design thinking in theory

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design thinking in theory practice 13
September 2007 _at_ Universität Saint
GallenInstitut für Wirtschaftsinformatik
Sommertagung des Forschungsrats
d.schoolaninnovationengineone mans
view

• Larry Leifer
• Professor (ME), Founding Director, Stanford
  Center for Design ResearchDirector, Stanford
  Design Research Program for Industry Affiliates
• Member, Hasso Plattner Institute of Design at
  Stanford
• http//cdr.stanford.edu

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the pace of innovation _at_ stanford a
french-bavarian view
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3 axioms for precision innovation (Leifer 200X)

• 1 Designing is a socio-technically mediated
  activity.
• Learning is a socio-technically mediated
  activity.
• Coaching is a socio-technically mediated
  activity.
• 2 Designers must preserve ambiguity.
• Learners must preserve ambiguity.
• Coaches must preserve ambiguity.
• 3 All designing is re-designing.
• All learning is re-learning.
• All coaching is re-coaching.
• and the corollary that all learning requires
  UN-learning (John Seely Brown 1998, CTO, Xerox
  PARC)

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innovation ideas and concepts that are
successfulin the market ...is an outcomenot
a creativity force
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why do i care ?
.
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axiom-1designing is a socio-technically mediated
activitystep-1creative peoplethe
d.schoolHasso Plattner Institute of Design at
Stanford
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design thinking
experiential
integrative
need empathy driven
insight based
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Hasso Plattner Institute of Design at Stanford
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the plan
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the start-up team
?
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the opportunity
expanding the role of multidisciplinary research
and teaching is one of Stanfords biggest
opportunities (John Hennessy, Stanford
President, 2000- )
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the break through
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intense collaboration
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extreme product-service based design learning
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the prototyping culture accelerates learning
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students are the experts mentoring
reversed
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students are engaged and confidentabout creating
their own design-thinking process
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building people
DESIGN THINKING
ANALYTIC THINKING
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surprise delight
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axiom-2designers must preserve
ambiguitystep-2ambiguity managementd.310re
al industry projects drive learning in design
thinking
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re-designing these designers
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laboratory project - a need-finding,
conceiving, and building can you make a BMW
3-series car door smart?
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product innovation demands innovative learning
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example smart doord.310
convergence where mechatronics systems
design meets enterprise systems design
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laboratory project - b need-finding,
conceiving, and building can driver hand
gestures be used to mediate vehicle command
control?
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gesture control of remote functions
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driver gesture control design studies
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laboratory project - c need-finding,
conceiving, and building can you make a co-pilot
for the Audi of 2020 ?
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global design team
Edith Arnold
Mike Ho
Toni Obermueller
Joe Schmid
Dave Jackson
David Klaus
Markus Hoerwick
Tim Horenburg
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need-findingwhat are we doing when driving ?
radio video traffic navigation cellphone weather s
ports scores email hobby news custom
ads chat friendsenemies and more ?
Act 1
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insightif, driving is a real time task !then,
communication must be off-line !
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Solution
Data filter Social connection
Act 2
Information pacing Intuitive interface
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foresight
2005 2015
2025
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solution
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design ambiguity management frameworkand
laboratory
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SAP
VW
CEE
DB
stanford310
Audi
Pana--ACC
DC
Pana-ATRL
DCI
GM
Nokia
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where is the laboratory extreme project based
learning in d.310 2006-2007

• SAP (DE) (global with HSG, CH)
• User Interface for an Executive Decision-Context
  Device
• Deutche Bahn (DE) (global with HSG, CH)
• Future Workplace of the Knowledge Worker
• Audi (DE) (global with TUMunich, DE)
• Audi Artificial Trainer
• Panasonic-ACC (JP) (global with UTokyo, JP)
• Walkatronics wearable navigator for independent
  living
• Panasonic-ATRL (JP) (global with Helsinki, FI)
• Wearable Consumer Technology for Sensing and
  Relaxation
• DaimlerChrysler (DE) (global with TUMunich, DE)
• GUI Development
• CEE (Stanford) (global with Queensland, AU)
• iRoom Transformer Space
• VW-IRL (DE) (global with UNAM, MX)
• VW Intelligent Display
• DCI International (USA) (seeking global partner)
• Dental Compressed Air Vacuum Delivery System
• GM (USA) (global with KTH, SE )

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what does it look like?
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global-team labs 2006-2007
Helsinki (2)
Stockholm
Tokyo
Munich (2)
St.Gallen (2)
Stanford
Queensland
Mexico City
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team world
Student Team
Company Staff Mgmt
Company Liaison
1
Teaching Assistant
1
coach
2
Instructor
2
3
3
4
4
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design thinkingresearch in context(Leifer04)
Design Activity
Product Requirements
Design Team
Product Specifications
Process Instrumentation
Human Variables
Product Instrumentation
Technical Variables
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the team is the product
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knowledge acquisition and managementas observed
in a major US automotive company
Ozgur Eris, Larry Leifer, 2002
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knowledge acquisition and managementas observed
in engineering.310_at_Stanford
INFORMAL
FORMAL
Learning Loop 2
Discipline
Formal Content
Curriculum
Learning Loop 3
Process Content
Tacit Knowledge
Learning Mediator
Instructor
Learners
Design Activity
Coach
Course
Team
Informal Content
Learning Loop 1
Ozgur Eris, Larry Leifer, Ade Mabogunje, 2003
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coaching helpstechnology hinders
LIBRARYRESOURCES
DESIGNLEARNER
PRODUCTKNOWLEDGE
PROCESSCOACH
Learning Loop 2
Learning Loop 3
SMETE
Informedia
Learning Facilitator
Coach
Footprints
Learners
DesignTeam
Product
LauLima
Learning Loop 1
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axiom-3all designing is re-designingstep-3re
-designing designers design-thinking
researchwhat do we know from instrumenting
designteam activity
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the power of observationTang 89, video
interaction analysis
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learning paradigm corporate field studies since
Minneman92

• changed curricula
• negotiating
• preserving ambiguity
• tailoring talk
• performance metrics

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the importance of mediation(Tang89)
Function
Text Activity
Draw Activity
Gesture Activity
Store Knowledge
40
19
1
27
Express Ideas
2
63
33
43
Mediate Interaction
0
21
46
30
19
46
35
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the attention time constant (Baya97)
6.4 seconds design information fragment
duration across six activity categories(2 each
receptive, expressive, search)
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creative language mattersnoun-phrases in formal
documentspredict awards in peer-revieweddesign
competitions (Mabogunje, PhD96)
of uniquenounphrases
A
B
DecemberReport
MarchReport
JuneReport
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innovation performance is baseline knowledge
rate of learning
performance
2Lb
baseline knowledge re-usable learning Bi
learning re-use
Rateb
Lb
Lb
learningb
Rateb
La
baseline knowledge B0
Ratea
learninga
t0
ti-1
ti
time
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questioning drives performance(Eris02)
better
design team performance score

combined rate of DRQGDQ (questions/hour) DRQ
deep reasoning question GDQ generative design
question

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design thinking isiterative
Design Decisions Specifications
Design Requirements
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assertionLeifer 200Xno decision can be
betterthan the questions posed
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field research caseelectronic arts corporation
programming team network analysisdoes game
programmer activity predict product code
performance ?Reiner05
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features of the computer games industry Reiner05

• Multidisciplinary Teams of 75 to 200 people
• Producers, Designers, Artists, Engineers, Testers
• Most assets tracked in a database repository
• Word docs, 3D models, animation data, 2D art,
  audio, source code
• Yearly, Fast Track development cycles
• High performance teams
• Industry-wide recognition, high review scores
• Innovative, patented tech reused by other teams
• Sales quadrupled in last three years

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collaborative refinement
Integration
individual work
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concurrent editing as a social network
Moody, 2005, Dynamic Network Visualization So
NIA website www.stanford.edu/group/sonia
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surprise without delight
Alpha
Beta
E3
Milestones
Final
Recovery
Design
Production
August
October
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and nowyour are invited
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an equation for success
iemcX
innovation minds in communicationradical,
relevant, rigorousworking creatively together