Design Thinking and Innovation Course - Introduction

TEK495 - Design & Innovation
Course introduction
DESIGN & INNOVATION
TEK495
Ingo Rauth, Lisa Carlgren, Maria Elmquist
September 2, 2015
A big thank you, to people that provided us with feedback, input, hold lectures, commented on slides and
contribute to an open community of knowledge and idea exchange around design thinking: Alisan Atvur, Jose
Berengueres, HPI School of Design Thinking - Potsdam, Jan Schmiedgen, Julien Mauroy, Kira Krämer,
Stanford d.school, Steve D’Amico, and our students, colleagues and friends who provided us with input and
feedback.

WARM-U
PImage source: mogulfiles.com

Agenda
▪ Course introduction
▪ Introduction to visualizing & journaling
▪ Introduction to Innovation
Lunch
▪ Wallet exercise (Project 1)
▪ Recap Design Thinking, Design and Innovation
▪ Introduction to reflection & presentation
* * 3
Introduction day

TEK495 - Design & Innovation 4
COURSE
INTRODUCTION
1#

WARNING
▪ Frustration
▪ Heavy project work
▪ Ambiguity & Uncertainty
* * 5
#1 COURSE INTRODUCTION
Image source: https://betterleadership.wordpress.com/2010/02/05/the-valley-of-despair/

TEK495 - Design & Innovation* * 6
Image source: https://betterleadership.wordpress.com/2010/02/05/the-valley-of-despair/

HOW TO SURVIVE
▪ Trust the process
▪ Reflect
▪ Support each other
▪ Ask for help, we are here!
* * 7
Image source: wikimedia.org

THE 2015 TEAM
* * 8
INGO Rauth
PhD Candidate
ingo.rauth@chalmers.se
Course Lead & Lecturer
LISA Carlgren
Assistant Prof.
lisa.carlgren@chalmers.se
Course Lead & Lecturer
MARIA Elmquist
Prof., Head of Department
maria.elmquist@chalmers.se
Course Examiner, Lecturer
FREDRIK Garneij
Ericsson AB
Teaching Assistant

Course Aim
▪ Introduction to design thinking & innovation.
▪ Contrast the traditional linear view of problem solving to
working with wicked problems.
▪ Development of design & innovation related skills.
* * 9

Learning objectives
After the course students will be able to :
▪ explain the role of Design Thinking in Innovation.
▪ describe the role and use ethnographic methods.
▪ explain and apply data synthesis.
▪ explain and use sketching as well as various prototyping
techniques.
▪ explain and use idea creation techniques.
▪ recognize and improve their teamwork as well as their role
within a team.
▪ explain the importance of reflection in innovation.
▪ use basic presentation techniques.
* * 10

How to develop skills?
* * 11
5% Lecturing
10% Reading
20% Audio/Visual
30% Demonstration
50% Discussion
75% Practice
95% Teach others
Passive
Teaching
Methods
Participatory
Teaching
Methods
Likely source: National Training Laboratories, clarification and further info
average retention rates

Participation is key!
* * 12
Doing
having a concrete
experience
Observing and
reflecting
on the experience
(Concluding and)
Learning
forming an abstract
conceptualization
Further references: Beckman, Berry (2007) Innovation as a Learning Process: Embedding Design Thinking,
Owen (2007) Design Thinking - Notes on its nature and use
Trying out what
you have learned
active engagement
leading to experience

02.09.2015 10:00-17:00
▪ Course introduction
▪ Project 1 - Wallet exercise
07.09.2015 8:00-12:00
▪ Project 1 - Presentations
▪ Teamwork & how to make it work.
13
Overall Course Structure
Project 1
develop a mental
framework

14

09.09.2015 10:00-17:00
Introduction - Project 2
Ethnographic research & innovation (Kira)
14.09.2015 8:00-12:00
Data synthesis and idea generation (Jan)
16.09.2015 10:00-17:00
Prototyping, Testing and iteration (Julien)
21.09.2015 8:00-12:00
Iteration & prototyping, storytelling & presentation.
23.09.2015 10:00-17:00
Final presentation Project II in front of an expert
committee and faculty.Introduction to Project III.
15
Project 2
deepen your
understanding

28.09.2015 8:00-12:00
Innovation project planning, introduction.
Planning of the project III.
30.09, 5.10, 7.10, 14.10, 19.10 2015
Project work & exchange with other teams
12.10.2015 8:00-12:00
Business aspects of Innovation
21.10.2015 10-17:00
Public presentations, project III - expert panel eval.
30.10.2015 13:00
Deadline: project III docu., diaries, and hand-ins.
16
Project 3
apply & practice

17
Project 1
develop a mental
framework
Project 2
deepen your
understanding
Project 3
apply & practice

Individual diaries
▪ To learn from your experience by reflecting and
learning from the experience.
▪ Use notebooks provided.
▪ The diary has to be handed in on October 31
* * 18

Project documentation
▪ Purpose: to document your work in this course for
future reference and application
▪ Guidelines in course syllabus.
▪ Hand-in on the day of your presentation
▪ check PingPong!
▪ Exception, hand-in 3 - 30th of October - one week
after the final presentation.
* Name | Title of Presentation * 19

Course literature
▪ There is no compulsory literature in this class,
only optional readings.
▪ You are responsible to choose and prioritize –
what will help your skill development the most?
* * 20

Examination
▪ Focused on the way you work!
▪ Distribution of credits during course
– Projects 10+20+40 = 70 p
– Individual diary = 15 p
– Participation = 15 p
▪ Projects 2 will be assessed by expert committee
▪ Projects 3 will be assessed by expert committee
& peers.
* * 21

In general
Hand-Ins
Unless indicated otherwise, due to 1h before course starts!
Times
We always start at 8:00 on Mondays and 10:00 on Wednesdays.
Attendance
If you can’t make it to a session, please let us know as soon as possible before
the session. Send an email to ingo.rauth@chalmers.se or
lisa.carlgren@chalmers.se.
We will provide you with an exercise you can do at home.
22

Course evaluation committee
Current team?
Do you accept this role?
Meetings
Meeting 1 - discussing student questions and inputs (½ hour)
Meeting 2 - course development: ideas, suggestions & improvements (½ hour)
Meeting 3 - final meeting: what was good & what can be improved?
23

BREAK
24

VISUALIZATION
& JOURNALING
2#

TEK495 - Design & InnovationTEK495 - Design & Innovation
Video source: Sketcho Frenzy - The Basics of Visual Note-taking
2626

Sketching
#2 Visualizing and Journaling
Who of you can draw?

Sketching
the basics for:
diagrams
objects
people
faces
Let’s wake up
your drawing skills!
Adapted from by Sketchnotes, Mike Rohde

Boxes & Connectors

Objects
Name 5 objects

People
Adapted from Emily Shepard, Graphicdistillery.com & Jose Berengueres

Facial expressions
Images by Lisa Carlgren

Add details
Adapted from Emily Shepard, Graphicdistillery.com

Adapted from Emily Shepard, Graphicdistillery.com
Using the basic shapes

Mindmaps & text

Examples

Some tools

Diaries from 2014

References & Inspiration
How-to
Getting started with Sketchnotes - article at Smash Magazine
How to work with text and layout, video.
SF Sketchnote meetup - Slide Decks with tutorials on people, lettering ...
Jose Berengueres Sketch thinking™
Inspiration
A collection of 143 Visuals, Doodles & Sketchnotes to inspire
Videos showing how to sketchnote by Mike Rohde.
Books (not needed for this course)
Sketchnotes by Mike Rohde

AN INTRODUCTION
TO INNOVATION
MARIA ELMQUIST
3#

Innovation
▪ Something that creates new value (for the
customer or the producing firm) when it is
implemented/reaches the market
▪ Ex-post definition
▪ Process or outcome
▪ Degree of newness
is ”in they eye of the
beholder”
*
Toyota PriusPeePoo
41
#3 Design & Innovation

Are these innovations?
*
iPhone5
42

Types of “New”
▪ Market driven innovation – developing offerings
based on analysis of market data
▪ Technology driven innovation – finding new uses
for existing technology
▪ Customer/needs driven innovation –
understanding the customer and his/her needs
Name | Title of Presentation * 43

Types of “New”
▪ Market driven innovation – developing offerings
based on analysis of market data
▪ Technology driven innovation – finding new uses
for existing technology
▪ Customer/needs driven innovation –
understanding the customer and his/her needs
* 44

Innovation
▪ Innovation =/= Creativity
▪ Creativity – generation of new ideas
▪ Innovation =/= R&D
▪ Research – creation of new knowledge (question is
know)
▪ Development – application of knowledge (spec. is
known)
▪ Innovation
▪ Both question and specification are unknown!
* 45

In R&D projects…
▪ …objectives are known
▪ …the interactions between
functions are well defined
▪ …the knowledge needed is known
in the beginning of the process
▪ …evaluation and validation
methods are known.
Intention
Orientation
Figeage des Hypothèses
Pré- Contrat
RVA
Pré
-
exploratoire
Exploratoire
Préparatoire
Intensive innovation (4)R&D projects
Source: LeMasson et al 2006
46

In R&D projects
▪ … objectives are known
▪ … the interactions between functions
are well defined
▪ … the knowledge needed is known in
the beginning of the process
▪ … evaluation and validation methods
are known.
In Innovation
▪ … the objectives are developed or
revisited
▪ … the interactions between
functions are instable or revisited
▪ … the knowledge needed is not
identified beforehand
▪ … evaluation and validation methods
need to be developed
…
Intentio
n
Orientatio
n
Figeage des
Hypothèses
Pré-contra
t
RVA
Pré-exploratoir
e
Exploratoire
Préparatoire
’
’ ’
R&D projects and innovation
Source: Le Masson et al 2006
47

Why is innovation so difficult?
▪ Established processes are designed for repetition, risk
reduction and predictability (to enable control)
▪ Short term results / Long term results
▪ Focus lies on existing business and business model
▪ Organizational structures often mirrors the dominant logic
of existing business
▪ Innovation often related to customer value (not technology
development) – and many companies are technology
driven
* 48

Design and innovation
▪ Managing innovation (contrary to R&D) is about
managing without knowing everything
→ it is wicked
▪ In Design
– Different attitude to the problem – not assuming it is the
right one
– Deep focus on understanding needs and include a
variety of perspectives/competencies
– Process & mindset – learning (iterations and quick
prototyping) instead of optimizing
▪ There is a fit - innovation is all about design!
* 49

Image by Naotake Murayama http://www.flickr.com/photos/12832970@N00/148028870/
50

Design Thinking
approach to user-centered innovation
based on the way designers work
Empathize
Define
Ideate
Prototype
Test
Source:
Stanford University, d.school
Design Skills
based on empirical studies of
designers by Nigel Cross
Evaluating
Formulating
Moving
Representing
Reflecting
Source:
Cross, 2011
51
Design and innovation
The Innovator’s DNA
skills that innovative and creative
entrepreneurs need to develop
Questioning (What if)
Observing
Associating
Networking
Experimenting
Source:
Dyer, Gergersen & Christensen, 2009

References
▪ Tidd and Bessant, 2009, Innovation - what it is and why it
matters in Tidd and Bessant Managing Innovation, pp 3-51
▪ Boland, R.J. & Collopy, F., 2004. Managing as Designing,
Stanford Business Books.
▪ Dyer, Gregersen, Christensen, 2009, The innovator’s DNA,
Harvard Business Review, 2009, Dec.
▪ Cross, N. (2011). Design Thinking: Understanding How
Designers Think and Work. Berg Publishers.
▪ Tschimel, K. (2012) Design Thinking as an effective Toolkit
for Innovation
52

LUNCH

PROJECT 1
4#

WALLET.
EXERCISE.
Picture by:Ingo Rauth

Sketch your dream wallet
#4 PROJECT 1, The Wallet Exercise
56

Design Thinking Process
57
Source: Stanford University, d.school

58
divergent thinking
convergent thinking
Adapted from: Stanford University, d.school, Design Council UK
PROTOTYPEIDEATE PROTOTYPE & TESTEMPATHIZE DEFINE IDEATE

59
PROTOTYPE
explore
the
problem
EMPATHIZE IDEATE
data

60
PROTOTYPE
explore
the
problem
redefine
the
problem
improved problem
understanding
EMPATHIZE DEFINE IDEATE
data
clustereddata(information)
insights

61
PROTOTYPE
explore
the
problem
redefine
the
problem idea
generation
improved problem
understanding
data
insights
ideas

62
PROTOTYPE
explore
the
problem
redefine
the
problem idea
generation
develop
&
learn
about ideas &
problem
s
improved problem
understanding
data
insights
ideas

63
improved
concept
PROTOTYPE & TEST
explore
the
problem
redefine
the
problem idea
generation
develop
&
learn
about ideas &
problem
s
improved problem
understanding
data
insights
ideas
filterideas

References
Miniguide to the design thinking process (d.school)
Wallet exercise by d.school Stanford- instructions & methods
Teaching tips (video) http://vimeo.com/33690707
Video of a class taught at Sanford d.school
EXTENSION: To show the difference between people’s assumption and user
centered innovation, ask students to make a drawing of their dream wallet. In
the end, make them compare the wallet that has been design for them and the
wallet they created. Let them reflect about the difference in front of the group,
showing both designs.
64

BREAK
65

DESIGN THINKING
ORIGINS
5#

DESIGN?
#5 Design Thinking Origins
67

graphic design
product design
behavioral design
circuit board design
service design
organizational design
? ?
DESIGN?
68

graphic design
product design
behavioral design
circuit board design
service design
organizational design
something artificial the verb design
DESIGN?
69

“design has no subject matter of its own apart from what a
designer conceives it to be … potentially universal in scope as
because design thinking may be applied to any area of human
experience. But in the process of application, the designer must
discover or invent a particular subject out of the problems and
issues of specific circumstances.”
DESIGN?
Source: Karen Christensen interview with Jeffrey Conklin (2007) Building shared understanding of wicked problems.
70

1960’s 1970’s 1980’s 1990’s
1969
Herbert Simon
Science of the Artificial
1980
Brian Lawson
How Designers Think
1983
Donald Schön
The reflective Practitioner
1987
Peter G. Rowe
Design Thinking
1992
Richard Buchanan
Wicked Problems in Design Thinking
2000’s
2001
Nigel Cross
Designerly Ways of Knowing
Research Discourse
Design Thinking Origins
Scholarlydiscourse
investigatinghow
designersthink&work
Adapted from Hasso & Laaksi (2011) and Johansson-Sköldberg, Woodilla and Çetinkaya (2014)

TEK495 - Design & InnovationTEK495 - Design & Innovation
Source: The Deep Dive, NBC Nightline documentary on youtube
7272

1960’s 1970’s 1980’s 1990’s
1969
Herbert Simon
1980
Brian Lawson
How Designers Think
1983
Donald Schön
1987
Peter G. Rowe
Design Thinking
1992
Richard Buchanan
2000’s
2001
Nigel Cross
Two discourses
2001
Tom Kelley (IDEO)
The art of Innovation
2006
David Dunne & Roger Martin
Design Thinking & How it
will change management education
Scholarlydiscourse
investigatinghow
designersthink&work
Practicebased
discoursed

Source: Stanfrd d.school
2006 d.school at
Stanford University.

1960’s 1970’s 1980’s 1990’s
1969
Herbert Simon
1980
Brian Lawson
How Designers Think
1983
Donald Schön
1987
Peter G. Rowe
Design Thinking
1992
Richard Buchanan
2000’s
2008
Tim Brown (IDEO)
Design Thinking
2001
Nigel Cross
Two discourses
2001
Tom Kelley (IDEO)
The art of Innovation
2006
David Dunne & Roger Martin
Design Thinking & How it
will change management education
Scholarlydiscourse
investigatinghow
designersthink&work
Practicebased
discoursed

Image by Naotake Murayama http://www.flickr.com/photos/12832970@N00/148028870/
Design
Thinking!
76

Why Design Thinking?
A discipline, approach a method
... “to match people’s needs with
what is technologically feasible
and what a viable business
strategy can convert into
customer value and market
opportunity.”
Source: Brown, T. (2008) Design Thinking.
Harvard Business Review.
77

“One approach to user-centered
innovation based on the
way designers (at IDEO) work.”
Design thinking
78

Guiding principles (mindsets)
human centered
problem framing
bias towards action
prototype
experiment
diversity (teamwork)
be mindful of the process
Adapted from: Stanford d.school
Carlgren, Elmquist, Rauth (2015) Framing Design Thinking in Practice.

Enacted through practices
D.School Potsdam, Germany
d.school, Stanford University, U.S.
Darden School of Management, Virginia, U.S.
Tim Brown (2008) Design Thinking, Harvard
Business Review.

Supported by techniques
Principle:
User Centeredness, human centered, problem framing
bias towards action, prototype, experiment, diversity
(teamwork), be mindful of the process
Practice:
Empathize,...
Techniques
Interviews, Observation, Immersion etc.
Source: Carlgren, Elmquist, Rauth (2015) Framing design thinking: The concept in idea and enactment forthcoming in
Journal of Creativity Management and Innovation.,

● Influences a firm’s capabilities to innovate (Carlgren, 2013) &
learn (Beckman & Barry 2007)
● Practitioner claim it, reduces development time, better ideas,
better collaboration across company functions (Carlgren,
Elmquist, Rauth, 2013)
● Reduces cognitive biases such as “Egocentric empathy gap”
(projecting on ideas onto others) - mitigates risks of failing at
the market (Liedka, 2014).
● Increases creative confidence (Kelley & Kelley 2014)
...
Why Design Thinking?
82

airbnb
Audi
BMW
Citrix
Coca Cola
Deutsche Bank
Deutsche Telekom
GE Healthcare
Intuit
Who says they are using it?
83
JetBlue
Kaiser Permanente
Mayo Clinic
METRO Group
P&G
Panasonic
SAP
Siemens
Volkswagen
...
Identified based on publications in business press and published case studies. See references.

TEK495 - Design & InnovationTEK495 - Design & Innovation 84
#5 Design Thinking in industry
GE
Video: Pittsburg Chidrens Hosptial Makes Visits Fun for Kids
84

KAISER
PERMANENTE
#5 Design Thinking in industry
Video source: Kaiser Permanente - Design Thinking 101

TEK495 - Design & InnovationTEK495 - Design & Innovation 86
Video: Bill Burnett - designing your life
86
Designing your life?!

Additional References & Resources
Case Studies
▪ This is design thinking - Case study archive
▪ Design thinking in IT - Intuit’s CEO on building a Design-Driven Company
▪ Design thinking in healthcare:
▪ Kaiser Permanente's innovation on the Front Lines
▪ Mayo Clinic Design Thinking in Health Care
▪ Customer centric workshop at Coca Cola (video)
▪ Design Thinking in Fast Food industry: Case video on Chick-fil-A
▪ Design Thinking at Deutsche Bank, working with Student Teams (video)
▪ Design thinking at Citrix
Organizations & Institutions:
▪ Stanford d.school, Palo Alto (CA,USA) / Video on design thinking
▪ IDEO a design and innovation consultancy firm
▪ Designkit.org webpage with tools and case studies
▪ Design Works at Rotman School of Management, Toronto (Canada)
87

BREAK
88

REFLECTION &
PRESENTATION
6#

“No matter how talented and successful you are, you will make mistakes. You
will develop bad habits. ...I have learned that a key characteristic of highly
successful leaders is not that they figure out how to always stay on course, but
that they develop techniques to help them recognize a deteriorating situation and
get back on track as quickly as possible.”
Robert S. Kaplan

What is reflection?
#6 PRESENTATION AND REFLECTION

What is a reflection?
Today, I contributed to my team’s success.

I contributed to my team’s success.
….by encouraging a shy student to speak about his
point of view which led to a breakthrough idea.

I think that we all have different characteristics and
some people might be a bit more shy, holding them
back. This might have to do with the way the team
works. I feel that many of us a quite outspoken and
easy going, however this might be intimidating.

REPORT OF AN
OBSERVATION
I think that we all have different characteristics and
some people might be a bit more shy, holding them
back. This might have to do with the way the team
works. I feel that many of us a quite outspoken and
easy going, however this might be intimidating.
SOMETHING
YOU LEARNED
BY THINKING
ABOUT YOUR
EXPERIENCE

Journaling, how to?
Unstructured vs. structured (prompting question guide)
AWARENES
● What have I
learned today?
● What have I
experienced today
(problematic or
great)?
EVALUATION
● Am I making progress
in my development?
● Am I on the right track?
● What obstacles have I
encountered?
● What does this
experience tell me
about myself?
REGULATION
● How can I get more out
of my course
experience?
● How can I remove
those obstacles?
● How am I living the
most of myself?

Why reflect?
▪ to make you think through your experiences
▪ think about your role (good & bad)
▪ think about your progress (good & bad)
▪ find out how it connects to your future, past and ambitions
▪ find ways to improve and try them next time

Participation is key!
* * 98
Doing
having a concrete
experience
Observing and
reflecting
on the experience
(Concluding and)
Learning
forming an abstract
conceptualization
Trying out what
you have learned
active engagement
leading to experience
CLASS
HOME

Project presentation
Challenge?
Aka. what is the project about.
Who is the user that you are
solving for?
Twitter message.
Process?
What did you do to solve the
problem?
What did you find out (main
insights)?
Document with pictures!
Solution?
Image(s)!
How does it address the
problem?
Proj. 1: incl. image of self
drawn solution next to it!
Submission requirements:
● 3 pages max, simple design
● Use visuals
● Use 18pt font
● Deliver as PDF (landscape)
● For a layman audience
● 140 character twitter message.
Example: The receipt collector’s wallet
for busy lunch time waiters.

Hand-ins
a. Journal
i. Answer one awareness, evaluation and regulation
question (around 2 pages)
b. Project documentation
i. Produce a 3 page PDF
Tipp: Sketch all slides (just content) then make them
look nice.
Deadline, your choice, but before next Monday 7AM?
▪ Take your phones out and open your calendar!
▪ Block 30 min to go through your notes reflect.
▪ Block 2 hours to do the project documentation.

Additional References & Resources
Reflection
▪ Di Stefano, Gino, Pisano, Staats (2015) Learning by Thinking:
Overcoming the Bias for Action through Reflection
▪ Kaplan (2007) What to Ask the Person in the Mirror
▪ Hubbs, Brand (2005) The Paper Mirror: Understanding
Reflective Journaling
▪ Donald A. Schön (1983) The Reflective Practitioner
▪ Donald A. Schön (1987) Educating the Reflective Practitioner
▪ Faculty at Northern Illinois University, Reflective Journals and
Learning Logs
▪ The pain journal (video) - How to grow as an innovation
professional by Alisan Atvur
101

“FAIL EARLY,
SUCCEED SOONER”
Heard at IDEO, Stanford d.school

103
Slide/Exercise Time Material Facilitator
Prepare Print: wallet exercise sheets
Bring: Prototyping material, adapter, backup
sound, laptop, notebooks for students
All
Warm-up 15 min none all
Course Intro 5-25 20 min Syllabus Printouts Ingo
Coffee break 15 min none
Visualization / sketchnotes max 30 min (total)
Video 3 min; Reflect on why 3min
Basic intro 3 min; Boxes 3 min
objects 5 min; people 5 min
expression 3 min;
marker, whiteboard Lisa lead
Ingo sidekick
Design & Innovation (36-48) 25 min none Maria
LUNCH
Wallet 120 min Prototyping material, print outs Lisa, Ingo
Coffee Break 15 min
Design Thinking Origins & Examples 15 min / sketch mindsets 5 min Post-Its Ingo
Coffee Break
Reflection & Presentation 10 + 7 min Ingo

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