MGMT20140 Design Thinking for Managers Assessment 2

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MGMT20140 DESIGN THINKING FOR MANAGERS ASSESSMENT 2-GROUP
REPORT
A case study of a problem in an automatic light sensor in the CQU Melbourne
Campus
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Table of Contents
Introduction......................................................................................................................................3
Future work by the implementation of design thinking approach...................................................3
Critical evaluation of the design thinking tools...............................................................................3
Process of Design thinking approach..............................................................................................4
Empathize.....................................................................................................................................4
Define...........................................................................................................................................5
Ideate............................................................................................................................................5
Prototype......................................................................................................................................5
Test...............................................................................................................................................6
Alternative Perspectives for design thinking...................................................................................6
Innovative solution..........................................................................................................................6
Conclusion.......................................................................................................................................7
References........................................................................................................................................8
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Introduction
The report aims at gaining an understanding of the design thinking process using a specific issue.
Design thinking has been a proven tool for managers in solving complex problems. One of the
key benefits of design thinking is identified as the universal application of this concept in every
field including business, literature, management, arts, economics, science and music and so on.
The design thinking follows a process of empathizing, define, ideate, prototype and test. Design
thinking has been gaining immense popularity in the world since it implements a solution-based
approach for problem-solving. In the current report, a problem has been identified in the
automatic light sensor system installed on the Melbourne campus of CQU. The implementation
of design thinking tools and techniques enables to gain meaningful insights into problems and
solutions. The design thinking approach is necessary for CQU since a particular product or
solution can never resolve the issue completely by applying it throughout the product lifecycle.
This report will describe future work by the implementation of design thinking approach and
evaluating critically the design thinking tools. Apart from this, it would also provide an
alternative perspective for design thinking.
Future work by the implementation of design thinking approach
Design thinking approach has been mainly developed for the resolution of complex problems
occur in real-life. The CQU Melbourne Campus has been dealing with certain challenges after
the installation of the automatic light sensor system. The main challenge has been identified as
the use of low batteries in light sensors that adversely impact the productivity of the system. The
design thinking approach would undertake a process including empathizing, defining, ideating,
and prototyping and testing (Shapira, et. al., 2017). The approach of design thinking would assist
in generating ideas regarding the challenge of the light sensor in the CQU and finding the best
solution for the university issue.
Critical evaluation of the design thinking tools
Different design thinking tools are available to managers in finding the best solutions to complex
issues. One of the key tools of design thinking is identified as mind mapping using which
managers may generate creative and innovative solutions for identified problems. In mind
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mapping, the ideas generated in mind are immediately linked with the central problem and noted
down. In mind mapping, thinking in order is not necessary but these ideas are reorganized in a
form of map establishing a connection of ideas to each other and the core idea (The Lancet,
2013). Mind mapping involves the organization of an individual or a group of individuals'
thoughts regarding a particular problem. The main purpose of mind mapping is to generate
different ideas for a problem so that the best solution can depict.
The most significant advantage of conducting mind mapping is to boost creativity and
innovative skills and thinking. It is because it facilitates a wider room for generating more and
more ideas. It helps in clarifying thoughts and ideas regarding the central idea. Using mind
mapping, relationships between different generated ideas can establish or identify that assists in
depicting the best solution for the problem. An individual can improve his retention and memory
since mind mapping involves colourful images and words (Gargouri & Naatus, 2017). It also
aids in transforming learning into an interesting activity which helps in motivating individuals in
participating in this activity. Also, it requires a small space but provides a large amount of
information. Using mind mapping, it supports in enhancing brainstorming skills.
However, it possesses some disadvantages due to which mind mapping avoids by many
managers in different situations. People who prefer to think logically find complexities and feel
mind-mapping one of the least suitable design thinking tools. It is because mind mapping
involves the free flow of ideas instead of focusing more on logic reasoning which is preferred by
logical people. Active participation of all the group members constitutes a significant component
of success mind mapping. Many times, mind mapping becomes a process difficult to be
understood by the majority of the people (Liu, et. al., 2018). Efforts of constructing a mind map
go in vain when the individuals are not clear about the targets and goals. For becoming a good
mind mapper, an individual must invest a good amount of experience, time, cost and skills. Also,
mind mapping is incomplete when an individual does not attain proper training.
Process of Design thinking approach
Empathize
The initial stage of design thinking, empathize, involves conducting effective research into the
needs and requirements of a user or a group of users. It is also known as a research phase of
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design thinking. An individual empathizes the user’s problem which means that the individual
enters into the shoes of users for gaining an understanding of the problem from the user's
perspective (Yang Chun-Ming & Man Hong-Thien, 2018). In mind mapping, the participants
need to first collect data regarding the needs and requirements of CQU campus users. It would
assist in generating assumptions and meaningful insights into users’ needs and requirements.
Define
In this phase, the information collected in the emphasize stage is analyzed for generating
observations. All these observations are synthesized for the actual definition of core problem
identified by the team. In mind mapping, all the participants together may identify the core
problem pertained in the automatic light sensor in the CQU. It would involve the problem
definition in a human-centred manner understandable by all team members.
Ideate
In the ideate phase, the participants seek to generate numerous ideas regarding the identified
problem. They also seek to challenge the assumptions pertained in the core problem. The
previous two stages fuel the initiation of the process to think beyond the initial understanding. In
the case of CQU, the team members would collect data and define the problem in a clear manner
(Cahyadi & Prananto, 2015). The team members would initiate mind mapping by conducting
brainstorming activity in which ideas related to the problem of low battery in automatic light
sensor would analyze. The team members would initiate mapping these ideas by centralizing the
problem of the automatic light sensor in CQU Melbourne campus.
Prototype
It is a significant phase of design thinking where the most appropriate solution would be
identified. Also known as the experimental phase, this phase uses the knowledge and data from
the last three phases and drives at the best solution for the defined problem. In CQU, the ideas
generated in mind mapping would analyze using their benefits and drawbacks or consequences
associated with them or other grounds (Geissdoerfer, et. al., 2016). The team of mind mapping
would become able to visualize the best solution using the mind mapping information. It would
help in getting a better view of the chosen solution for the light sensor problem in CQU.
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Test
The constructed prototype requires testing before the actual implementation of the best-chosen
solution. The prototype phase facilitates the best solution which is tested for defining more
problems prevailing in the chosen solution. The design thinking team may revisit the previous
stages for identifying more alternative solutions. This iterative phase is significant for the design
thinking process as it finalizes the best solution for the identified problem (Schiele & Chen,
2018).
Alternative Perspectives for design thinking
Design thinking owns a pool of tools and techniques that may be applicable for solving problems
of any size and type. Mind mapping is a great tool for design thinking but visualization is also a
part of mind mapping and can be used as an alternative tool. Visualization considers as the
mother of all the design thinking tools since it is applicable at every phase of the design thinking
process. Visualization constitutes of listening, drawing and thinking where input is listening, the
process is thinking and output is drawing (Kuo & Chuang, 2013). These skills are used for
understanding the problem, picturing the outcomes for developing possibilities. Using
visualization, the designer thinking team of CQU may go beyond the language or words solely.
Visualization pictures the thinking into reality which also makes it an interesting tool.
Apart from this, the CQU Melbourne Campus may use storytelling tool in which a story is
weaved rather than solely emphasizing on key points. Storytelling considers as a relative part of
visualization for establishing compelling and real emotions. Construction of good stories requires
adherence to certain principles such as accurate identification of relevant audience (Louis, et. al.,
2015). This tool aids in focusing the logics and flows for a clear definition of a problem.
Innovative solution
The low battery of automatic light sensor of the CQU Melbourne Campus has been identified as
the core problem. For solving this problem, the replacement of ordinary batteries with
rechargeable batteries would be the most suitable solution. However, it would not be a cost-
effective solution, but its outcomes would enhance the productivity of the light sensor system on
the CQU campus.
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Conclusion
Design thinking should be used as a tool for resolving complexities in every field. The report has
focused on applying design thinking approach in the problem of automatic light sensor of the
CQU Melbourne Campus. The problem has been solved using the design thinking tool of mind
mapping and design thinking process including empathizing, define, ideate, prototype and test.
The report also facilitated alternative perspectives of design thinking tools such as visualization
and storytelling. Both the tools are inter-related to each other and mind mapping as well.
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References
 Cahyadi, A., & Prananto, A. (2015). Reflecting design thinking: A case study of the
process of designing dashboards. Journal of Systems and Information Technology, 17(3),
286-306. Retrieved from:
https://www-emerald-com.ezproxy.cqu.edu.au/insight/content/doi/10.1108/JSIT-03-
2015-0018/full/html
 Gargouri, C., & Naatus, M. (2017). An experiment in mind-mapping and argument-
mapping: Tools for assessing outcomes in the business curriculum. E-Journal of Business
Education and Scholarship Teaching, 11(2), 39-78. Retrieved from: https://go-gale-
com.ezproxy.cqu.edu.au/ps/i.do?id=GALE
%7CA529427221&v=2.1&u=cqu&it=r&p=AONE&sw=w
 Geissdoerfer, Bocken, & Hultink. (2016). Design thinking to enhance the sustainable
business modelling process – A workshop based on a value mapping process. Journal of
Cleaner Production, 135, 1218-1232. Retrieved from: https://www-sciencedirect-
com.ezproxy.cqu.edu.au/science/article/pii/S0959652616309088
 Kuo, M., & Chuang, T. (2013). Developing a 3D Game Design Authoring Package to
Assist Students’ Visualization Process in Design Thinking. International Journal of
Distance Education Technologies (IJDET), 11(4), 1-16. Retrieved from: https://go-gale-
com.ezproxy.cqu.edu.au/ps/i.do?p=AONE&u=cqu&id=GALE|A385070550&v=2.1&it=r
 Liu, Tong, & Yang. (2018). The Application of Mind Mapping into College Computer
Programming Teaching. Procedia Computer Science, 129, 66-70. Retrieved from:
https://www-sciencedirect-com.ezproxy.cqu.edu.au/science/article/pii/
S1877050918302709
 Louis, Diez, Caminos, Garciandia, Rámirez, & Urdaci. (2015). Design thinking tools
empower teachers to spread CPR training in school. The EL ABC que Salva Vidas
program. Resuscitation, 96, 84-85. Retrieved from: https://www-sciencedirect-
com.ezproxy.cqu.edu.au/science/article/pii/S0300957215005948
 Schiele, K., & Chen, S. (2018). Design Thinking and Digital Marketing Skills in
Marketing Education: A Module on Building Mobile Applications. Marketing Education
Review, 28(3), 150-154. Retrieved from:
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http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=387212e8-4ab0-
4d21-88f6-945afdbc488a%40pdc-v-sessmgr04
 Shapira, Ketchie, & Nehe. (2017). The integration of Design Thinking and Strategic
Sustainable Development. Journal of Cleaner Production, 140(Part 1), 277-287.
Retrieved from: https://www-sciencedirect-com.ezproxy.cqu.edu.au/science/article/pii/
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 The Lancet (2013). Mapping the mind—smart thinking for brain health? Lancet (London,
England), 381(9874), 1247. Retrieved from: https://www-sciencedirect-
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 Yang Chun-Ming, & Man Hong-Thien T. (2018). Applying Design Thinking Process in
Student’s Project: A case of EGF Products. MATEC Web of Conferences, 201, 04003.
Retrieved from:
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