Design Thinking: Need Finding and Empathy PDF

Design Thinking: Need finding and Empathy Week 5 © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Exercise One Word Improvisation You will tell a story one word at a time! Stand with a partner. Start by one person saying one word. Now the other person...

Design Thinking: Need finding and Empathy Week 5 © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Exercise One Word Improvisation You will tell a story one word at a time! Stand with a partner. Start by one person saying one word. Now the other person says a word. Then the first person says a word. Go back and forth and try to tell a story. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. LESSON LEARNING OUTCOMES Students can differentiate between the steps in the design thinking process Students can use idea generating tools to generate a diverse range of ideas Students can identify different needs in a complex problem and prioritize them © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Review (Session 1) © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Design Thinking Process DEFINE EMPATHY Source: Hasso Plattner Institute of Design © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Discussion Why is the role of empathy in the design thinking process so important? © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Divergent vs. Convergent Thinking Diverge Create choices © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Converge Make choices em·pa·thy: the intellectual identification with or vicarious experiencing of the feelings, thoughts, or attitudes of another © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. The act of reasoning from evidence or factual knowledge. (“Why?”) Observation + Inference = INSIGHT An act or instance of noticing or perceiving a need. (“What?”) © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Taking on a (beginner’s) mindset Not judging Questioning everything Great listener © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Truly curious Finding patterns What are needs? A physical, psychological or cultural requirement of an individual or group that is missing or not met through existing solutions. Verbs and activities (not nouns or solutions) that capture the motivations and emotions of people. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. What changes when you started to define a NEED rather than offer a solution? © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. TOOLS Journey Map Rich Picture Step 1. Empathize What? During the empathize phase, you’ll engage with and observe your target audience. Why? The aim of this step is to paint a clear picture of who your end users are, what challenges they face, and what needs and expectations must be met. How? In order to build user empathy, you’ll conduct surveys, interviews, and observation sessions. For example: You want to address the issue of employee retention, so you ask each employee to complete an anonymous survey. You then hold user interviews with as many employees as possible to find out how they feel about retention within the company. What comes after Empathy? Design Thinking Process DEFINE EMPATHY Source: Hasso Plattner Institute of Design © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Step 2. Define What? Based on what you’ve learned in the empathize phase, the next step is to define a clear problem statement. Why? Your problem statement sets out the specific challenge you will address. It will guide the entire design process from here on out, giving you a fixed goal to focus on and helping to keep the user in mind at all times. How? When framing your problem statement, you’ll focus on the user’s needs rather than those of the business. A good problem statement is human-centered, broad enough for creativity, yet specific enough to provide guidance and direction. For example: “My employees need to be able to maintain a healthy lifestyle while working in the office” is much more user-centric than “I need to keep my employees healthy and happy in order to boost retention.” © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Step 3. Ideate What? With a clear problem statement in mind, you’ll now aim to come up with as many ideas and potential solutions as possible. Why? The ideation phase gets you thinking outside the box and exploring new angles. By focusing on quantity of ideas rather than quality, you’re more likely to free your mind and stumble upon innovation! How? During dedicated ideation sessions, you’ll use a range of different ideation techniques such as bodystorming, reverse thinking, and worst possible idea. For example: Based on what you’ve learned in the empathize phase, you hold several ideation sessions with a variety of different stakeholders. With your problem statement to hand, you come up with as many ideas as possible for how you might make your employees happier and thus more likely to stay with the company. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Ideate © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Ideate © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Brainstorming – tool for generating copious and diverse ideas © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. 22 Brainstorming Video © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Brainstorm Rules Have one conversation at a time. Go for Quantity. Build on the ideas of others. Encourage wild ideas. Be visual. Stay on topic. Defer judgement. In groups brainstorm problems in healthcare © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Selection: Post-Brainstorm MAINTAIN YOUR INNOVATION POTENTIAL Carry multiple ideas forward to learn. Consider these selection criteria: Choose your most meaningful and your riskiest idea… © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Step 4. Prototype What? Having narrowed your ideas down to a select few, you’ll now turn them into prototypes—or “scaled-down” versions of the product or concept you want to test. Why? The prototyping stage gives you something tangible that can be tested on real users. This is crucial in maintaining a user-centric approach. How? Depending on what you’re testing, prototypes can take various forms—from basic paper models to interactive, digital prototypes. When creating your prototypes, have a clear goal in mind; know exactly what you want your prototype to represent and therefore test. For example: During the ideation phase, one idea that came up was to offer free yoga classes. To prototype this idea, you set up a dedicated yoga room in the office, complete with mats, water bottles, and hand towels. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. https://www.ideou.com/blogs/page/make-your-ideas-tangiblethrough-prototypes © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Step 5. Test Why? The testing phase enables you to see where your prototype works well and where it needs improving. Based on user feedback, you can make changes and improvements before you spend time and money developing and/or implementing your solution. How? You’ll run user testing sessions where you observe your target users as they interact with your prototype. You may also gather verbal feedback. With everything you learn from the testing phase, you’ll make changes to your design or come up with a completely new idea altogether! For example: You decide to test the yoga idea for two months to see how employees respond. You find that people enjoy the yoga classes, but are put off by the fact that they are in the middle of the day and there is nowhere to shower. Based on this feedback, you decide to move the yoga classes to the evening. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Design Thinking Process EMPATHY gives confidence that you are working on a meaningful problem; forces you to take a perspective other than your own IDEATION gives you copious and diverse design solution possibilities to select, develop, and test PROTOTYPING & TEST gives confidence that your solution is desirable, feasible, and viable; accelerates learning when you adopt a low-resolution prototyping mindset © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Case Study: Embrace © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Identify the different steps in the Design Thinking Process using the Embrace example © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. Exercise Using the Journey Map OR Rich Picture your group developed in the previous class: Brainstorm for the different needs (needs a way to…) Select ONE need that you think is important to solve Identify as many ways as possible to solve the need you selected (NOW its time for solutions) © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved. References: This course includes materials licensed by Stanford Center for Professional Development on behalf of Stanford University. The materials provided herein do not confer any academic credit, benefits, or rights from Stanford University or otherwise confer a relationship between the user and Stanford University. © The Board of Trustees of the Leland Stanford Junior University, 2015-2016. All rights reserved.