2017 dma educating design innovation catalysts through design interventions … · 2019-07-05 ·...
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EducatingDesignInnovationCatalystsThroughDesignInterventionsHAMMELRaphaelandMOSELYGenevieve*
UniversityofTechnologySydney,Australia*Correspondingauthore-mail:[email protected]: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.