1. Hasso Plattner / Terry Winograd Workshop on Design Thinking D-School Day One: The Big Picture February 2008

2. Reflections on April’s “Software Design Experiences” Class
Play film: final_assembly_H264_High Quality.mp4

3. Learning Objectives
Taking a holistic view, apply needfinding, analysis, synthesis, prototyping and presentation techniques to recommend a user-centric solution to the design challenge.
Practice analysis and process mapping based on primary and secondary research
Identify different user roles and how they might collaborate to address stakeholder needs
Synthesize insights and develop a POV
Ideate solutions to address key user needs
Take prototypes to the next level based on research findings
Present recommendations in a compelling, actionable way
Tie to current d.school class - “Design for Agile Aging”
Please review 3

4. Deliverables for Friday
Persona
POV
Experience design prototype
Compelling, actionable presentation
Needs discussion
Show solution - “software” simulation or on paper
Have Terry discuss issue son Agile Aging - perspective

5. Placeholder: Terry’s Big Picture Perspective
Terry’s perspective on:
Design thinking - Stanford context
What’s going on at the Stanford d.school, including “Experiences in Software design” and “Agile Aging”
Corporate Projects
Developing a common language for designers and developers

6. Placeholder: Hasso’s Big Picture Perspective
Hasso’s perspective on:
Design thinking - why the passion around this topic?
The challenge of heterogeneous teams
Developing a common language for designers and developers

7. Design Challenge - Build on November Challenge
Situation:
You are part of a small software start-up company based in Potsdam. Your team has been hired by the government to design a solution to the following challenge:
“How might we design a solution that enables the unemployed to successfully and sustainably re-integrate into the workforce?”
Introduce the client by sharing short movie clips of responses to interview questions focused on this issue.
Set expectations around what must be delivered by the end of this week

8. November Bootcamp Highlights
Recap November bootcamp results. This challenge is a continuation of the November bootcamp challenge.
Show boot-camp video, highlighting process, prototype iterations, prototype presentation and the audience feedback

9. Exercise Description
Key Takeaways: Taking a holistic view, learn basic principles of typing solutions to factual data, learn what a business process is, and how business processes inter-relate and function in a public service environment.
Identify different user roles and how they collaborate to solve a shared problem.
Following research, analysis and synthesis, students will develop persona, POV, and develop a high-level process diagram for a scenario they saw.
Introduce the client by sharing short movie clips of responses to 3-4 interview questions focused on this issue. This will enable students to understand the design challenge in their own words.
Set expectations around what must be delivered by the end of this week
Create document that explains deliverables- - distribute to students on Monday.
desirable
feasible
viable 9

10. Business Process Example: Utility Billing Process
Overall Process
Deep Dive
Terry to present this topic?

11. Introduction to the 360o View Who is the client? The stakeholder map
360o View - Preparation
Introduction to the 360o View
Who is the client?
The stakeholder map

12. x x Stakeholder Map = = Person 8 Person 10 Person 4 Person 7 Person 1
Informal lines of communication
Person 7
Person 9
PRO =
NEUTRAL x
Person 18
SKEPTICAL
Person 2
Person 10
AFFECTED
Person 3
STAKEHOLDERS
CLIENT
Person 1
Person 11
Person 12
Person 4
Person 6
Person 18
Person 17
Person 5 =
Person 15
Person 13
Person 16
Person 14

13. 360o View - Use Multiple Perspectives to Solution Space & Requirements
Unemployed
Underemployed
Employed (non-users)
Government
Volunteers
Other
User &
Customer
research
Technology
AEIOU
Problem
Space
Envisioned
Solution
Informs
Ecosystem
Government Agency Domains
Organizational Structures
Political Dynamics
Competitive Forces?
Corporate Perspective
Other
Trends

14. Mind Map of Opportunity Areas for “Software Design Processes” Class
Bus Routes
Events
Taxes
Maps
Zoning
Access to
Information
Utilities
Asset Repairs
e-Government
Services
Applications &
Request
Citations
Online
Payment
Permits
Example of what we want students to come up with during the Get Smart Fast activity
Voting Registration
School
Citizen’s
Portal
Jobs
Licenses
Marriage
Fees
Pest Control

15. With your project team, discuss your 360o view findings
Get Smart Fast
With your project team, discuss your 360o view findings
Develop a preliminary research plan, including who you will target, and what you want to learn and validate

16. As a team, decide which stakeholders you will go after
Stakeholder Deep Dive
As a team, decide which stakeholders you will go after
Divide up so you have at least one member traveling to the each key stakeholder discussion table
At each stakeholder table, brainstorm a research approach for tomorrow

17. Take handout (map) - where to arrive by 8:45 AM Protocol discussion
Logistics
Take handout (map) - where to arrive by 8:45 AM
Protocol discussion
Bring digital camera
Supplies

18. I like… I wish… How to… Daily Debrief
Post on wiki - Uli to give us access

19. Hasso Plattner / Terry Winograd Workshop on Design Thinking D-School Day Two: Needfinding February 2008 19

20. Reflections / Overview of the Day

21. Needfinding - Review: Observation
Collect observations to ground your research.
Watch stakeholder behavior in context
From the vantage point of their natural habitat, watch what s/he does
Write down detailed observations
When you have a chance to speak with someone who demonstrates this behavior, ask him/her to explain what s/he was doing, step by step
Methods:
“hanging out” - spending time soaking in their environment
“sinking in” -take a Walk in subject’s shoes by assuming the role of the subject and performing a typical activity
Tourist: Ask for a tour from an insider
Paparazzi: observe and photograph (with permission as needed)

22. Needfinding - Review: Interview Flow
Most interviews follow this sequence:
Introduction
Kickoff
Build Rapport
Grand Tour
Reflection
Wrap-Up

23. Needfinding - Review: The Anatomy of a Story
Memorable stories typically embody this structure:
Climax
Denouement
Rising Action
Introduction
Diagram courtesy of Michael Barry.

24. Needfinding - Review: The Anatomy of an Interview
The ethnographic interview generally shares this structure:
Climax
Denouement
Grand Tour
Reflection
Rising Action
Introduction
Wrap-up
Build Rapport
INTRODUCTION:
Establish partnership with interviewee by introducing yourself, describing your purpose “we’d like the process of a single case from application to hire”
Let them know their knowledge is important. You are there to learn from them. Transition: “So, a good place to start is to have you introduce yourself and tell us about your role here.”
KICKOFF:
Interview introduces themselves, explains his/her role. Talking will also put the interviewee at ease.
BUILD RAPPORT:
Make a connection by asking descriptive questions and building confidence and trust. Guide them to talk about what is of interest to you, and provide encouragement when they are on the right track “this is exactly the kind of detail I need.
Can you say more about that?”
GRAND TOUR:
AEIOU - what sort of activities do they perform? What is the environment/context? What are the interactions with systems? What objects or tools do they use? Why? Who else do they work with? What are their roles?
Contrast “sunny” day when all works well vs. “rainy” day when it doesn’t go so well.
Tour their work setting
Encourage him/her to “show you” vs. tell you. Be curious.
REFLECTION
Review key points to be sure you aren’t missing something and that you have heard correctly.
Encourage personal insights from the interviewee by having him/her explain why s/he does things a certain way. Lessons learned when things didn’t go well, what 1-2 things would s/he change?
WRAP-UP:
At the end of the interview, thank him/her, and tell them how helpful this conversation was. Ask if s/he has final thoughts to share, or any questions for you. Be sure to keep taking notes through the end of the interaction.
Often the end of the interview triggers some afterthoughts and insights -- be sure to capture these!
Kickoff
Introduction

25. Example: Coffee Drinking
Introduction: “Hi, I’m a HPI D-School student studying coffee drinking. I’m interested in hearing about your experience with coffee. There are no right or wrong answers, I just want to hear what you have to say.”
Kick-off: “Do you drink coffee?”
Build rapport: “Did you have a coffee today? How was it? Do you have a favorite place to drink coffee?”
Grand Tour: “Can you describe your most memorable coffee experience? Why was it so unique? What happened?”
Reflection: “If you could change one thing about your coffee experience, what would it be?.”
Adapted from Michael Barry’s example.
Revisit 5 Why’s

26. Needfinding Best Practices
Protocol to follow with government officials
Ideas for collecting and organizing artifacts in the field
Mini synthesis techniques
Handout: Needfinding tips and tricks

27. Needfinding Part I and II
Government
Conduct observations
Interview officials
Understand resources available from government perspective
Citizen
Conduct observations
Interview citizens
Understand resources available from citizen perspective

28. Six Things to Remember When Observing What People Do
Terry - do you know where I can find the original to make the graphic clearer?
From Software Design Experiences, Spring 2007

29. Mini Synthesis Identify questions that worked particularly well
Discuss any surprises that should be checked with next set of research participants
Identify contradictions discovered between what is said vs. done (ideally from observing subject perform the activity)
Identify unarticulated needs, workarounds, manual processes
Discuss how the work/environmental context impacts activities
Review any artifacts collected
Discuss observed patterns of interactions with other people, agencies, etc.
Students an coaches collaborate to revise research guide/strategy and identify findings to be validated in Needfinding Part II (as needed)
Discuss this before students leave to conduct Needfinding Part I, as they will likely conduct mini-synthesis in the field
Include handout on this in the packet of information they receive for this day

30. Hasso Plattner / Terry Winograd Workshop on Design Thinking D-School Day Three: Analysis & Synthesis February 2008 30

31. Reflections / Overview of the Day

32. Analysis: Determining Your Point of View
Storytelling and Analysis
Goal: Identify the core problem(s), articulate insights
How: Cluster observations and findings into themes
Define persona, a Point of View and a scenario
Re-Frame by re-clustering data (or create duplicate Post-Its and arrange on another section of the wall)
Define a different persona, Point of View and scenario
Terry: POV
Mad Libs exercise
Hasso: Group Dynamics and energy

33. Developing a Point of View
What is a Point of View?
Great ones can be compressed to fit on a bumper sticker.
Points of view are built out of two things, an understanding of a user group (hopefully a unique empathic understanding) and insight into a need that group has.
User + Need + Insight = Point of View
One of the most challenging creative leaps to make in design work is to move from the concrete world of observations to a concisely stated point of view. It requires you and your team to extract relevant insights from the observations and stories you’ve collected. It also requires you to generate new concepts and frameworks that allow you to plot a course towards new ideas. Sometimes it’s difficult, but it’s worth it.
Your POV will:
･ Provide focus.
･ Allow you to determine relevancy of competing ideas.
･ Inspire your team.
･ Empower colleagues to make decisions independently in parallel.
･ Fuel brainstorms.
･ Capture the hearts and minds of people you meet.
･ Save you from the impossible task of developing concepts that are all things to all people.
･ Be something you revisit and reformulate as you learn by doing.
From Design for Agile Aging, Winter 2008

34. How do You Develop a Point of View?
Saturation: Put up Post-Its and other artifacts to express what you heard and saw
Mapping: Create diagrams that capture multiple observations. Ground stories in visualizations such as day-in-the life, the user journey, a 2 x 2 matrix, etc.
Grouping: Find common themes among your stories for groups of users
Mad Libs: Fill-in-the-blanks method to create a short, pithy expression that captures the main elements of your POV.
POV example: User + Need + Insight = Point of View
Safety-concerned parent with toddlers (user) wants a shopping experience with active kids (need) who can be independent but always in sight (insight).
Composite Characters: Who is that new user you are defining? Create imaginary character profiles that combine your observations and understanding so far. Get creative, and be specific. Give them names. How old? Hometown? Where do they go on vacation? What’s the last book they read? What kind of car do they drive? Combine stories from your observations. Draw out the characters to the greatest depth that your observations and understanding allow – this depth of understanding is what will make your process stronger going forward. Now your team has imaginary friends. Include them in your design process.
Insights from Observations: Draw conclusions (or postulate some) from multiple observations. (10 observations distilled into one).
Directives from Insights: Synthesize insights into directives. Take your insights to the next level and put them in the form of an action. This is getting very close to a Point of View.
From Design for Agile Aging, Winter 2008

35. Tips - Developing a Point of View
Tips for Developing a Point of View
Focus on the stories that keep you up at night
If you’re stuck, extract a POV from your favorite idea. Then go further. Don’t worry about being sure it’s right.
Use empathetic language – see things from the user’s perspective
Go for meaning
Focusing tools help you narrow your field of view. Flaring tools expand your field of view generating new concepts and frameworks that deepen your thinking
From Design for Agile Aging, Winter 2008

36. Traps to Avoid when Developing a Point of View
Don’t design for everyone
Don’t confuse solutions with needs
Don’t try to include all of your insights
Don’t be afraid to choose a POV before you are “ready”
From Design for Agile Aging, Winter 2008

37. Synthesis: Identifying Key Themes and Design Requirements
Goal: Identify patterns in wants, needs and motivations; Identify design requirements ad opportunity areas

38. Analysis
User Journey
Goal: Understand the complete experience
How: Start with the experience you are considering (e.g. updating skills of the underemployed)
From the user’s point of view, mentally step back to the earliest stage of the process (e.g. visiting the agency, thinking about finding a job, being rejected by a potential employer, etc.)
Step through each stage of the process, recording it in a flow diagram
Analyze your diagram. What happens at each of these stages? Why? How do the stages interrelate? What opportunities areas do you see?

39. Example: Movie-goer Experience
User Journey:
Vijay Kumar, Innovative Methods

40. Present POV for Feedback
Team Activity: Teams present persona, POV, and scenario (3 min + 2 min feedback per team)
Need panel for initial reactions –like American Idol?

41. Idea Generating Insights
Discussion may include:
Where good ideas come from, how to amass a lot of them, how to really reserve judgment, cultural factors and challenges.
Terry and Hasso

42. Brainstorming

43. Wild Idea Sharing
Applause meter

44. Logistics

45. Daily Debrief
I like…
I wish…
How to…

46. Hasso Plattner / Terry Winograd Workshop on Design Thinking D-School Day Four: Designing Compelling Prototypes February 2008 46

47. Reflections / Overview of the Day
Challenges of creating compelling prototypes
“Experience prototypes”
Discuss group dynamics that typically occur during prototyping

48. On Prototyping Different types of prototypes
How ideas evolve & how to communicate them
What makes a prototype compelling?
Hasso & Terry
Terry - do you have slides on different types of prototypes and when to use them? If not, I have the one we used last time.
What type of prototype?
How will the prototype be used (e.g., paper bike must roll and withstand polo-playing for 1 hour, etc.)?
What is being prototyped (gadget, experience, etc.)?
What mediums make sense given time and available materials?
“Never go to a meeting without a prototype”
Fail early and often at the early stages, smaller changes later in prototype lifecycle
Discuss successful vs. unsuccessful prototypes

49. Collaborating on a Vision
Hasso talk on challenges in Designer / Developer communication
Hasso talk on how to enable better collaboration between design and development once product development starts, including the language they use

50. Building Prototypes “Prototype early and often”
As “rough” as possible - user input into final product vs. too polished and “done”
Discuss continuum of prototypes - basick sketches to functional prototypes that support sample data and reveal technical constraints

51. Logistics

52. Daily Debrief
I like…
I wish…
How to…

53. Hasso Plattner / Terry Winograd Workshop on Design Thinking D-School Day Five: Delivering Compelling Presentations February 2008 53

54. Reflections / Overview of the Day
Challenges of presenting
Telling compelling stories
Hasso talk about what makes a gripping, convincing presentation

55. Developing and Validating Prototypes

56. Presentations

57. Presenting Results

58. Daily Debrief
I like…
I wish…
How to…

59. Terry and Hasso close session
Closing Remarks
Terry and Hasso close session
Terry shares insights about similarities and differences based on his experience this week.