MGMT20140 - Design Thinking: Student Time Management Experience

This presentation details a student's Design Thinking experience, focusing on addressing time management challenges faced by university students. The project involved a workshop where the student and colleagues applied Design Thinking principles to understand and solve the problem. The presentation covers the introduction of the project, the experience throughout the design process, including the use of tools such as journey mapping, value chain analysis, mind mapping, and brainstorming. The student also discusses concept development, prototyping, and customer co-creation. The presentation highlights the mistakes made, things that could have been improved, and the lessons learned. The student also emphasizes the importance of empathy, creativity, and experimentation. The presentation concludes with reflections on the overall experience and its implications for future projects and personal development.

Running head: DESIGN THINKING EXPERIENCE
Design Thinking Experience
Name of the Student
Name of the University
Author note

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Table of content
Introduction:...............................................................................................................................3
Experience throughout the process............................................................................................3
Things that we can change in future..........................................................................................6
Conclusion:................................................................................................................................7
References:.................................................................................................................................8

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Introduction:
In my final job I had the incredible chance to spend some time with a group of my
colleagues in designing a thought based activity. It was a workshop for Design Thinking for
solving the time management problem of university students that was my best experience of
professional development. We have been deeply involved in the design process and had
incredible chances of working together, exploring, brainstorming and learning. Around 90%
of university students are procrastinate and 25% of these are chronic decoyers, many of
whom end up leaving college (Kirillov et al., 2015). The aim of this Design Thinking activity
is to solve the problem of university students ' time management problem. I really enjoyed
the active approach of the workshop because learning made the whole experience very
enjoyable. One week later, I still tackle some of these concepts and think about how I can
integrate elements of design thought into my curriculum, classroom and educational approach
in a profound and meaningful way.
Experience throughout the process
Our team did a great job of creating unique collaboration and cooperation of people to
tackle projects with a fresh approach, bringing many different voices at the table, and it was
useful to have a group of educators that spanned a wide variety of roles. Early activities
encouraged us to “fail forward” and to feel safe making mistakes (Mintrom & Luetjens,
2016). We celebrated our mistakes and normalized failure as a natural part of the learning
process. We completed a rapid design challenge, helping our partners redesign their morning
routines by going through each of the steps of the design thinking process.
Initially we created the core plan of observational design thinking framework.
Visualisation is a core component of the way to deal with very complex problems, where
enacting a different kind of problem solving that has to bring in more than just logic. I

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created a phase base list of design thinking activities for my partner to help her celebrate
small victories and get her pumped up in the morning. One of my team members arranged an
alarm clock for me to help us to start the day on the right foot.
By engaging with the complete design thinking process, I not only had a chance to
learn by doing, but I also came to better understand the value of Journy Mapping tool as a
core problem finding tool of design thinking. A journey map is a diagram or several diagrams
that depict the stages of the target population go through when interacting with their
experience and challenges from buying products online to accessing customer service on the
phone to airing grievances on social media (Brown, 2015). This tool was empathizing by
listening closely to my partner throughout each stage of the process.
By engaging with the complete design thinking process, I not only had a chance to
learn by doing, but I also came to better understand the value Value Chain analysis tool as a
core problem finding tool of design thinking. It is an approach to service design while
identifying the key elements of functional alignment with strategic business objectives. After
that we were engaged in the Mind Mapping activity. Mind mapping is a highly effective way
of getting information in and out of logical concepts. It is a creative and logical means of
note-taking and note-making that literally "maps out" the key ideas (Butler & Roberto, 2018).
After the initial problem identification process we arranged a brainstorming event
where the team members were participated under a third party expert supervision and
guidance. Brainstorming is a method for generating ideas to solve a design problem involving
a group, under the direction of a facilitator (Kavousi, Miller & Alexander, 2019). After the
brainstorming we continued with the concept development stage, where we created the core
concept of the solution, which was a mobile application to guide the students for time
management. Concept development allows to bring out new, innovative and creative ideas

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while trying to find a balance between all the different factors that influences on the target
outcome (Geissdoerfer, Bocken & Hultink 2016).
After concept developing by engaging with the assumption testing process, we
established many plans for field based experiments to test the results. It focuses on
identifying assumptions underlying the attractiveness of a new business idea and using
available data and field experiments to assess the likelihood of the assumptions. After having
the list of possible outcomes, we decided to start prototyping. When we started the Rapid
prototyping process it exacerbated by the time constraints, helped me to generate many ideas,
and to see how I could engage my “user” as a collaborator in the building process. As the
leaders of our workshop reminded us, the goal is to “elicit a feeling” as opposed to create a
specific product (Gericke, Eisenbart & Waltersdorfer, 2017). Reframing the process to see
this emotional need as the goal of the design thinking process definitely helped me to change
my perspective of how I can apply this process in a variety of circumstances.
After making the primary prototype, we engaged some potential customers with our
workshop, where they can share their though about the product and its utility. Customer Co-
creation is an integrated approach incorporates techniques that allow managers to engage a
customer while in the process of generating and developing new business ideas of mutual
interest (Davis, Docherty & Dowling, 2016). Following this step we came into the last and
final stage of design thinking that was the learning launch. In contrast to a full new-product
rollout, a learning launch is a learning experiment conducted quickly and inexpensively to
gather market-driven data.
For the duration of the entire design thinking workshop we split up into different
objectives to tackle our design challenge: Helping the time management for university
students. We started the challenge with the empathy stage, going out onto collage campus to

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interview people about their experiences in time management, both as students and an
individual person. We decided to define our task around the feedback collected from the
interviews.
It was fascinating to make inferences about a stranger’s needs based on observations
of a ten minute interview, and it really helped me to think about how we can empathize with
people about whom we don’t necessarily know. Additionally, I really loved the idea of
creating a needs statement with many ideas that left room for open-ended possibilities. To
illustrate this we all had to draw a vase, and then draw a way to appreciate a vase, which of
course generated much different results.
Things that we can change in future
We made some mistakes in our design thinking project when selecting appropriate
tools and systematically using them. We focus on the next design-based work to emphasize
the importance of errors as an integral part of the programming process, but only that does
not change thinking through the latest experience. Instead of focusing on an idea, we
broadened our perspective to consider a broad spectrum of ideas and feelings based on
(perceived) needs of our users. One of the greatest surprises was the broad application of
design thinking in education. After completing the workshop I figured out how I could
improve my further implementation of design thinking tools, with a great shift of perspective
from the executed workshop. In my future assignment of design thinking I should include
many intuitive practices from our daily lives, codified and combined into a powerful
instrument such as storytelling, feedback capture greed, role plays and wire framing (König
& Ravetz, 2017). This intervention will enable me to complete some critical phase of the
design thinking without going through the entire process to engage with one of the steps.

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The inspiration from this workshop still flows through my veins, and at a forthcoming
faculty meeting. In future I will reduce the rapid design challenges at the beginning of the
project through using empathy interviewing of individual team members. It will enable us to
utilise so much potential by participating in the design thinking process with changed paces,
and more organised mindsets. Due to the powerful and applicable design thinking process, in
next phase we could use story boarding for "sticky idea". This process will leads me and my
team to reflect on how I can function as an individual and as a part of collaborative team
(Shapira, Ketchie & Nehe, 2017).
Conclusion:
I want to emphasize design thinking by removing the bias of action, embracing testing
and being aware of the process in the next design thinking project. I appreciate the
enthusiasm, but I also want to see how valuable it is for my team members to solve problems
and experiment with solutions. I think it should promote creativity and experimentation by
expanding our perspective, generating radical ideas for projects. I must admit I'm still
working on the project details, but I'm also really looking forward to the next project.
For me, this workshop is an initial platform for questions of design, error, failure,
empathy and creativity. These concepts are not only valid for my classroom and peers, but
also for my everyday life as a community member and as an enthusiast of positive social
changes. This workshop opened my perspective and strengthened me for two days by
pitching my student's shoes. It was such a privilege to work with fascinating teachers who
brought their passion. The collaborative components of both days were unbelievable to me as
a department one. I am always thankful to be able to work in such a safe environment and to
have a chance to work with unbelievable people.

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References:
Brown, T. (2015). Design Thinking: What We Can Learn from Barn Raisers. January, 16,
2015.
Butler, A. G., & Roberto, M. A. (2018). When Cognition Interferes with Innovation:
Overcoming Cognitive Obstacles to Design Thinking: Design thinking can fail when
cognitive obstacles interfere; appropriate cognitive countermeasures can help disarm
the traps. Research-Technology Management, 61(4), 45-51.
Davis, J., Docherty, C. A., & Dowling, K. (2016). Design thinking and innovation:
synthesising concepts of knowledge Co-creation in spaces of professional
development. The Design Journal, 19(1), 117-139.
Geissdoerfer, M., Bocken, N. M., & Hultink, E. J. (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.
Gericke, K., Eisenbart, B., & Waltersdorfer, G. (2017). Staging design thinking for
sustainability in practice: Guidance and watch-outs. In Sustainability science (pp.
147-165). Routledge.
Kavousi, S., Miller, P. A., & Alexander, P. A. (2019). Modeling metacognition in design
thinking and design making. International Journal of Technology and Design
Education, 1-27.
Kirillov, A. V., Tanatova, D. K., Vinichenko, M. V., & Makushkin, S. A. (2015). Theory and
practice of time-management in education. Asian Social Science, 11(19), 193.

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König, A., & Ravetz, J. (2017). Staging design thinking for sustainability in practice:
guidance and watch-outs KILIAN GERICKE, BORIS EISENBART AND GREGOR
WALTERSDORFER. In Sustainability Science (pp. 179-198). Routledge.
Mintrom, M., & Luetjens, J. (2016). Design thinking in policymaking processes:
Opportunities and challenges. Australian Journal of Public Administration, 75(3),
391-402.
Shapira, H., Ketchie, A., & Nehe, M. (2017). The integration of design thinking and strategic
sustainable development. Journal of Cleaner Production, 140, 277-287.
Valentim, N. M. C., Silva, W., & Conte, T. (2017, May). The students' perspectives on
applying design thinking for the design of mobile applications. In Proceedings of the
39th International Conference on Software Engineering: Software Engineering and
Education Track (pp. 77-86). IEEE Press.