Project 1: Team Based
Worth: 20%
Due: Week 6 (see Calendar)
Deliverables: Point-of-view Statement

Learning Outcomes

1. Students will gain the knowledge to articulate the difference between design thinking, innovation, and entrepreneurship, and possess a shared vocabulary for the process elements of each. LO1
2. Students will be able to demonstrate skills for formation of effective teams and practices for team culture development that respect diversity. LO3

The Challenge

For this project, pick a problem to solve in an organization you know (for example, your college campus, a company you have worked for, or a volunteer organization). Use the design thinking skills that you learned to identify a specific pain point for customers/clients, employees, or both. Your deliverable is a Point of View (POV) statement. Please include summaries of your interviews in addition to your final POV. Presentations will happen in class.

The Goal

1. To develop expertise quickly on an issue that is broad in scope and complicated in nature.
2. To uncover hidden needs and deep insights that give a unique perspective on the problem.
3. To reframe the problem into a clear, actionable point of view statement that will inspire innovative and non-obvious solutions.

The project will culminate in a presentation of your team’s point of view. You will make your presentation where the focus is not on presentation polish (no PowerPoint, Prezi or other "slide" software allowed), but rather on clarity of ideas. Your point of view should distill the large and overwhelming issue into a manageable and actionable problem statement.

A point of view should not specify a particular solution, but should be a springboard used to generate many different ideas for solutions. It can be thought of as a rallying cry, providing direction and energy for a team to generate and evaluate solutions. A good point of view is formed from empathetic understanding of a user, the user’s need, and an insight about the user or need that is not originally apparent.

The presentation should demonstrate that your team has developed expertise in the issue of your choice that lends credibility to your point of view. You should also demonstrate that your point of view comes from a position of deep empathy with the relevant stakeholders, going beyond superficial appreciation and including cultural, social, psychological, and emotional considerations.

As you begin to develop empathy, you will uncover hidden needs that are not initially apparent. These needs often have social and emotional components. You will also discover unexpected insights into why people do the things they do and the meanings they associate with the raw materials of the world around them. These needs and insights will lead you to your point of view.

Deliverables

  Type Details
1. Presentation A short (under five minutes) presentation of your team’s point of view and the hidden needs and insights that inspired it. No Powerpoints (Prezi, or "slide" software) are allowed - you will have to find creative solutions to presenting without Powerpoint.
2. Individual Logbooks In this project, you will use a logbook to record your need finding notes, individual reflections, user interview, and raw data. You may use any bound, unlined notebook you are comfortable with.
3. Group Participation Your team will be expected to show group participation. Your team will be expected to post your findings in a format of your choice (e.g. blogs on Wix, Weebly or any other blogging platform). You will also be expected to contribute to the class pool of resources as you find them. So that we can give you credit, make sure to highlight your work.

Grading

  Item Weight Key points
1. Presentation 60%
    • Did your team develop deep empathy with stakeholders?
    • Did your team uncover hidden needs and surprising insights?
    • Did your team distill your learning into an actionable and inspiring problem statement?
2. Individual Logbooks 20%
    • Did you spend time doing the things that lead to understanding and empathy (research, observations, interview notes, etc.)? Quantity and quality of your thoughts are roughly equal factors in evaluation.
3. Group Participation 20%
    • Did your group collaborate on this problem? Posting pictures of team after meetings is encouraged (tc --> as is the use of social media to document progress). Did you contribute to the general pool of class knowledge?

Tips:

What’s the solution? vs. What’s the problem? Most projects start with a problem statement and ask you to find a solution. In this project, the problem statement is not given, and your task is to decide what it should be. For many students, not having a clear understanding of the problem statement can be a source of discomfort. Be prepared for this discomfort; dealing with it is the whole point of this project. This will be a crucial skill for future projects.

Analytic vs. Empathetic. This project will require that you balance a level-headed analysis of the facts with a deeply emotional position of empathy. Some people are clearly more comfortable functioning in one or the other of these modes. Be aware of your own bias and push yourself to do things you are not as comfortable with.

Testing a point of view. Although a point of view is not the same as a solution, sometimes a point of view can be tested by generating solution ideas using your point of view and getting feedback on those ideas. If your ideas are met with enthusiasm, it’s a good indicator that your point of view is solid.

Rubric - Presentation

1. Concept and Vision (10 Marks)
  • Student clearly applies the design thinking process.
  • Student demonstrates the steps taken by the group at each level of the design thinking process.   
  • Student describes the product, service, or process linked to the end users’ point of view, and demonstrates expertise in the issue presented.
  • Student outlines a brief description of the “problem”.
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2. Applying Empathy (10 Marks)
  • Student demonstrates awareness of empathy.
  • Student documented their findings after a thorough process of “listening”.
  • Students applied empathy by talking to at least ten potential users in order to identify their POV.
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3. Generating Ideas (10 Marks)
  • Student applies at least two of the Tools & Techniques to actively generate ideas (Brainstorming, Analogy, Attribute Analysis, Gap Analysis, and Why-Why-Why Analysis).
  • Student was able to uncover hidden needs and surprising insights.
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4. Approach to Innovation (10 Marks)
  • Based on the idea generation outputs and findings, student presents the POV.
  • Student is able to describe the process that lead to this POV.
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5. Actionable (10 Marks)
  • Student discusses the customer’s needs and insights that inspired the POV.
  • Student was able to transfer the learning into an actionable inspiring POV.
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6. Presentation Skills (10 Marks)
  • Student is not reading, has clear eye contact, and is clearly prepared.
  • When asked, student is able to explain any part of the whole presentation
  • Group kept to the given time limits
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Rubric - Individual Logbooks

7. Logbooks (10 Marks)
  • Each student provides evidence in the form of a logbook.
  • Logbook includes evidence of individual note taking, individual reflections, interviews, and raw data.
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Rubric - Group Participation

8. Material Used/Visuals (10 Marks)
  • Student clearly applies the design thinking process.
  • Student demonstrates the steps taken by the group at each level of the design thinking process.   
  • Student describes the product, service, or process linked to the end users’ point of view, and demonstrates expertise in the issue presented.
  • Student outlines a brief description of the “problem”.
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9. Collaborate (10 Marks)
  • Student contributes to relevant visual aids in the form of models, images, posters, videos, etc.
  • Student posts pictures of team meetings.
  • Student shows they contribute to general pool of class knowledge and learning.
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