Surviving the Hype: An Experimental Framework for Scaling Enterprise Design Thinking

SURVIVING THE HYPEAn experimental model for scaling design thinking

Legend

What We Learnt,

(And What It Means For You)

Why We Did It

What We Did

PART 1Why We Did It

DESIGN-THINKING IS GOING MAINSTREAM

SITUATION : DESIGN-THINKING TODAY

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ikim

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com

mon

s

https://commons.wikimedia.org/wiki/File:Gartner_Hype_Cycle.svg

EXHIBIT 1 : THE DESIGN VALUE INDEX

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e : D

MI 2

016

http://www.dmi.org/?page=2015DVIandOTW

EXHIBIT 1 : #DESIGNINTECH 2016

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e : D

esig

ninT

ech

2016

http://www.kpcb.com/blog/design-in-tech-report-2016

HOW MANY DESIGNERS DO YOU NEED TO

CHANGE CULTURE ?

SAMS RATIOS

1: 10 1: 100 1: 1000

YOU HAVE TO TEACH.Current employees Future employees+

COMPLICATION : CURRENT MODEL

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e : h

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https://hpi-academy.de/fileadmin/hpi-academy/Fotos/hintergrund/hpi_academy_hintergrund_1920x1200.jpg

WORKSHOP

UNIT OF SCALE

EARLY MODEL : CIRCA FEB 2015

NAIVE

link

: med

ium

art

icle

https://medium.com/design-diary/scaling-design-thinking-6224ac5184ac#.wbd0tc4i9

PART 2What We Did

BACKSTORY

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: wik

iped

ia

https://upload.wikimedia.org/wikipedia/commons/thumb/4/44/Geisel_Library,_UCSD.jpg/1920px-Geisel_Library,_UCSD.jpg

WHAT WE DID

Crea

ted

by O

ksan

a La

tysh

eva

from

the

Non

Proj

ect

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

UNIVERSITY AS AN ANALOGUE FOR

ENTERPRISE

CENTRAL INSIGHT

UNIVERSITIES WERE WORKING WITH

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

1. DEFINE A CHALLENGE

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

3. SYSTEMS UNDERSTANDING: STUDENT EXPERIENCE

50%

56% in 6 yrs

6.5s

Noisy Channel

No Fit!

Class Roulette

Light My Fire

3. SYSTEMS UNDERSTANDING: EDUCATORS EXPERIENCE

$

?

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

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

5. DESIGN INTERVENTIONS : CHANGE BEHAVIOR

Expose

POSTER

Experience

TRAILER

Engage

MOVIE

NEWOLD

5. DESIGN INTERVENTIONS : CLASSROOM

OLD NEW

Expose

COOKBOOK

Experience

CLASSLAB

Engage

TEACHING COHORT

5. INTERVENTION 1 : EXPOSE COOKBOOK

5. INTERVENTION 2 : EXPERIENCE CLASSLAB

5. INTERVENTION 3 : ENGAGE TEACHING COHORT

Kenn SugiyamaAdjunct Professor

San Francisco State

Prof. Leigh JinInformation SystemsSan Francisco State

Prof. Anne MasseyInformation Systems

Indiana University

Dr. Tracey Kijewski-CorreaCivil & Env. Engg & Earth Sciences

Notre Dame University

COMMITTED COMMITTED COMMITTED SCALED

Steve ReifenbergKellogg Inst. for Intl. Studies


SCALED

Scott KlemmerAssociate ProfessorUC San Diego

SCALED

NEWS : TOP 30 IN OPEN IDEOS HIGHER ED CHALLENGE

6. SCALE INTERVENTIONS : COOKBOOK ECOSYSTEM

INTERVENTION

UNIT OF SCALE

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

PART 3What We Learnt

WHAT WE LEARNT

1. Emphasize Design-Doing

2. Treat this like a Systems Problem

3. Flag Situations with Low Return on Effort

4. Dont 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

EMPHASIZE DESIGN-DOINGDesign thinking has the wrong emphasis

1

CURRENT MENTAL MODEL : POST-ITS

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e : h

pi

https://hpi-academy.de/fileadmin/hpi-academy/Fotos/hintergrund/hpi_academy_hintergrund_1920x1200.jpg

DESIRED MENTAL MODEL : CRAFTSMANSHIP

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spla

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https://unsplash.com/photos/yVDVIx5nFCI

BACK IN THE ENTERPRISE

Situation : Youve 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. Weve seen people use it back with us within the same conversation

9

TREAT THIS LIKE A SYSTEMS PROBLEMCreate systems level artifacts

2

MENTAL MODEL : SYSTEMS

Connected

Capable of Learning

Humans working in Concert

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

https://www.youtube.com/watch?v=BcxDVYo2wH8


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 ?

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


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 ?

EXHIBIT 3 : SYSTEM ARCHETYPES


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

EXHIBIT 4 : SYSTEM DESIGN

50%

56% in 6 yrs

6.5s

Noisy Channel

No Fit!

Class Roulette

Light My Fire


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

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


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.

FLAG SITUATIONS WITH LOW RETURN ON EFFORTRespect biocost

3

MENTAL MODEL : LEAKY BUCKET

Where are you

leaking energy ?

EXHIBIT 1 : LOW-ENGAGEMENT LECTURES

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http://advan.physiology.org/content/33/4/257

EXHIBIT 2 : SPAMMING RECRUITERS WITH RESUMES


Situation : For the intervention spaces youve identified, you want to identify situations which can serve as an entry point for interventions . How will you find them ?

9Action:

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.

DONT TREAT THIS AS A FIGHTTreat this an exercise in releasing constraints

4

OLD MENTAL MODEL : DAVID AND GOLIATH

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http://resourcemagonline.com/2013/04/tank-man-1989-tiananmen-square-beijing-china/23981/

NEW MENTAL MODEL : PEOPLE UNDER CONSTRAINTS

EXPERIENCE : CONSTRAINTS FEELS LIKE

I want to but..

EXAMPLE : I WANT TO, BUT..


Situation : Youve identified key situations within the intervention spaces that look like a good place to start. What do you do next ?

9Action:

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

FIND THE SOFT SPOT5Know what you can change, what you cant and where to start.

MENTAL MODEL : SOFT SPOT

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

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

TAs and adjuncts are substituting for them in class


Situation : Youve identified the constraints within a key situation. You want to determine where to start making changes. What do you do next ?

9Action:

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.

PLACE A BETWhat might release the constraint ?

What might the effect of that be ?

6

MENTAL MODEL : UNINTENDED CONSEQUENCES

FORMULATION : BET

If We Then Resulting In..

EXHIBIT : 14 BETS ON HIGHER EDUCATION

#2

#1 #2 #3 #3

** *


Situation : Youve identified the soft spot. You want to jump in a make changes. What do you do next ?

9Action:

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 ?

DESIGN AN INTERVENTION Dont just ideate. Intervene.

7

MENTAL MODEL : INTERVENTION

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https://www.swipesense.com/

FORMULATION : INTERVENTION

How Might.. What Might..

EXAMPLE : FORMULATION

What might a kit for introducing all critical moments for the design mindset look like ?

EXHIBIT 1 : COOKBOOK

EXAMPLE : FORMULATION

How might we create a safe space for creating future classes ?

EXHIBIT 2 : CLASS LAB


Situation : You have your bet. Now its time to ideate. What do you do next ?

9Action:

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.

BACK AT SAP

Global Leadership Development Program

CREATE A SCAFFOLDING FOR BEHAVIOR CHANGEAssume progressive commitment

8

SCAFFOLDING BEHAVIOR CHANGE : MOVIES

Expose

POSTER

Experience

TRAILER

Engage

MOVIE

NEWOLD

SCAFFOLDING BEHAVIOR CHANGE : CLASSROOM SPACE

OLD NEW

Expose

COOKBOOK

Experience

CLASSLAB

Engage

TEACHING COHORT

INTERVENTION 1 : EXPOSE COOKBOOK

INTERVENTION 2 : EXPERIENCE CLASSLAB

INTERVENTION 3 : ENGAGE COHORT


San Francisco State



Indiana University






SCALED


SCALED


Situation : You have a few ideas for intervention. One of them is a cross-functional workshop. Youre 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

SCALING DESIGN-DOING IN ENTERPRISE : EMPLOYEES

DESIGN EXPERIMENTS ALONGSIDE RELEASESMake failure psychologically safe

9

CONCEPT : PSYCHOLOGICAL SAFETY

REFERENCE : CUSTOMER DEVELOPMENT

Stev

e Bla

nk

http://www.slideshare.net/venturehacks/customer-development-methodology-presentation/12-Customer_Development_is_as_important

EXHIBIT 1 : COOKBOOK EXPERIMENT DESIGN

EXHIBIT 2 : COOKBOOK EXPERIMENT BOARDCREATE 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.

InterviewPre-SellConciergePrototype

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.

InterviewPre-SellConciergePrototype

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 InterviewPre-SellConciergePrototype

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

1


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

BUILD COHORTSUse groups as force multipliers

10

CONCEPT : GROUPS AS UNIT OF GROWTH


San Francisco State



Indiana University






SCALED


SCALED

EXHIBIT 1 : COOKBOOK COHORT

EXHIBIT 2 : COOKBOOK SCALING MODEL

Jose

Moy

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Zaff

Stud

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Proje

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Interested Invested Engaged ScaledUnderstand It Experience It Try It Master It


Situation : The heads of business have give the go ahead for you to scale design-doing into their unit. What do you do next ?

9Action:

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

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. Dont 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

GRAMMAR BEFORE CONVERSATIONS

questions : [email protected]

The Little Book Of

Designing Interventions

Legend

What We Learnt,

(And What It Means For You)

Why We Did It

What We Did

SURVIVING THE HYPEAn experimental model for scaling design thinking

Surviving the Hype: An Experimental Framework for Scaling Enterprise Design Thinking

Design

Transcript of Surviving the Hype: An Experimental Framework for Scaling Enterprise Design Thinking