Surviving the Hype: An Experimental Framework for Scaling Enterprise Design Thinking
4 likes1,364 views
The document outlines an experimental model for scaling design thinking in organizations, focusing on creating a systemic understanding and interventions to foster a design mindset among employees. Key steps include defining challenges, discovering intervention spaces, designing interventions, and emphasizing a 'design-doing' approach rather than just design-thinking. The findings emphasize the importance of creating behavior change scaffolding and building cohorts to facilitate growth and innovation within the enterprise.
Surviving the Hype: An Experimental Framework for Scaling Enterprise Design Thinking
- 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
- 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
- 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
- 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