Design Thinking Strategies for Resolving Course Unfamiliarity Problems

This report provides an executive summary and in-depth analysis of using design thinking tools to address the issue of course unfamiliarity in universities. The assignment focuses on the application of mind mapping as a primary tool for identifying the root causes of the problem and developing effective solutions. The report discusses challenges encountered during the implementation of design thinking methodologies, such as short-term planning and individual ego conflicts within teams, and it proposes alternative solutions like assumption testing to enhance the problem-solving process. The content includes an introduction to design thinking, a declaration of the issue, the use of mind mapping for resolution, challenges faced, substitute solutions, and a conclusion summarizing the findings and potential future actions. References to relevant literature support the analysis, providing a comprehensive overview of the topic, and is available on Desklib, a platform for students to access study resources and assignments.

Design Thinking for Managers
1

Executive Summary
The report is based on analyzing design thinking tools which help in resolution of the significant
problems and attaining the goals. This assignment discuss about the issue of “the problem with
un-familiarization of the course”. Along with this it will describe the challenges which are faced
by the group members in implementing the design thinking tools and how to resolve such issues.
For resolving the problem the mind mapping tool is used. It will help in finding suitable
resolution. The alternative tool that can be used is Assumption testing tool which will work in
the same manner.
2

Table of Contents
Executive Summary.....................................................................................................................................2
Introduction.................................................................................................................................................4
Issue declaration..........................................................................................................................................5
Use of a Design Thinking tool for the resolution of the problem.................................................................6
Challenges arising in adopting the Design Thinking Tool for the problem of un-familiarization of course 7
Substitute solutions and potential actions....................................................................................................8
Conclusion...................................................................................................................................................9
References.................................................................................................................................................10
3

Introduction
Design Thinking is a method which helps in attaining solutions to the particular problems and
challenges that arise. It can also be said that the difficulties arising in an university can be
handled with the help of Design thinking by providing the proper solution to the problem and
help in the development of the university. This report will discuss the problem of Un-
familiarization of course in the Universities. University is a place in which students from
different parts of the world study. The course should be familiar with the student s life and also
should help make of their career. It can help them to study better when they are familiar with the
course.
The students are facing problems related to the un-familiar course in their studies. These
problems can be solved with the help of Design Thinking tools. Design thinking tools can be
used to find out the resolution of the problem. In this report, the design thinking tool which will
be used to solve the issue is Mind Mapping. Mind mapping is a designing which is used to show
how the ideas or other strategies are connected with the central idea and also to each other. Mind
maps can be used to generate, envision, structure and justify ideas to find out the patterns and
inner problems that can resolve the main issue. This tool will help in the resolution of the issue
and will help in finding some measures.
4

Issue declaration
In this era of fast development and quick learning, the Universities are playing a major role in keeping
alive the traditional method of learning. There are many universities available in all over the world which
provides education to the students. The problem arising in the un-familiarization with the study material
being provided to students should be resolved. Students find it hard to study with the course which is
not familiar (Ewin, et. al., 2017). Because of this issue, the universities and colleges are facing a crisis.
The students are demanding the solution for their issues. This is affecting the results of the students. A
suitable tool is required to solve the issue with the problem in un-familiarization with the course. The
tool will help in finding out the causes and then the measures that should be taken for the resolution of
the problem.
5

Use of a Design Thinking tool for the resolution of the problem
The method which is used for the resolution of the issue and problem in a considerable approach
is called the Design Thinking. Design thinking is a crucial method which is used for the solving
of issues and finding different measures for the challenges. There are many types of Design
thinking tools available which are – visualization, value chain analysis, mind mapping,
brainstorming, journey mapping and so on. The above-mentioned tools can be used to solve the
challenges and problems (Tarka, 2017). The design thinking tool which will be used for the
problem of un-familiarization of the course is Mind Mapping. The tool will help in gaining many
significant steps for the solving of the issue of un-familiarization of the course. The issue of the
un-familiar course is greatly affecting the student’s life and the university.
The main purpose for using the design thinking tool is because it will help in the generation,
visualization, and structure of the issue given and will help in finding the suitable steps that
should be taken for the resolution of the problem (Tarka, 2017). The Mind mapping tool will
help in the understanding of the issue with different aspects and will help in analyzing the issue
deeply by interaction between the students and the administration. The solutions to the problem
of un-familiarization of the course can be university should interact more with the students who
are facing problems. When the interaction will increase the problems will decrease automatically
because the students can tell the issues and the measures will be taken for the same. The
outstation students have to work hard for adapting with the familiar state to solve the issues of
un-familiar course.
6

Challenges arising in adopting the Design Thinking Tool for the problem of
un-familiarization of course (Reflection)
We tried to solve the issues arising in the university with the help of design thinking tools, at that
time some challenges occur in the adapting process. Short span planning or thinking is such a
challenge which arises when the design thinking tools are used. While adopting this tool, I was
faced various issues that are create major problems in front of me and my team members. We are
four members who are adopting mind mapping tool for resolving the issue of un-familiarization
of course in the university. In this challenge, I was analyzed that the issue is considered for only
a short period and then the issue will arise again (Baldassarre, et. al., 2017). In the given issue if
the problem of students’ will be solved for a short period then the students will face the same
issue in the coming time. The issue should be solved in a given time otherwise it will develop
into a large problem and it will be difficult for the university to resolve it.
When facing the issue, I and my group members should be impulsive enough to deal with the
situation. For this, I was gone to the students and talk to them regarding their situation and try to
convince them to adopt such course if they are comfortable with them (Silva, et. al., 2019).
Along with this, my team members are communicate with the university leaders and senior
members who can understand the students demand and force the university to arrange some
session where they are explain such course which are unfamiliar with the students. The
university should arrange seminars to interact with the students to find out the resolution steps.
The internal challenge which was faced by me within the team is that ego of an individual
member in the team can also affect the process of design thinking implementation. The team
which is working on the course of the students must have many members, if some ego conflict
arises between them then this challenge will affect the design thinking of the given issue (Tarka,
2017). For this, I was had to face the rage of the students because of the issue of course in their
studies which will affect their career.
Another challenge in the implementation of the design thinking tool can be misjudging the
problem. This is very common in the field of design thinking tools. Sometime, I was misjudged
the problem and this will result in the delay of the resolution. Sometimes, we are getting its
results in the wrong steps of solution which will temporarily solve the issue but the problems will
7

ise again in the future (Goldman, & Scott, 2016). In the given problem, I can resolve the
misjudged problem and will provide some baseless solutions which is not solved the issue but
only delay in the resolution. For this, I can conduct debate, meetings and public forums through
which the students can provide their suggestions on the problem of un-familiarization of the
course.
8

Substitute solutions and potential actions
The design thinking tool which is used to solve the issue of un-familiarization, of course, was
Mind Mapping. There are many different types of tools available for design thinking through
which we can solve the problem of un-familiarization of course. Alternative methods can be used
for the resolution of the issue (Amsler, & O’leary, 2017). The substitute method to solve the
issue can be Assumption Testing. This will be helping in looking into the matter deeply and will
help in solving the issue fast. The assumption testing tool is used to step by step solving the issue
and also tests all the possible outcomes of the resolution.
Solving the issue of un-familiarization of the course when solved under the assumption tool then
all the possible outcomes of the solution will be considered deeply and then they will be tested
one by one to choose which of the following will be the best solution for the problem of un-
familiarization of the course which is causing difficulties for the students.
9

Conclusion
In this report, the problem of the un-familiarization, of course, is discussed. The issue of the un-
familiar course is solved through the design thinking tools which are the method by which a
university clearly understand what the problem is and what consequences of this issue are and
how to solve the problem with minimum damage (Hall, & Rowland, 2016). The given issue is
being solved with the help of Mind Mapping tool in which the team will organize all the data
related to the issue and then solve it with the structuring of the issue.
The challenges face while conquering with the issue are also discussed in the report. The
different issues faced while implementing the design thinking tools are explained in the report. If
the given issue could not be solved with the design thinking tool used, then the university can use
substitute tools for the resolution of the problem and getting the best measures to tackle with the
problem of un-familiarization of the course (Self, et. al., 2015). After resolving the issue of un-
familiarization with the course, the future actions that should be taken to avoid issues in future.
These possibilities are discussed in the report for preparing for the future. Thus the problem of
unfamiliar course is solved and the students can prepare for the course.
10

References
1. Ewin, Luck, Chugh, & Jarvis. (2017). Rethinking Project Management Education: A
Humanistic Approach based on Design Thinking. Procedia Computer Science, 121,
503-510. https://www-sciencedirect-com.ezproxy.cqu.edu.au/search/advanced?
docId=10.1016/j.procs.2017.11.067
2. Tarka, P. (2017). Managers’ beliefs about marketing research and information use in
decisions in context of the bounded-rationality theory. Management Decision, 55(5),
987-1005.
https://www-emerald-com.ezproxy.cqu.edu.au/insight/content/doi/10.1108/MD-04-
2016-0234/full/html
3. Tarka, P. (2017). Managers’ beliefs about marketing research and information use in
decisions in context of the bounded-rationality theory. Management Decision, 55(5),
987-1005.
https://www-emerald-com.ezproxy.cqu.edu.au/insight/content/doi/10.1108/MD-04-
2016-0234/full/html
4. Baldassarre, Calabretta, Bocken, & Jaskiewicz. (2017). Bridging sustainable business
model innovation and user-driven innovation: A process for sustainable value
proposition design. Journal of Cleaner Production, 147, 175-186. https://www-
sciencedirect-com.ezproxy.cqu.edu.au/search/advanced?
docId=10.1016%2Fj.jclepro.2017.01.081
5. Silva, A., Leite, M., Vilas-Boas, J., & Simões, R. (2019). How education background
affects design outcome: Teaching product development to mechanical engineers,
industrial designers and managers. European Journal of Engineering
Education, 44(4), 545-569.
https://www-tandfonline-com.ezproxy.cqu.edu.au/doi/full/10.1080/03043797.2018.14
65029
6. Tarka, P. (2017). Managers' beliefs about marketing research and information use in
decisions in context of the bounded-rationality theory. Management Decision, 55(5),
987-1005. https://search-proquest-com.ezproxy.cqu.edu.au/docview/1902077468?
rfr_id=info%3Axri%2Fsid%3Aprimo
11

7. Goldman, E., & Scott, A. (2016). Competency models for assessing strategic
thinking. Journal of Strategy and Management, 9(3), 258-280. https://www-emerald-
com.ezproxy.cqu.edu.au/doi/abs/10.1108/JSMA-07-2015-0059
8. Amsler, L., & O’leary, R. (2017). Collaborative public management and systems
thinking. International Journal of Public Sector Management, 30(6-7), 626-639.
https://www-emerald-com.ezproxy.cqu.edu.au/insight/content/doi/10.1108/IJPSM-
07-2017-0187/full/html
9. Hall, R., & Rowland, C. (2016). Leadership development for managers in turbulent
times. Journal of Management Development, 35(8), 942-955. https://search-proquest-
com.ezproxy.cqu.edu.au/docview/1826809490?rfr_id=info%3Axri%2Fsid%3Aprimo
10. Self, Dennis R, Self, Terry, Matuszek, Tish, & Schraeder, Mike. (2015). Improving
organizational alignment by enhancing strategic thinking. Development and Learning
in Organizations, 29(1), 11-14.
https://www-emerald-com.ezproxy.cqu.edu.au/doi/abs/10.1108/DLO-08-2013-0053
12