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EducatingDesignInnovationCatalystsThroughDesignInterventionsHAMMELRaphaelandMOSELYGenevieve*

UniversityofTechnologySydney,Australia*Correspondingauthore-mail:raphael.hammel@uts.edu.audoi:83

Intheincreasinglycompetitiveandfast-changingbusinessenvironment,innovationisagrowingnecessity.Organisationsareseekingtoleveragedesignasonewaytodelivermorevaluetotheircustomers,althoughtheuseofdesigntoinnovateisstillanemergingpractice.Individualcapabilityunderpinsorganisationaladoptionofdesignandassuchtherole(educationandtraining)ofthisindividualiscurrentlyunderinvestigation–coinedthe‘designinnovationcatalyst’.ThispaperdescribesaseriesofdesigninterventionsinacasestudyofacohortoffifteenparticipantsinanAustralianindustrialsector,whichaimedtoprovidethefoundationtoeducateparticipantsabouttheroleofdesigninnovationcatalysts.Basedonthiscasestudythispapermakesaseriesofobservationsandreflectionsontheexperienceofthesedesigninnovationcatalysts,whichformthebasisforrecommendationstoimprovetheeffectivenessoffutureprograms.

keywords:designinnovation;designinterventions;designinnovationcatalyst;design-ledinnovation.

IntroductionThebusinessenvironmentisevolving,inaworldwheretherateofchangeisincreasingandcompetitionisbecomingglobalised(Lawrence,2013).Inthiscontext,companiesareconstantlylookingtotransform,innovateanddifferentiatethemselvesinordertocompeteinahighlycompetitive,fast-changingandglobalmarket(PrahaladandRamaskawy,2004).InAustralia,thepasttwodecadeshaveseenuninterruptedgrowthoccurbyanaverageof3.4percentayear(BusinessCouncilofAustralia,2014).

Maintainingsuchgrowthoverthenextdecadewillbechallenginginthefaceofglobalandlocaltrends.Globally,businessesarefacingtechnologyshiftsthatenablenewbusinessmodelstoemergequicklyandchallengeincumbentplayers(BusinessCouncilofAustralia,2014).ForAustralianbusinesses,theriseofemergingeconomiesinAsiacanbecomeasubstantialthreattogrowth.Asemergingeconomiesdevelop,theymoveupthevaluechainandgetinapositiontocompeteanddisrupttheincumbentplayersfromadvancedeconomiessuchasAustralia(BusinessCouncilofAustralia,2014).Insuchanenvironment,Australianbusinesseswouldputthemselvesatriskiftheysolelyfocusongrowingthroughafocusonproductivity(BusinessCouncilofAustralia,2014).Anewapproachisneededtostimulategrowthinthisevolvingmarket.Thisprovidesanopportunityfordesigntohelpguideorganisationsandsectorsthroughatransformativechangeinordertomeettheneedsofthefuture.Globally,designisincreasinglybeingrecognisedasanapproachtoinnovationforsolvingcomplexproblemsandasawaytocreatenewvalueforbusinessandindustrywhentacklingwickedproblemsinvolatile,uncertain,complexandambiguousenvironments(Bucolo&Wrigley,2014).Designcanofferadifferentwayofthinking,doingandapproachingproblemswhichisvaluableforbusinessasitisbeingseenasthekeydriverforgreaterproductivity,moreefficientandeffectiveproductsandmarketingleadingtolong-termbusinesssustainabilityandcompetitiveadvantage(Wrigley,2016).PreviousresearchbyBucolo,WrigleyandMatthews(2012)hasstateddesign-ledinnovation(DLI)isamethodologytocomplimenttheundertakingofotherapproachessuchasfocusingondeepcustomerinsights,whichareexpandedthroughcustomerandstakeholderengagementstoexplorepossiblesolutionsandapproachestoinnovation.Design-ledinnovationhastheintentionofincreasingtoplinegrowth,andbuildingcapabilityultimatelyleadingtoorganisationaltransformation,thereforeitwasselectedamethodologytoassistsuchasectorasoneapproachtocombattheirlargerissues.AspreviousresearchhaslookedatDLIwithinanorganisationalcontextwhendealingwithsectorlevelinnovationithasbeensuggestedthatabilitytoscalecanariseasoneissue.(Peppou,Bucolo&Thurgood,2016).Wrigley(2016)hasintroducedthedesigninnovationcatalysttohelpimplementDLIcollectivelyacrossmultipleorganisationsatonce.However,thereisstillmuchtouncoverregardinghowthiscatalystshouldbeengaged,trainedandupskilledthroughdifferentdesigninterventions.Thereforethispaperseekstoaddress:howcanalimitednumberofdesigninterventionsestablishandeducateindustry-basedprofessionalstobecomedesigninnovationcatalystsintheirorganisation?

DesignThinkingasaSkillsetDesignthinkingasaskillsetisusednotonlyasaproblem-solvingtechniquebutasadriverofinnovation,particularlyinthebusinesscontextthroughdeliveringacompetitiveadvantage(Dong,2014).Theprocessofdesignthinkingishuman-centred,creative,iterativeandpracticalwhichdevelopsdifferentiationandcompetitiveadvantageconvertingtomarketopportunityandcustomervalue(Brown,2008).Buculo,WrigleyandMatthews(2012)describethevaluethatdesignthinkingcanbringtoanorganisationasaculturaltransformationthroughre-framingproblems,solutionsandpossibilitiesdifferently.Overthepastdecade,designthinkinganditslinktoinnovationhavematured,leadingtoitsadoptionacrosssectorstobuildcapability,increaseproductivityandgrowth(Matthews,Wrigley&Bucolo,2013).

However,acomprehensiveunderstandingofdesignthinkingneedstobedevelopedinorderforittobemosteffective.Anindividual’spersonaldesigncapacityandcapabilityandtheirabilitytoutilisedesignthinkingforinnovationareinfluencedbytheirmindset.Carlgren(2013)arguesthatbuildingdesigncapabilityrequiresfocusingondevelopingthemindsetaswellastoolsandtechniques.ThisisechoedbyHoward,SenovaandMelles(2015)whostate“presentingdesignthinkingasaskillortoolsetleadsorganisationstoconsiderandusedesignthinkinginthisoneparticularwaywithoutunderstandingthenuancesofhowtoapplydesignthinkinginpractice”(p.186).Collins(2013)developsthisnotionfurther,believingthatdesignthinkingshouldbeviewedasaparadigmshiftwithintheorganisationratherthanareplicationofprocessesandmethodologytosolveproblemsasthishasresultedinalowcommercialsuccessrate(p.39).Theindividual’smindsettotheapproachofdesignthinkingwhenbuildingdesigncapabilityisdiscussedlittlewithintheliteratureandthereisalimitedunderstandingofhowthismindsetisdevelopedandfostered(Howard,Senova&Melles,2015).AsthisappearstobeanimportantfactorforculturalorganisationaltransformationtooccurthroughDLIitraisesquestionsofhowthiscanbebuiltandadvancedwithinindividuals,especiallywithinthedesigninnovationcatalyst.

Design-ledInnovationInterventionsDesigninterventionsareimplementedtoassistorganisationsinbecomingdesign-ledinordertodeveloplong-termorganisationculturetransformationforcompetitivegain.Interventionsbydefinitionareintendedtomakesomethingbetter,thewordinterventionisderivedfromthelatinwordinterveniremeaningtocomebetweenorinterrupt.Areviewoftheliteraturerevealedlimited,explicitdefinitionsofwhatadesigninterventionis,however,allwereconsistentthattheinterventionsleadtodesignbeingadoptedintotheorganisation’sbusinessasusual.BucoloandMathews(2011)relatedesigninterventionstotheDanishDesignLadderframework(Kretzschmar,2003)statingthegoalofdesigninterventions“istoenablecompaniestoshifttheirperspectiveonthevalueofdesignandthereforemovebackuptheladderovertime,fromnegligibleattentiontodesign,todesignbeingcriticaltothecompany’ssuccess”(p.4).Niinimaki,Person,PekkalaandPeltonen(2014)state“designinterventionsareaboutequippingcompanieswiththeknowledgeandcompetenceneededtostartusingdesignintheirdevelopmentactivitiesbyexposingthemtotheworkpracticesofdesigners”(p.1845).Bothexplanationsareconsistentwithdesigninterventionsbeingimplementedwithinorganisationstofacilitatetheincorporationofdesigntoleadtoinnovativepractice.Mestre(2015)developedadesignactioninterventionapproach,whichwascharacterisedby“experimentation,participationandthedevelopmentofunderstanding”(p.190).Throughthedevelopmentofthisapproach,Mestreexplainsthat“moreandmoredesignresearchersandacademicsareworkingondevelopingpractice-basedresearchprojectsincooperationwithindustriestopromotethedevelopmentofnewsustainableproductsandservices”(p.190).Design-ledinnovationinterventionsfollowthenine-stepDLIframeworkandareimplementedthroughembedded,practice-ledresearchprojects(Bucolo,WrigleyandMatthews,2012).DLItakesdesignthinkingandthemethodofdesignforbusinessmodelsandprocesses,requiringanopenandquestioningmindsetfromtheorganisationwhichcanbepromoted,facilitatedandsustainedbytheinterventionofadesigninnovationcatalyst(Buculo,

Wrigley&Matthews,2012;Wrigley,2016;Matthews&Wrigley,2011).WrigleyandBuculo(2011)defineDLIas“asetofmethodswhichallowthedesignertoconsiderandevaluatetheirdesigndevelopmentfrommultipleperspectives,typicallyspanninguserneeds,businessrequirementsandtechnologydemands”(p.232).DLIisusedasaframeworktobuildcapabilitywithinorganisationsandaddstrategicvalue,aswellasincreaseindividualsdesigncapabilitywhensolvingproblemsandapproachingtasksthroughintegratingdeepcustomerinsightsintobusinessmodelstoleadtoorganisationaltransformation.ThestagesofDLI,whichareusedasthefoundationofthedesigninterventionsinthecasestudyareoutlinedinTable1(adaptedfromThurgood,Dorst,Bucolo,vanderBijl-Brouwer&Vermaas,2015).

Table1. Design-ledInnovationInterventionStages(adaptedfromThurgood,Dorst,Bucolo,vanderBijl-Brouwer&Vermaas,2015).

Stage Aims Criteria

Understanding Anassessmentofthecurrentbusinessanditswaysofinnovating

Understandingshouldidentify:-Ifstrategyisalignedtotheircustomerandbusinessmodel-Anydiscrepanciesacrossstaffaboutcustomers,valuepropositions,and/orbusinessmodels

Envisage Anexplorationofnewpossibilitiesbeyondthecurrentbusiness

Envisagingshouldidentifynewcustomersandmarkets

Empathise Anunderstandingofthepossibleproblemsandemotionsofafuturecustomer

Empathiseshould:-Describejourneybefore,during,andafterproposed/currentproductorservice-Identifycustomerpainandgainpoints-Reframeproblems

Proposition Anewvaluepropositionbasedontheassumedneedsofafuturecustomer

Propositionshould:-Redefineproblemsatanemotionallevel-Designoutpainpointsand/orleveragegainpoints-Narrateproblemsandsolutionsfromacustomerperspective

Provocation Adescriptionoftherealmeaningsbehindproblemsforcustomers

Provocationshould:-Testifassumptionsinnarrativesaretrue-Revealmeaningsandvaluesoutsideoftheproblemcontext-Reframeproblemswithmorefocus

Re-design Anewidealbutrealisticvaluepropositionandbusinessmodelthatthecompanywillconsider

Re-designshouldcreate:-Customer-centricandidealfuture-statevaluepropositions-Risk-mitigatedsolutions

Connection Anewstrategytogettowardsthedesiredstate

Connectionshouldproducebusinessmodelsthatidentifyactivitiestobestopped,andnewactivitiestobeacquired

Alignment Animplementationofactualchange

Alignmentshouldimplementcompetitivebusinessmodels

Empowerment Anassessmentoforganisationalchangeandcapabilitybuilding

Empowermentshouldshowcapabilityofstafftocontinuallyreframe

DesignInnovationCatalystsThepurposeofdesigninterventionsinthiscasestudywastoestablishandeducateacohortofindustry-basedprofessionalstotheroleofdesigninnovationcatalystwithintheirorganisation.Wrigley(2016)describestheroleofthe‘designinnovationcatalyst’(DIC)isto“translateandfacilitatedesignobservation,insight,meaning,andstrategyforallfacetsoftheorganisation”(p.151).ThevalueoftheDICtoanorganisationiscrucialandamajorcomponentoftheDICistheregularinteractionwithlearning-teachingandindustry-academia(Figure1).

Figure1. DesignInnovationCatalystFramework(Wrigley,2016).

Wrigley(2016)definesthefourstagesoftheDICFramework,whichinformedeachdesigninterventioninthecasestudyandareexplainedbelow(p.52).Absorb(bottomleftquadrant)referstotheDICdiscoveringknowledgeandtheory,critiquingandquestioningexistingresearch,casestudiesandbusinessmodelswithinalearningenvironment.DICsinvestigate(topleftquadrant)theircurrentorganisationandgatherinsightsandinformationfortheircurrentprojectwithintheorganisation.DICschallenge(topright

quadrant)currentwaysofworkingwithintheorganisation,generatediscussion,debateandtensionstochallengeandexplorenewpossibilities.Theresults(bottomrightquadrant)occurwhenthefindingsoftheprojectaredisseminatedandcontributetotheacademicresearchfield.Howard(2012)statesthatdesignthinkingasacapabilityisbestacquiredthroughpractice,applicationandexperience.Theskills,capabilityandmindsetrequiredoftheDICarecrucialtotheirsuccesswithintheorganisation.Dorst(2015)definesthisassevengenerallevelsofdesignexpertiseandwaysofdesignthinking,movingfromthefirst,Naïvetotheseventh,Visionary(p.57).Dorstgoesontodefinethesecondlevel,Noviceasconventionbased,exploringwhatdesignisandgettingtoknowit“asaseriesofactivitiesthatareorganisedinaformalprocess”(Dorst,2015,p.57).Wrigley(2016)suggeststheDICmustembodysixcapabilities:designknowledgeandskills,businessknowledgeandunderstanding,cognitiveabilities,customerandstakeholdercentricity,personalqualitiesandresearchknowledgeandskills.TheDICisstillanemergingfieldanddetermininghowthenovicecatalystshouldbeengaged,trainedandupskilledthroughdifferentdesigninterventionsiswhatthiscasestudysoughttouncoverandbuildupon.

Casestudy:SectorTraineeshipProgramTheorganisationwepartneredwithforthiscasestudyisanot-for-profitorganisationownedbyitsmembers,allindependentcompaniesinthesector.Thispartnerorganisationrunsmanyprogramstostimulategrowthintheoverallsector,whichinturnwillbenefititsmembers.Growthopportunitiesareexploredinmanymanners,forexampleincreasingpublicawarenesstotheindustry’sproducts,fundingresearchanddevelopmentthatwillimpacttheindustryasawhole,exploringexistingandnewmarketstodevelopdeepcustomerinsights.Oneoftheseprogramstosupportthesectorisatraineeshipinitiativeinwhichparticipantsareplacedinindustryvaluechainseitherviafull-timeplacementsoronatemporarybasis.Thetraineeshipaimstoupskilltheparticipantsinanumberofdisciplinesthatcanenablethemtostimulategrowthwithintheirhostcompany.Participatingcompaniesandindividualsweresubjecttoathoroughselectionprocess:theparticipantswereaskedtohavehighdegreesofqualification(ideallyMastersorabove)andwentthroughinterviewswiththepartnerorganisationtoassesstheirmotivationandsuitabilitytodelivertheexpectedoutcomesovertime(Table2).Thetraineeshipprogram,whichbeganinJune2016andisscheduledtoendinJune2018,requiredparticipantstodedicate20%oftheirworkingtimetothetraineeship,undertheguidanceofamentorwithinthecompany(usuallytheirdirectmanager).Theyalsowererequiredtoparticipateinregularweeklong‘residentials’spreadoutduringthetwo-yearprogram,asthesegatheringswerethevehicleusedtointroduceparticipantstonewlearningsanddebriefonthepreviousphaseofwork(seeFigure2foranexampleofthreeresidentialsandtheircontent).

Table2: ListandprofileofprogramparticipantsParticipant Participant’sroleinthe

organisationParticipant’shighestdegree Participant’stenure

intheorganisation

A Innovationofficer Bachelor–Sciencedegree Newstarter

B Factoryinnovationofficer

Bachelor–Sciencedegree Newstarter

C Innovationcoordinator Bachelor–Businessdegree Newstarter

D Master–Businessdegree Newstarter

E Innovationofficer Master–Businessdegree Newstarter

F Projectcoordinator Master–Businessdegree 5years

G Innovationpartnershipsprojectmanager

PhD–Sciencedegree Newstarter

H PhD–Sciencedegree Newstarter

I Businessanalyst Master–Businessdegree 1year

J Chieffinancialofficer Master–Businessdegree 1year

K Managementinformationandsupplychaincoordinator

Bachelor–Businessdegree 2years

L Productdevelopmenttechnologist

PhD–Humanitiesdegree 2years

M Producttechnologist PhD–Sciencedegree 2years

N Customeraccountmanager

Bachelor–Sciencedegree 11years

O Productdeveloper Bachelor–Sciencedegree 4years

Figure2. Timelineforthefirstthreeresidentialsofthetraineeshipprogram,spanningJuly2016to

March2017

Thispaperfocusesonthefirstsix-monthofthetraineeshipprogram,whichdevelopedtheparticipants’abilitytounderstand,applyandadaptdesign-ledinnovationtostimulategrowthintheirrespectivebusiness.Followingapreviouscollaborationapplyingdesign-ledinnovation(DLI)toitsprograms,thepartnerorganisationunderstoodDLItobeacriticalskillforemergingleaderstoequipthemselvesinthepursuitofbusinessgrowth.Thedesigninterventionsthatweredeliveredoverthesesixmonthsweredevelopedcollaborativelywiththepartnerorganisationtoadapttotheparticipants’andbusinesses’constraints.Table3belowpresentsanoverviewoftheseinterventions.

Table3. Typesofinterventionwiththeircorrespondingaims,medium,toolsandstagesTime Intervention Aims Methodof

DeliveryToolsused DIC

FrameworkStages

June2016 Introductoryworkbook

IntroduceDICstotheprogramandtheopportunityofDLI.Givethemtoolstopracticeandasurveytoreflect

PDFbookletsenttoDICsbythepartnerorganisation

Persona,valuechainanalysis,valuepropositioncanvas,businessmodelcanvas,futurecustomerexploration,fivewhys

Absorb,investigate

July2016 DLISprintcasestudyworkshop

GiveDICsahands-onexperienceofDLIprocessandtoolstoenablethemtoreflectonhowtheywouldapplyDLIintheirorganisation

3-dayworkshop,partofaweek-longresidential(following2daysofintroductiontoavarietyoftalksonthelatestthinkingintheindustry)

Persona,valuechainanalysis,valuepropositioncanvas,businessmodelcanvas,futurecustomerexploration,journeymap,SPICEmodel,narrativedevelopment,customerinterview,clustersynthesis,NADImodel,experimentcard

Absorb

July–November2016

Projectsupport

GuideDICsindividuallythroughtheirDLIproject,adaptingtheiractivitiestotheirprogressandchallenges

On-demand30to60-minutephonecalls

Focalquestion,persona,journeymap,experimentcard

Investigate,Challenge,Absorb

October-November2016

Progressassessmentandreflection

Providein-depthsupporttoDICsandgetadditionalcontexttotheirproject(visitsite,meetmentors)toplannextsteps

On-sitehalf-dayvisit

Reviewofprevioustools’application

Absorb

November2016

Debriefworkshop

Reflectcollectivelyonthelearningsofindividualprojects,andplannextphaseofwork

2-dayworkshop,partofaweek-longresidential(followedby3daysonsupply-chaininnovation)

HowMightWeframingquestion,IDEOmethodcards

Absorb

Theprocess–designinterventionsThegoaloftheinterventionswastoestablishandeducatetheparticipantstobecomeDesignInnovationCatalysts(DICs)withintheirbusiness.EachinterventioncoversoneormorestagesoftheDesignInnovationCatalystFrameworkpresentedinFigure1.

1.WorkbookThefirstinterventionwiththetraineesatthecommencementoftheirtwo-yearprogramwasaworkbookintroducingthemtothepurposeoftheprogramandtheirfirstnewdisciplinetobeexploredoverthefollowingsixmonths:design-ledinnovation.ThisworkbookwassenttoallDICsenrolledintheprogram,somebeingnewstartersintheirorganisationswhileothershadthelongtenureintheirrole.Followingtheirsuccessfulapplicationtotheprogram,thiswasthefirstofficialdocumentabouttheprogramthattheDICsreceived.TheworkbookaimedtogrowtheDICsinterestindesign-ledinnovation,andpreparethemtoentertheDLISprintcasestudyworkshopwithabetterunderstandingof(andabilitytoquestion)thecontenttheywouldbeworkingthrough.Theworkbookwasstructuredinfoursections:

1. Explaintheopportunityforthesectortogrowbyfocusingoncreatingvalueforitscustomers,ratherthankeepfocusingonproductionefficiency‒anopportunitytheycaneitherseizeoropt-outof

2. IntroduceDLI’scoreconceptsandtheprocessthatwillbeusedduringtheDLISprintcase-studyworkshop

3. IntroducesomeDLItools(listedbelow)tobeusedpriortotheDLISprintcasestudyworkshop,withthedoubleaimtohelpDICsgainbetterunderstandingoftheirorganisationandgivethemafirst-handexperienceofengagingothersinadesignactivity

4. Stimulateself-reflectionthroughaseriesofquestionsassociatedwiththeDICs’intendedprojectfocusandtheirexperienceusingthetoolsprovidedintheprevioussection

Theworkbookprovidedexamplesandtemplatestocompleteapersona(Prahalad&Ramaswamy,2004),avalue-chainanalysisinvestigatingtheentirerangeofactivitiesrequiredtobringaproductorservicefrominitialconceptionthroughtoitsfinaldisposalafteruse(Kaplinsky,2000),avaluepropositioncanvas(Osterwalder,Pigneur,Bernarda,Smith&Papadakos,2014),abusinessmodelcanvas(Osterwalder&Pigneur,2010),afuturecustomerexploration(Wrigley,Bucolo&Straker,2016;Wrigley&Straker,2016)anda‘fivewhys’explorationofaproblem(Serrat,2010).

DICswereaskedtocometotheworkshopwiththeircompletedtoolsandreflectionsurveys,pushingthemtolearnnotonlythroughabsorptionofacademiccontentbutalsothroughinvestigationwithintheirbusiness.

2.DLISprintWorkshopThethree-dayDLISprintworkshopaimedtoguidethetraineesthroughamockcasestudy,byfollowingtheDLIprocessandapplyingrelevanttools.Aftereachphaseofwork,theDICswereaskedtoreflectonhowtheywouldcontextualisetheprocessandtoolstotheirindividualorganisationandproject.TheaimofthiswastohelptheDICsdevelopapersonalisedDLIprojectplanbytheendoftheworkshop.TheDLISprintfollowedtwodaysofintroductiontothebroadertraineeshipprogram,asthiswaseffectivelythekick-offoftheprogramandthefirsttimethatDICsmet.SomeDICsweretravellingfromacrossthecountry,takingtimeoutoftheirbusiness-as-usualactivities.FromaChiefFinancialOfficerofamedium-sizedorganisationtoasolemanagerofasmallcompany,thistimeoutwasverydemandingonDICs.TheworkshopfollowedtheDLISprintmodel,anacceleratedversionofafullDLIprogramwhichoffersapracticalintroductiontotheprinciplesofdesign(seeFigure3):

• Day1:introductiontoDLI(theoryandexampleofsuccessfulapplicationintheindustry);understandingasituation(usingapersona,avalue-chainanalysis,avaluepropositioncanvas,abusinessmodelcanvas,ajourneymap[Liedtka,2011]andaSPICEmodel);envisaginganidealfuture(throughfuturecustomerexplorationandfuturejourneymaps)

• Day2:reflectionanddiscussionabouttheirDLIproject(handingoutaproposedprojecttimelineforthemtoreworkthroughouttheworkshop);exploringthefuture(narrativedevelopment[Beckman&Barry,2009]totestassumptionsandprovocationsthroughcustomerinterviews)

• Day3:exploringthefuture(clustersynthesisofinterviewoutcomes,thenNeedsandAspirationsforDesignandInnovation(NADI)analysis[vanderBijl-Brouwer&Dorst,2014)ontheclusters],creatingheadwaystothatfuture(usingexperimentcards),thenrecapondesigntheory,lessonslearntfromtheworkshopandpersonalreflectiononindividualDLIprojectplans

Figure3: Design-ledinnovationsprintmodel

Thetheorycontentwaslight,spreadoutthroughoutthesessionsandbroughttolifethroughactivitiesorgroupdiscussions.Thecasestudyfocusedonacompany’schallengefromanindustrythatallDICscouldrelatetoasitwassimilartotheirs,yetnoneofthemwasdirectlyengagedinit.The

premiseofthecasestudywasbasedonDLIprojectscarriedoutwithsimilarorganisations,aswellasdesktopresearchondifferentinnovationsoccurringinthatsector.EquippedwiththisnewexperienceandaproposedDLIprojecttimeline,eachDICwasaskedtoreflectonhowtheywouldapplyDLIontheirownproject,oncebackintheirorganisation.Tothisend,theyhadaccesstoindividualisedsupportfromtheworkshopfacilitatorsattheendoftheworkshop,todiscussanyprojectspecificsbeforetheyreturnedto‘business-as-usual’.

3.ProjectSupportSupportwasmadeavailabletoDICsthroughthedurationoftheirDLIproject,toprovideexpertadviceontailoringtheirprojecttotheirneeds.Followingthecohort-buildingresidential,eachDICwentbacktotheirbusinesstoworkontheirownproject,learningthroughinvestigationandteachingthroughchallengewithintheircompany.TomitigatetheriskofisolationoftheseDICswithinanorganisationthatmightnotsupporttheiractivities,theDICsstayedconnectedasagroupthroughasocialcollaborationplatformandcouldcallonthesupportoftheDLIfacilitatorsatanytimethroughouttheproject.Supportwasprovidedthroughon-demandphoneconversations,rangingfrom30to60minutes.ThecallswerestructuredtodebriefonwhatworkhadbeendoneontheDLIproject,reflectonthelessonslearntanddefinethenextstepstogether.ThisallowedtheDICstodisseminatetheirresultstoacademia.BasedonneedsidentifiedbytheDLIfacilitatorsduringthecalls,othertoolsortechniquessuchasafocalquestion(Ertel&Solomon,2014)wouldbepresentedfortheDICtoabsorb,enablingthemtoprogresstheirprojecteffectively.Thedemandforsupportcallswasvaried,someDICsrequestingregularconversationswhileotherswerenotproactiveinseekingsupport(seeTable4).

4.ProgressAssessmentandreflectionAmorein-depthsupportmechanismwasmadeavailableforDICs,spendingtimewiththemface-to-faceintheirpremisesduringasitevisit.Theaimofthisinterventionwastobetterunderstandtheirworkenvironment,bothphysicalandhierarchical,toprovidetailoredadviceandsupportinpromotingDLIintheirorganisation.ThesevisitswereorganisedatthetailendoftheirDLIprojectduetoplanningconstraints.ThisgaveDICstimetoprogresstheirprojectfurtherandhavemoredetailedsupportneedsbasedontheirexperiencestodate.ThisalsogavethemmoreopportunitytobuildsupportfromtheirleadershipbychallengingthemwiththeapproachandresultsofDLI.Thevisitwasfocusedonmeetingthetraineesandideallytheirmentor,andwasperformedbythefacilitatoraswellasarepresentativeoftheirindustrysubgroup.ThevisitsallowedenoughflexibilitytocaterforverydifferentDICsituations(e.g.somewereabletoorganiseasitevisitorproducttesting)andvariedaudience(e.g.somecouldnotgettheirmentortoattend).ThediscussionsfocusedonreviewingtheDIC’sworkandchallengestodate,discussingtheirnextstepsofpersonallearningandapplyingdesignwithintheorganisation,andnextstepstoscaletheuseofdesignwithinthebusiness.Thevisits’contentevolvedorganically,sharingmaterialtoabsorbbasedonneedsidentifiedinthediscussion.Forexample,oneDIChadahigh-stakesmeetingplannedwiththeirnewGeneralManager,whichwoulddefinethefutureofherDLIproject.Inthatcase,wefocusedonhelpingthatDICapplydesignprinciplestoprepareforthisinteraction.

Thedemandforon-sitevisitswasinconsistent:someDICsrequestedthemearly,othersrequestedoneonlywhenprobed,whilethelastgrouprejectedtheoffer(seeTable4).AllDICsthatreceivedavisitappearedtoregainconfidenceintheirabilitytoapplydesignprinciplestotheirproject,asthediscussionsseemedtohavebroadenedtheirunderstandingofhowdesigncanbeadaptedtotheirneeds.Forsome,itwasanopportunitytoreflectonhowDLIcouldbeappliedbeyondtheircurrentprojectandhelpaddressbiggersystemicissuesintheirbusiness.

Table4: Participantinvolvementinprojectsupportcallsandprogressassessmentandreflectionstages

Participant NumberofProjectsupportcalls

RequestforProgressAssessmentandreflection

Numberofpivotsontheproject

A 2 No 0

B 2 No 0

C 3 Yes 1

D 1 No 0

E 1 No 0

F 2 No 1

G 4 No 3

H 1 No 0

I 1 Yes 1

J 2 Yes 1

K 1 No 0

L 1 Yes 0

M 1 Yes 1

N 1 Yes 0

O 2 Yes 2

5.DebriefWorkshopThislastinterventionintheDLIcycleofthetraineeshipprogramwasatwo-daydebriefworkshop,aimingtoassistDICsinreflectingontheirexperienceandconsolidatingtheirnewknowledge.Theoutcomeofthiscyclewouldthenformthebasisforthenextcycleoflearning.Thetwodaysdedicatedtothisdebriefwerethefirsttwoofaweeklongresidential(thesecondfortheprogram).ThiswasthesecondtimetheDICsmet,exceptinsomerarecaseswherepairshadmetbetweenresidentials.BusinessorpersonalconstraintsledsomeoftheDICstodropoutoftheprogram(oneperson),getexcusedfromtheentireresidential(oneperson)orjointheresidentialbelatedly(threepeople).WhilethedebriefwasoriginallyplannedtobedesignedanddeliveredbytheDLIfacilitatorswhohadaccompaniedtheentireprogram,anopportunityledthepartnerorganisationtohireIDEOtoperformthisactivity.Thischangeforcedtheoriginal

facilitatorstoreflectonthelessonstodateinordertoperformahand-overinformingthestructureandcontentofthedebriefworkshop.ThiswasanopportunitytoconsidertheDICs’challengesandreflectonhowthislastinterventioncouldaddressthese.Thedebriefworkshopwasstructuredinthreephases:first,presentanddiscussdesignatIDEO(absorb),thenunpacktheDICs’designprojectandexperiencetodate(results),andfinallylookathowtoapplydesigntoeachDIC’snextphaseofwork.ExplainingwhatdesignlookslikeatIDEOreinforcedthemessagesthatDICshadreceivedtodate:theprinciplesandvaluesweresimilartowhattheyhadheardbefore,theprocessandmessagingwasslightlydifferent.Thepresentationofeachperson’sworktodatehelpedothersrealisethattheirstruggleswerenotunique–whileinsomecasesDICsweretheonesbestabletoassisttheirpeersbyleveragingsharedexperiences.Inthelastphase,DICswereintroducedto‘HowMightWe’framingquestions,andtotheIDEOMethodCards(asetoffifty-onemethodsdescribedoncards,splitbetweenfourcategoriesof‘Ask’,‘Look’,‘Learn’,‘Try’).Usingthetoolsprovided,theDICsformedgroupsoffourwhichhadtosupporteachotherinshapingthenextphaseofoneanother’sdesignproject:whatisthebrief,whichthreemethodswillbeusedtogetstarted,whatistheidealoutcomeofthisphaseofwork?Toenhancetheseplans,eachDICwasgivenafifteen-minutetimeallocationforaone-on-onediscussionwithanIDEOdesigner.Thisenabledahigherqualityofprojectplanthroughtailoredadvice.Theoutcomeofthesessionwaspositive,witheachDICreportingaclearplanandcustomisedsupport,althoughitisunclearhowthisplanwillevolveinthefaceofthenextphaseoflearningthatwasbeingpusheduponthemduringthefollowingthreedaysofresidential.TheabilityforDICstofullyadoptdesignasanunderpinningprojectmethodologyremainstobedemonstratedinthenextphasesofthetraineeshipprogram,asthispaperisonlyapreliminaryanalysisfocusingontheimmediateimpactofthedesigninterventions.

ObservationsandinsightsTheexperienceofDICshasbeenfluctuatingduringthissix-monthperiod,betweenperiodsofcomfortlearningnewskills,todoubtsapplyingthem.Figure4schematicallyrepresentsthisexperiencethroughoutthejourneybasedonsurveyandanecdotalresponsesfromDICs.

Figure4: Designinnovationcatalystexperienceduringthedesigninterventions

ThisrepresentationhighlightstheupsanddownsofDIC’sperceivedexperience.Weusethistopickouttheaspectsoftheinterventionthatwerewellreceived,andwhereimprovementsareproposedbasedonreflection.ThefollowingaspectsoftheinterventionsgeneratedpositivereactionsfromDICs:

• Receivingaworkbookthatgivesthemanintroductiontodesign• Gettingface-to-facetrainingandguidancethroughacase-studyexample

applyingdesign• Gettingtailoredadviceon-site,andreassurancefortheirperformancetodate• Shapingthenextphaseoftheirworkbyself-selectingmethodsfrommultiple

optionsThefollowingeventsgeneratednegativereactionsfrommostDICs:

• Beingaskedtousedesigntoolsintheirorganisationbeforegoingthroughaformaltraining

• Interviewingcustomers,eveninamocksituationastheDLISprintcase-study:thiswasdifficultbecauseitledtheexercisetobecomemore‘real’andlessanexerciseinisolationoftheexternalworld

• Projectdevelopmentandsupport,whensomeDICssoughttofollowastep-by-stepapproachtodesignandfeltthattheywerenot‘performing’

• Debriefworkshopthatwasreiteratingmanymessagesandlefttheminapassivestateofconsumingmessages

CheckingtheseobservationsagainsttheDICFramework(Wrigley,2016),itappearedthattheDICswerenotcomfortablewhenhavingtomovefromlearninginacademiabacktotheirindustryenvironment,strugglingtoapplytheskillstheyhadabsorbedbutnotfullymasteredyet.ItalsoappearedthattheDICswereattimeschallengedwhenhavingtoabsorbthenapplyalargeamountofnewcontent,ashadoccurredduringandafterthesecondintervention.

EstablishingandEducatingDesignInnovationCatalystsSeekingtoaddressthecausesofnegativereactionsforDICs,theauthorssoughttofindwaystoincreasethecomfortforthemtomovefromacademiatoindustry,andincreasethestructureandbalancebetweenlearningandteaching,leveragingtheDICFramework(Wrigley,2016).Tothatend,theauthorssuggestthefollowing:

1. ReinforcethelearninggoalwithDICsandmentors;2. ManageexpectationsofDICsandmentors;3. Focusonmindsetratherthanprocessandtools;and4. Stageandtailorthelearningofprocessandtools

Foreachofthesesuggestions,wepresentarationalefortherecommendationandaproposedmethodtoapplyitduringaprogram.Havingcleargoalsforaseriesofinterventionsiscritical:inourcase,weaimedtoestablishandeducateDICs.Makingthesegoalsexplicitisequallyimportanttoenableasuccessfuloutcomeoftheseinterventions.GiventhetechnicalandindustrybackgroundoftheDICs,theirday-to-dayfocustendstobeondeliveryofoutcomes:learningcanbeperceivedasaclassroomactivity,whichisthenappliedoncebackintheoffice.ThisapproachtranspiredinthebehaviourofsomeDICsandwasstronglyguidedbytheviewsoftheirmentor.MentorsusingtheprogramfortheDICtodeliveronapre-existingprojectwithanestablisheddeadlineskewstheoutcomefocusfromlearningtodelivery.Notaddressingthismisalignmentofgoalsfortheprogramputsthelearningatrisk:DICsfeeloverstretched(applyingskillstheyhavenotconsolidated)andunderpressure(expected

todeliversuccessfuloutcomesusingtheseskills),whichinturnleadstostress,anxietyandmorestruggletoreflectandlearn.Reinforcingthelearninggoal,andthatthelearningoccursbothinsideandoutsideofclassroomenvironmentswillgiveDICsmoretimeandspacetoassimilatetheskillsetofdesign,throughpractice(Howard,2012).OnewaytoreinforcethelearninggoalistoworkbeforethestartoftheprogramwithmentorsandDICstoensuretheyclearlyunderstandwhatisrequiredtolearndesigneffectively.TherecruitmentandorientationtoaDICeducationprogramisagreatopportunitytocreatealignment,andsignalsofmisalignmentshouldbeaddressed.Mentorscouldbegivenexamplesofprojectsadapted(andnotadapted)tothelearningneedsoftheDIC.Itshouldalsobeexplicitlystatedtomentorsthattheyshouldconsidertheprogram’simpactontheirresourceplanning,giventheefficiencyoftheDICwillbereducedduringtheprogram.Goingfurtherthanreinforcingthelearningfocusontheprogram,bothDICandmentor'sexpectationsshouldbemanagedatthestartoftheprogram.ExperienceshowsthatdifficultperiodsareprobablyfortheDIC(practisinganewskillthatisnotmastered),andforthementor(apparentdropinproductivityofDICwhiletheydeveloptheirnewskill).Beingupfrontaboutthesechallengestocomecanlimitthediscouragementandfrustrationthatpeoplecouldexperienceduringsuchperiods.Inparticular,ifDICsexpecttheformaltrainingtotranslatedirectlyintoapplicableskills,theywillself-evaluatethemselvesnegativelywheninvestigatingandchallengingtheirorganisation.Forthosewithafixedmindset(Dweck,2009),suchperceptionsoffailurecanlimittheirinvolvementinfuturesteps.Tomanageexpectation,usingadiagramsuchasanexperiencemap(Figure4)duringorientationtotheprogramcanquicklyhighlighttheprobablepeaksandtroughsofDICandmentorexperienceovertime.Thiscanbeaneffectivevehicletopromptdiscussionaroundtheexpectationsoftheprogram,andhowparticipantsexpecttodealwithchallengesthroughoutthisperiod.Theintroductiontodesignshouldthenstronglyfocusonthemindsetofadesigner,steeringawayfromprocessandtools(Calgren,2013).Blendingbothmindsetandprocessdoesnotgivesufficientemphasisontheimportanceofdesign’sadaptiveapproachtoproblem-solving.Audienceswithatechnicalbackgroundhaveproventofocusonprocessandtools,perceivingdesignasatechnicalprocedurewithoutrecognisingitsnon-linearnature(Brunswicker,Wrigley&Bucolo2013).Thisfocuscouldbeachievedbyfront-loadingtheprogramwithafocusontheconceptsthatunderpindesign(e.g.empathy,experimentation),mixingtheoryandcasestudies.DICsshouldalsobeencouragedtoreflectonpersonalexampleswhereadesignmindsetcouldhavebenefitedaprojecttheywerepartof.DICscouldalsobegivenexercisestoinvestigateandchallengetheirorganisation’sperceptionofdesign’sunderlyingconcepts,whichwouldhelpidentifypotentialdifficultiesintheadoptionofdesignwithinthebusiness.Thisworkonunpackinganddevelopingthemindsetofdesignshouldbedonepriortosharinganyprocessortools.DesignprocessandtoolsshouldbethelastelementpresentedtoDICs,andyetonlyinastagedandtailoredmanner.OncetheDICunderstandsthefocusoftheprogramonlearning,isconsciousofthedifficultiesaheadandappreciatesthemindsetofdesign,theyaremoreabletolearnhowtousedesignasaprocessandsetoftoolsinanadaptivemanner.Providinganoverviewofhowadesignprocessevolvesisnecessarytogiveparticipantsreassurancethatthereisadegreeofstructureindesign,butcaremustbetakentostayawayfromgivingaprescriptiveapproachtoapplyingthedesign.Stagingand

tailoringtherevealoftheseprocessandtoolsenablesthefacilitatorstoadaptthematerialtotheparticularneedsoftheDIC,withoutlimitingtheabsorptionofknowledgetoapre-definedsetofstepsandtools.ThiscanbedonebyfamiliarisingDICswiththemainstepsofadesignprocess,theobjectiveofeachstep,criteriatomoveforwardandtypesoftoolsthatcanbeused.Basedonthis,facilitatorsshouldworkwithDICstodevelopapersonalprojectplanwhereonlythefirststepoftheplanwillbemappedandtoolsselected.Oncethisplanenacted,DICscancheckbackwiththefacilitatortodebriefontheworkdoneanddefinetheirnextsteps.Thiswouldenablejust-in-timelearningforDICs,andatailoredapproachtodesignwhichbenefitsfromtheexperienceoffacilitators.Thiswouldsuggestfutureworktofurtherexplorethesefindingsinordertoimprovethelearningexperienceandhencetheoutcomesofthedesigninnovationcatalysts.

SummaryShapingdesigninnovationcatalystswithalimitedamountofinteractionsisachallenge,whichpushesfacilitatorstoreconsiderwhatisthecoreknowledgethatneedstobepassedon:thedesignmindset,itsapproachtoproblemsoritsprocessandtools?Whilethiscasestudyisonlyapreliminaryanalysisofthefulltraineeshipprogram,theobservationsandinsightspresentedinthispaperdemonstratethedifficultyfordesigninnovationcatalyststoadoptdesignthroughalimitedamountofinterventionsfromacademia.Beyondtheapplicationofdesignprocessandtools,thechallengeforthemistoadoptadesignmindsetthatisdifferenttowhattheyhavelearnedandusedsofar,andtowhattheyaresurroundedwith.Theproposedimprovementsmadebytheauthorsaimtoreducethisstrainbyfocusingfurtherontheselectionandorientationofthedesigninnovationcatalysts.Greatercareshouldbegiventoensureallstakeholdershaveaclear,consistentunderstandingofthepurposeandexpectationsofeachinterventionandtheoverallcurriculumbeforeenrolling.Additionally,concentratingtheprogramonexplainingdesignasamindsetandapproachtoproblemswhilestagingtheintroductionofprocessandtoolscanlimittherisksthatDICsinterpretdesignasatechnicalprocesstofollow.Finally,thiscasestudyhighlightedthatfurtherworkneedstobedonetobetterunderstandthemosteffectivewaytoshapeacohortofindustry-baseddesigninnovationcatalystswhocansuccessfullystimulategrowthintheirorganisationbyleveragingdesign,throughalimitedamountofinterventionsandface-to-facetime.

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AbouttheAuthors:

RaphaelHammelisaPractitionerintheDesignInnovationresearchcentreattheUniversityofTechnologySydney.Leveraginghisengineeringandmanagementconsultingbackground,hefocusesonusingdesigntoenablepeopleandorganisationsundertakemoremeaningfulandimpactfulwork.

GenevieveMoselyisaResearchOfficerintheDesignInnovationresearchcentreattheUniversityofTechnologySydney.HoldinganundergraduatedegreeinDesignandaMastersinteachingandeducation,herresearchinterestsfocusondesigneducationandcurriculum.