You'll learn: - How to sustain design thinking beyond the workshop - How to use “design interventions” to create long-term impact in enterprises - Best practices for evangelizing enterprise UX based on SAP’s experiments

1. SURVIVING THE HYPE
An experimental model for scaling design thinking

2. Legend
What We Learnt,
(And What It Means For You)
Why We Did It
What We Did

3. PART 1
Why We Did It

4. DESIGN-THINKING IS
GOING MAINSTREAM

5. SITUATION : DESIGN-THINKING TODAY
image:wikimediacommons

6. EXHIBIT 1 : THE DESIGN VALUE INDEX
Image:DMI2016

7. EXHIBIT 1 : #DESIGNINTECH 2016
image:DesigninTech2016

8. HOW MANY DESIGNERS
DO YOU NEED TO
CHANGE CULTURE ?

9. SAM’S RATIOS
1: 10
1: 100
1: 1000

10. YOU HAVE TO TEACH.
Current employees Future employees+

11. COMPLICATION : CURRENT MODEL
image:hpi

12. WORKSHOP
UNIT OF SCALE

13. EARLY MODEL : CIRCA FEB 2015
NAIVE
link:mediumarticle

14. PART 2
What We Did

15. BACKSTORY

16. link:wikipedia

17. WHAT WE DID
CreatedbyOksanaLatyshevafromtheNonProject
A N D R E A & D O N M I C H E L L E
R A N A R O H I T
PROJECT MOONSHINE

18. UNIVERSITY AS AN
ANALOGUE FOR
ENTERPRISE
CENTRAL INSIGHT

19. UNIVERSITIES WE’RE WORKING WITH

20. WHAT WE DID
1. Define the Challenge
2. Develop a Systems Understanding
3. Reframe the Challenge
4. Find Intervention Spaces
5. Design Interventions
6. Scale Interventions

21. 1. DEFINE A CHALLENGE

22. 3. SYSTEMS UNDERSTANDING: JOURNEY
Freshman Sophomore Junior SeniorYear
Act 1 : Entry Shock Act 2 : Class Roulette Act 3 : “Light My Fire” Act 4: Exit Shock
Intervention Space

23. 3. SYSTEMS UNDERSTANDING: STUDENT EXPERIENCE
50%
56%
in 6 yrs
6.5s
“Noisy”
Channel
“No
Fit!”
“Class Roulette”
“Light My Fire”

24. 3. SYSTEMS UNDERSTANDING: EDUCATOR’S EXPERIENCE
$
?

25. 2. RE-FRAME THE CHALLENGE
Design a system and experience, that
empowers students, to become design-
minded intrapreneurs, with purposeful
careers ?
H O W M I G H T W E

26. 4. FIND INTERVENTION SPACES
$
C L A S S R O O M R E A L - W O R L D
P R O B L E M S
* low return on value for effort invested
TA L E N T
M AT C H I N G

27. 5. DESIGN INTERVENTIONS : CHANGE BEHAVIOR
Expose
POSTER
Experience
TRAILER
Engage
MOVIE
NEWOLD

28. 5. DESIGN INTERVENTIONS : CLASSROOM
OLD NEW
Expose
COOKBOOK
Experience
CLASSLAB
Engage
TEACHING COHORT

29. 5. INTERVENTION 1 : EXPOSE COOKBOOK

30. 5. INTERVENTION 2 : EXPERIENCE CLASSLAB

31. 5. INTERVENTION 3 : ENGAGE TEACHING COHORT
Kenn Sugiyama
Adjunct Professor
San Francisco State
Prof. Leigh Jin
Information Systems
San Francisco State
Prof. Anne Massey
Information Systems
Indiana University
Dr. Tracey Kijewski-Correa
Civil & Env. Engg & Earth Sciences
Notre Dame University
COMMITTED COMMITTED COMMITTED SCALED
Steve Reifenberg
Kellogg Inst. for Intl. Studies
Notre Dame University
SCALED
Scott Klemmer
Associate Professor
UC San Diego
SCALED

32. NEWS : TOP 30 IN OPEN IDEO’S HIGHER ED CHALLENGE

33. 6. SCALE INTERVENTIONS : COOKBOOK ECOSYSTEM

34. INTERVENTION
UNIT OF SCALE

35. WHAT WE DID
1. Define the Challenge
2. Develop a Systems Understanding
3. Reframe the Challenge
4. Find Intervention Spaces
5. Design Interventions
6. Scale Interventions

36. PART 3
What We Learnt

37. WHAT WE LEARNT
1. Emphasize Design-Doing
2. Treat this like a Systems Problem
3. Flag Situations with Low Return on Effort
4. Don’t Treat this as a Fight
5. Find the Soft Spot
6. Place a Bet
7. Design an Intervention
8. Create a Scaffolding for Behavior Change
9. Design Experiments alongside Releases
10. Build Cohorts

38. EMPHASIZE DESIGN-DOING
Design thinking has the wrong emphasis
1

39. CURRENT MENTAL MODEL : POST-ITS
image:hpi

40. DESIRED MENTAL MODEL : CRAFTSMANSHIP
image:unsplash

41. BACK IN THE ENTERPRISE
Situation : You’ve been asked to give an introduction to design-
thinking.
Action: Replace design-thinking with design-doing in your slides and
simply use design-doing as the way to talk about design. We’ve seen
people use it back with us within the same conversation
9

42. TREAT THIS LIKE A
SYSTEMS PROBLEM
Create systems level artifacts
2

43. MENTAL MODEL : SYSTEMS
Connected
Capable of Learning
Humans working in Concert

44. EXHIBIT 1 : SYSTEM FACTS
1. Only 3% of 14 million students go to private college in the U.S.
2. On average 50% of those who enter college, leave without graduating
3. The university system is driven by the conditions of federal grants
4. Quality of teaching is not incentivised in the university system. Research is.
5. There is no measure of how well the student is learning
6. Grade inflation is common
7. The university punishes students for exploring outside a prescribed path
8. The university system is a bubble
9. Students across the board learn better through real-life experiences
10. Students are coming out, at best, qualified but deficient in critical skills

45. BACK IN THE ENTERPRISE
Situation : You want to create system facts for your company or unit.
Where do you start ?
9
Action:
• Look up system facts for your company / unit : e.g. hiring, firing,
tenure, promotion velocity, average age of employee
• Speak to 8-10 employees on what gets noticed and promoted.
• Deduce : what is the story about the what is incentivized and what
is punished ?

46. EXHIBIT 2 : SYSTEM BEHAVIOR
Freshman Sophomore Junior SeniorYear
Act 1 : Entry Shock Act 2 : Class Roulette Act 3 : “Light My Fire” Act 4: Exit Shock
Intervention Space

47. BACK IN THE ENTERPRISE
Situation : You want to determine the system behavior for your
company / unit. Where do you start ?
9
Action:
• Speak to 8-10 employees of the unit across a range of experience
• Have them sketch their journey in years or key moments
• What does the aggregate experience signature of the unit look like ?
• Where in the journey do you see an opportunity for improvement ?

48. EXHIBIT 3 : SYSTEM ARCHETYPES

49. BACK IN THE ENTERPRISE
Situation : You want to determine the employee archetypes in your
unit / company . Where do you start ?
9
Action:
• Interview 25 employees in your unit across a range of experiences
• Look for repeating “types” in the personalities.
• Give each type a name and specify further

50. EXHIBIT 4 : SYSTEM DESIGN
50%
56%
in 6 yrs
6.5s
“Noisy”
Channel
“No
Fit!”
“Class Roulette”
“Light My Fire”

51. BACK IN THE ENTERPRISE
Situation : You want to determine the system creating the experience for
the unit today . Where do you start ?
9
Action:
• Surface the central metaphors you keep hearing during interviews
• Fuse the metaphors into a working system
• Test to see it explains the dominate employee experience

52. EXHIBIT 5 : INTERVENTION SPACES
$
C L A S S R O O M R E A L - W O R L D
P R O B L E M S
*spaces relevant for the design challenge
TA L E N T
M AT C H I N G

53. BACK IN THE ENTERPRISE
Situation : You want to find the intervention spaces in the current
system in your unit / company . Where do you start ?
9
Action:
• Re-state your design challenge: what are you trying to achieve ?
• For your challenge e.g. change mindset, which parts of the system
are affected ?
• Highlight spaces critical to your design challenge.

54. FLAG SITUATIONS WITH
LOW RETURN ON EFFORT
Respect biocost
3

55. MENTAL MODEL : LEAKY BUCKET
Where are you
leaking energy ?

56. EXHIBIT 1 : LOW-ENGAGEMENT LECTURES
image:advancesinphysiologyeducation

57. EXHIBIT 2 : SPAMMING RECRUITERS WITH RESUMES

58. BACK IN THE ENTERPRISE
Situation : For the intervention spaces you’ve identified, you want to
identify situations which can serve as an entry point for interventions .
How will you find them ?
9
Action:
Talk to primary actors, about where they feel the least return on
effort ? Where do they feel exhausted by the effort ? Where does it
feel thankless ?
List situations. Pick one where you have greatest influence to
change. These are your key situations.

59. DON’T TREAT THIS AS A
FIGHT
Treat this an exercise in releasing constraints
4

60. OLD MENTAL MODEL : DAVID AND GOLIATH
image:resourcemagonline

61. NEW MENTAL MODEL : PEOPLE UNDER CONSTRAINTS

62. EXPERIENCE : CONSTRAINTS FEELS LIKE
I want to… but..

63. EXAMPLE : I WANT TO, BUT..

64. BACK IN THE ENTERPRISE
Situation : You’ve identified key situations within the intervention
spaces that look like a good place to start. What do you do next ?
9
Action:
• Explore a key situation with the primary actor
• Do an “I want to..” part of the exercise with he.r. Have her sort the
I want to in order of personal importance
• Do the “..but” part of the exercise. Have the actor rank the most
important constraints
• Review the constraints holding the primary actor back

65. FIND THE SOFT SPOT5 Know what you can change, what
you can’t and where to start.

66. MENTAL MODEL : SOFT SPOT

67. EXHIBIT 1 : GRADE INFLATION ( PUBLIC )
Because :
Universities accept federal grants
Universities have to accept the conditions of federal grants
Universities have to focus on retention
Professors feel pressured not to fail students
Professors grade students higher than they normally would

68. EXHIBIT 2 : MISSING PROFESSORS ( PRIVATE )
Because :
Universities have a research focus
Universities offer tenure in return for research papers
Professors have to submit 3 peer reviewed articles in 6 years
Professors have very little capacity left over to teach
TA’s and adjuncts are substituting for them in class

69. BACK IN THE ENTERPRISE
Situation : You’ve identified the constraints within a key situation. You
want to determine where to start making changes. What do you do next ?
9
Action:
Pick the top constraint
Explore the constraint chain. Ask, why does this constraint exist
and uncover related constraints until the full chain is explicable
Analyse the chain. Where do you sense the most “give” ?
This is your soft spot. This is where you start making a change.

70. PLACE A BET
What might release the constraint ?
What might the effect of that be ?
6

71. MENTAL MODEL : UNINTENDED CONSEQUENCES

72. FORMULATION : BET
If We…
Then…
Resulting In..

73. EXHIBIT : 14 BETS ON HIGHER EDUCATION
#2
#1 #2 #3 #3
** *

74. BACK IN THE ENTERPRISE
Situation : You’ve identified the soft spot. You want to jump in a make
changes. What do you do next ?
9
Action:
Remember this is a complex system with unindented consequences
For If We.. what might release the constraint ?
For Then.. what is the first order effect of releasing the constraint ?
For Resulting In..what might the ultimate effect of this be ?

75. DESIGN AN INTERVENTION
Don’t just ideate. Intervene.
7

76. MENTAL MODEL : INTERVENTION
image:swipsesnse

77. FORMULATION : INTERVENTION
How Might..
What Might..

78. EXAMPLE : FORMULATION
What might a kit for introducing all
critical moments for the design
mindset look like ?

79. EXHIBIT 1 : COOKBOOK

80. EXAMPLE : FORMULATION
How might we create a safe space
for creating future classes ?

81. EXHIBIT 2 : CLASS LAB

82. BACK IN THE ENTERPRISE
Situation : You have your bet. Now its time to ideate. What do you do
next ?
9
Action:
Remember an intervention is an insertion
Create your brainstorm seed from the IF part of your hypothesis
Get together a diverse group and brainstorm
Pick intervention which feel like the least demanding behavior
change.

83. BACK AT SAP
Global Leadership Development Program

84. CREATE A SCAFFOLDING
FOR BEHAVIOR CHANGE
Assume progressive commitment
8

85. SCAFFOLDING BEHAVIOR CHANGE : MOVIES
Expose
POSTER
Experience
TRAILER
Engage
MOVIE
NEWOLD

86. SCAFFOLDING BEHAVIOR CHANGE : CLASSROOM SPACE
OLD NEW
Expose
COOKBOOK
Experience
CLASSLAB
Engage
TEACHING COHORT

87. INTERVENTION 1 : EXPOSE COOKBOOK

88. INTERVENTION 2 : EXPERIENCE CLASSLAB

89. INTERVENTION 3 : ENGAGE COHORT
Kenn Sugiyama
Adjunct Professor
San Francisco State
Prof. Leigh Jin
Information Systems
San Francisco State
Prof. Anne Massey
Information Systems
Indiana University
Dr. Tracey Kijewski-Correa
Civil & Env. Engg & Earth Sciences
Notre Dame University
COMMITTED COMMITTED COMMITTED SCALED
Steve Reifenberg
Kellogg Inst. for Intl. Studies
Notre Dame University
SCALED
Scott Klemmer
Associate Professor
UC San Diego
SCALED

90. BACK IN THE ENTERPRISE
Situation : You have a few ideas for intervention. One of them is a
cross-functional workshop. You’re tempted to jump into implementation.
What do you do next ?
9Action:
• Remember an intervention needs to be scaffolded
• Ideate on how to expose, experience and engage your primary actors
with your intervention.
• Create intervention for each

91. SCALING DESIGN-DOING IN ENTERPRISE : EMPLOYEES

92. DESIGN EXPERIMENTS
ALONGSIDE RELEASES
Make failure psychologically safe
9

93. CONCEPT : PSYCHOLOGICAL SAFETY

94. REFERENCE : CUSTOMER DEVELOPMENT
SteveBlank

95. EXHIBIT 1 : COOKBOOK EXPERIMENT DESIGN

96. EXHIBIT 2 : COOKBOOK EXPERIMENT BOARD
CREATE TEST MEASURE CHANGE
Intervention Function Form Hypothesis Riskiest Assumption Validation Approach Experiment Critieria Result Learnings Pivot / Persevere
Cookbook Recipes
Getting expert industry and
academic practitioners to
contribute recipes
EducatorsCohort
Create a group of expert practitioners in
university and industry who want to put
recipes out.
IF WE — ask professors to contribute
recipes
THEN - they will commint in large
enough numbers
LEADING TO — a steady supply of
fresh recipes coming in from professors
There is a critical mass of expert
professors who are willing to share their
recipes with everyone else.
Interview
Pre-Sell
Concierge
Prototype
Survey asking them to choose
commitment levels from 30 min to 3
hours
10 %educators commit to creating new
recipes
30%3 of 10 educators agree to commit to
creating new recipes.
PERSEVERE
COHORT
find
Network
Find expert practitioners by networking
out way through practitioners we
already know
IF WE — ask our existing network of
expert practitioners for introductions to
their peers
THEN — most of them will comply
LEADING TO — 100 connections to
experts in the Bay Area
All design jobs are represented in our
network
pitch
SimplePitch
A simple pitch which asks the
practitioner to contribute to creating
more skills students while serving their
self-interest
IF WE..ask professors to signup with a
degree of commitment they can choose
into
THEN.. 80% of them will signup to
create recipes
LEADING TO..a critical cohort of
professors we can work with
There is a critical mass of expert
professors who are willing to share their
recipes with everyone else.
Interview
Pre-Sell
Concierge
Prototype
Google Survey
75%educators sign up
51%14 of 27 educators signed up.
WE LEARNT THAT.. asking for support
is not enough. 50% is a decent number,
but likely the educators have busy lives
and this is simply low on their current
priority of things to do
PIVOT
Explore other ways of getting educators
to commit to creating recipes - make it
easy, create peer pressure, create top
down pressure, create incentives, give
support
IF WE..ask professionals to have a
conversation with us, to share design
skills they use most often
THEN.. Most of them would accept
LEADING TO..a critical mass of
professionals we can tap for recipes
Professionals want to contribute Interview
Pre-Sell
Concierge
Prototype
Austin made the ask in the Global
Design All Hands at DCC.
75%professionals sign up
75%professionals signed up. approximately
15 names
WE LEARNT THAT.. keeping the ask
simple is key. PERSEVERE
Use this pitch to approach practitioners
in the Valley
schedule
SUPPORT
Experiment Board : Cookbook

97. BACK IN THE ENTERPRISE
Situation : You've got the heads of business to agree to a cross-
functional workshop. How will you know if this “experiment” has
worked ?
9Action:
• Experiment design :
• inputs: business heads
• process : design process
• outputs
• qualitative : 50% buy-in to design process > survey with 5 point scale
• quantitative : 80% agree to have team trained > yes/no for training
• key action : 80% send mail to direct reports for action > send mail

98. BUILD COHORTS
Use groups as force multipliers
10

99. CONCEPT : GROUPS AS UNIT OF GROWTH

100. Kenn Sugiyama
Adjunct Professor
San Francisco State
Prof. Leigh Jin
Information Systems
San Francisco State
Prof. Anne Massey
Information Systems
Indiana University
Dr. Tracey Kijewski-Correa
Civil & Env. Engg & Earth Sciences
Notre Dame University
COMMITTED COMMITTED COMMITTED SCALED
Steve Reifenberg
Kellogg Inst. for Intl. Studies
Notre Dame University
SCALED
Scott Klemmer
Associate Professor
UC San Diego
SCALED
EXHIBIT 1 : COOKBOOK COHORT

101. EXHIBIT 2 : COOKBOOK SCALING MODEL
JoseMoya,ZaffStudio,JamisonWieser,GregorCresnarromNounProject
Interested Invested Engaged Scaled
Understand It Experience It Try It Master It

102. BACK IN THE ENTERPRISE
Situation : The heads of business have give the go ahead for you to scale
design-doing into their unit. What do you do next ?
9
Action:
• Form a managers cohort and move them along the scale
• Form an employees cohort and move them along the scale
• Form inter-disciplinary cohorts as you go
• Do this within a business unit or across-functions

103. WHAT WE LEARNT : THE EXPERIMENTAL MODEL
1. Emphasize Design-Doing
2. Treat this like a Systems Problem
3. Flag Situations with Low Return on Effort
4. Don’t Treat this as a Fight
5. Find the Soft Spot
6. Place a Bet
7. Design an Intervention
8. Create a Scaffolding for Behavior Change
9. Design Experiments alongside Releases
10. Build Cohorts

104. GRAMMAR BEFORE CONVERSATIONS
questions : rana.chakrabarti@sap.com
The Little Book Of
Designing
Interventions

105. Legend
What We Learnt,
(And What It Means For You)
Why We Did It
What We Did

106. SURVIVING THE HYPE
An experimental model for scaling design thinking