: Discovery and empathy
Let’s start with a messy problem…

How can Advice4All adapt in order to be able to continue

to provide advice services to the people of Birmingham?
STAGE 1: Discovery and empathy

Let’s start with a messy problem…

How can Advice4All adapt in order to be able to continue

to provide advice services to the people of Birmingham?

Activity: who are the stakeholders in this situation?

AN INTRODUCTION TO
EMPATHY MAPPING
What does this What do they think
person say, or need about this situation?
to say to others? What is their
How are they likely perspective on the
to express situation?
themselves?

STAKEHOLDER

How does this

What does this person person feel about
do in this scenario? the situation? What
What actions do they are their values?
take?
 Some of our existing
clients won’t be able to If we relocate out
access us using of the city centre I
technology There are mice in the I love my job
office and the roof will need to take
always leaks at least two buses
There is already more to work
client demand than We could be more
efficient in the way I have too much to The people I help
we can meet, if we do
we triage clients to have no where else
switch to online or
the part of the to turn
telephone that
number will go up service they need
SAYS THINKS
Advice4All
Gives initial DOES Advisor FEELS That the decision
advice to clients makers don’t know
facing high levels Gets the bus to Frustrated not to what it’s like on the
of debt work have had a pay rise ground
Arranges an
in four years
Looks after two annual bake sale Proud of the
school aged to raise money Uncomfortable service she
children and her for Advice4All, with the prospect provides to
elderly mum which usually of using more new her clients
makes around technology to do
£150 her job
Activity: Now it’s your turn!
Begin by drawing up a profile for the client:

• Name
• Age
• Where do they live?
• What type of issue are they seeking advice on?
• Work status?
• Financial position?
• Health?
• Language?
• Literacy?....
Activity: Now it’s your turn!
Begin by drawing up a profile for the client:

RC H
• Name
SEA
• Age RE
• Where do they live?
• What type of issue are they seeking advice on?
• Work status?
• Financial position?
• Health?
• Language?
• Literacy?....
Activity: Now it’s your turn!

SAYS THINKS
Advice4All
DOES Client FEELS
HOW DOES EMPATHY MAPPING RELATE TO
DEVISING YOUR SOLUTION?
Empathy maps can help you to recognise:

• What areas do you need to understand more?

• What further research might you need to do?
• Whether there are any themes or patterns emerging across the
maps?
• Whether there are any conflicting views? Where might tensions
arise that might need to be addressed?

Later, you can refer back to them to ‘test’ your proposed solutions.
WHAT ARE WE COVERING
TODAY?
• What is Design Thinking and why is it helpful? This lecture will
provide you
with a tool you
• The stages of the Design Thinking process can use to help
• Stage 1: Discovery develop
solutions for
your
• Stage 2: Interpretation summative
assessment
Where are we in the process?

'Design Thinking for Educators' by IDEO

Where are we in the process?
Discovery
(requires
empathy) 

Test Interpretation

Prototype Ideate 
Stage 2: Interpretation
What is interpretation?

• Bringing together what you have discovered through the

combination of research and empathy
• “…finding meaning [in what you’ve discovered]….and turning
it into actionable opportunities for design…”

“I learned something. How do I interpret it?”

'Design Thinking for Educators' by IDEO
Stage 2: Interpretation
Two approaches:
1.Needs statement

2. How might we?

Human centric
methodology
Stage 2: Interpretation
Needs statement
• Involves outlining what stakeholders need in order to
achieve their goals.
• Goals = ways to solve/reduce/address the problem.

Why?

Focus
Stage 2: Interpretation
Needs statement

[Stakeholder] needs a way to [addresses this

need] so that they [benefit in this way.]
Stage 2: Interpretation
Needs statement

[Stakeholder] needs a way to [addresses this

need] so that they [benefit in this way.]
Write before you talk
Share your ideas
Challenge each other. Ask why?
Cluster similar ideas
Discuss
Write some more needs statements that represent key issues
Stage 2: Interpretation
Needs statement
[Stakeholder] needs a way to [addresses this
need] so that they [benefit in this way.]
“Client X needs a way to communicate with an advisor so that they can get advice on
their rights.”

“Client X needs a way to communicate remotely with an advisor so that they can get
advice on their rights.”

“Client X needs a way to access and identify relevant information about their problem
so that they can work out how to solve it. “
Stage 2: Interpretation
Needs statement

[Stakeholder] needs a way to [addresses this

need] so that they [benefit in this way.]
Write before you talk
Share your ideas
Challenge each other. Ask why?
Cluster similar ideas
Discuss
Write some more needs statements that represent key issues
 Stage 2:
Interpretation

Your turn!

Needs
statement
Advice4All
Stage 2: Interpretation
How might we…?

1. Identify your learning

2. Are there any themes?
3. Insights
4. Ask ‘how might we…?’ or ‘what if…?’
Stage 2: Interpretation
How might we…?
1. Identify your learning
• Look at your research and your empathy maps.
What has stood out for you?
• Key issues? Human centric
methodology
• Problems?
• Opportunities?
• Questions you still have?
Stage 2: Interpretation ‘Techno
l og y ’
How might we…?
2. Are there any themes?
• Group your learning into themes/clusters
• Name each theme (‘the headline’)
• Turn each headline into a statement
• Look for links between themes

‘Fundr a i s i ng ‘It is difficult to

make much money

diffic ul tie s ’ through ad hoc

fundraising efforts’
Stage 2: Interpretation
How might we…?
2. Are there any themes?
• Group your learning into
themes/clusters
• Name each theme (‘the
headline’)
• Turn each headline into a ‘It is difficult to
statement make much
money through ‘Staff feel
• Look for links between ad hoc
fundraising
overworked’

themes efforts’
 “Insights are a concise expression of what you
Stage 2: Interpretation have learned from your [discovery] activities.
They are the unexpected information that makes
you sit up and pay attention. Insights allow you
How might we…? to see the world in a new way and are a catalyst
for new ideas.”
3. Insights
• From your themes, select the most
surprising/interesting/worth pursuing
• Consider how they relate to your challenge. Check they
are relevant
• Select the three to five most important
• Craft your insights. These should be ‘short, memorable
sentences that get to the point’ (IDEO)

‘No resource is formally allocated to fundraising.’

 “Insights
become v
Stage 2: Interpretation them as i alu
nspiring o able when we ca
pportuniti n use
es.”
How might we…? 'Design Thinking for Educators' by IDEO

4. Ask ‘how might we…?’ or ‘what if…?’ How might

we reduce
• Avoid implying the answer in the question advisors’
• If that happens, ask ‘why might we want to do workloads?
that’?
• Generate lots of questions!
• Which ones excite you?
How might we
• What feels important to address? increase
Advice4All’s
fundraising
income?
Where are we in the Design Thinking
process?
Today Monday

#BLSlegalsolutions 'Design Thinking for Educators' by IDEO

Next week:
Discovery
(requires
empathy) 

Test Interpretation

Mo
dan
y
Prototype Ideate 
Starts on Wednesday 1st February

It doesn’t matter what year of study you are or where

you are in your decision-making about your next step,
Careers Network’s ‘get experience, be ready’ campaign
is here for you throughout February. There's a range of
events, activities and experiences to help you make the
next step – big or small. Discover more about a variety
of different work experiences and how to get them,
speak to our friendly advisers and feel better prepared
for what is next for you.
‘B-Experienced Internships' are a mix of in-
person, hybrid, and remote paid internships
available exclusively to current undergraduate
and postgraduate students, as well as recent
graduates.
Opportunities across different sectors are live
now – students can sign up for vacancy alerts
Turn your passion into profit

The B-Enterprising Team have joined forces with freelance specialists

Underpinned to run six weekly sessions each Friday from 10 February
2023.
Other key activities/support:

Careers Network Mentoring (birmingham.ac.uk)

(deadline 26th February)

Insight into job sectors (birmingham.ac.uk)

CAL are involved in
• NGOs/International Development (2nd
March)
• Charities & Voluntary sector (7th March)
• Publishing & Journalism (9th March)
Careers Network
web pages
Careers Connect for
1:1 appointments,
events and
opportunities

https://intranet.birmingham.ac.uk/as/
employability/careers/students.aspx

https://bham.targetconnect.net/unauth/student/login