As a mechanical engineering student doing my masters, I found the unit in design thinking quite instructive. This is because just like the other types of engineering mechanical engineering is also about helping people to solve their problems in a sustainable and comprehensive manner. Notably, mechanical engineering focuses on designing, analyzing, manufacturing and also maintaining mechanical systems. It is such a broad discipline and is credited for resolving the problem in almost all industries or rather facets of humanity, including areas such as housing, transportation, aviation and even in industrial processes. My fascination about mechanical engineering is what prompted to further my study to this level and I am particularly interested with developing or helping other to develop innovations using my knowledge in this discipline since I know that this will go a long way to provide people with solutions that they need. Therefore, in this reflective report, I take a look at the units covered in the design thinking class and outline my personal assessment in terms of what I learned in regards to my strengths and weaknesses. I also outline my action plan, which outlines what I intend to do in order to improve on the identified areas of weakness regarding design thinking.
I had no prior knowledge about design thinking until I attended the first class where I was introduced to the subject. I came to appreciate design thinking as the approach that designers use in order to in order to solve complex problems and come up with appropriate solutions. This demands that the mindset of the designer be solution-focused rather than being problem-focused; the designer’s mindset also needs to the action-oriented in relation to creating the preferred solution (Knapp, Zeratsky, & Kowitz, 2016). Furthermore, as Plattner, Meinel, & Leifer, (2011) claims design thinking relies on imagination, logic, systematic reasoning and initiation in the process of exploring possibilities of how a particular problem can be resolved to the benefit of the customer(s).
I also learned that design thinking is an iterative process that is made up of distinct steps. Roberts et al. (2014) identify these design thinking steps as consisting of the identification of the problem, this problem needs to be understood through looking for insights and patterns about it, questioning assumptions and identifying the scope of the problem. This is then followed by the ideation step that envisions the desired future by exploring the possibilities, co-creating in diverse teams and making the ideas visible for instance through sketches. The envisioned solutions are then evaluated before they converted into prototypes that are tested by the end users. This is then followed by the final step which involves the implementation of the solution that is considered as the most viable and appropriate.
Through the class activities, I was able to acquaint myself with these processes. For instance, in the third lesson, the lecturer elaborated the aspects of design thinking (see the blog dates Saturday 25th August 2018). Watching and learning about the aspects of the design process triggered the consciousness that I have in some instances applied them unknowingly. I also established that the process of uncovering the problem, which I found that it was very important in determining the subsequent steps in the design thinking process: the correct diagnosis of the process invariably guarantees the appropriate determination of the solution. We also undertook some of the design thinking aspects. For instance, in our eight lessons, we watched a video on Rapid Prototyping that talked of disruptive innovation that may hinder good invention (See blog dated, Tuesday 18, September 2018). Then in our group, we researched and discussed this phenomenon and used the findings in our Assignment 2 and also made some paperwork on prototyping.
The lessons about design thinking largely included learning about design thinking tools that help in the identification and resolution of design problems. These design thinking tools came in handy when I was handling the assignments in this unit. One of these design thinking tools was visualization. In the first lesson (See blog entry dated Sunday 29th July 2019) we wrote short sentences of 5 – 6 words in groups of three. In my group, the first person wrote the sentences, I described the words in image form while the third member was tasked to describe the pictures in the words. This exercise taught me the power of words to communicate and I was able to see how the challenges I experience in communication is linked to the poor choice of words since words are used to create images in the mind of people. Blount, (2010) describes visualization in design thinking as a tool that is more focused on visual thinking rather than using drawings; it goes further than just using language or words. It, therefore, unlocks the different parts of the designer’s brain, allowing them to think non-verbally in a manner that they normally do not do. When an idea is explained through the use of words it forms mental images, which help in enhancing understanding if the communicated image is correct. From the lesson, I realized that visualization is one area of my weakness that I need to develop.
The other design thinking tool that I learned about was the value chain analysis. Martins et al. (2016) regard the value chain analysis as the interaction between an organization and its critical partners with the major aim of producing, marketing and distributing new products. The analysis of the value chain provides ways through which better value is created for the consumers along the chain; it is also quite helpful in revealing the intention and capabilities of the business partners. Orthel & Day (2016) note generated through working backward from the creation of value for the end-user and then proceeds to add bargaining power and capabilities of the other major suppliers.
We also covered mind mapping techniques. As Matthews, (2017) notes mind maps are used in representing how ideas are linked to each other or to the central idea. Therefore, mind maps generate, structure, classify and visualize ideas to establish insights and patterns that results into key design criteria. This is achieved by displaying the relevant data and then request people to cluster them in such a manner that it enables patterns and themes to emerge. In order for mind mapping to succeed it must be undertaken in teams. Orthel & Day (2016) suggests that mind mapping is the most effective tool for developing posters that capture the trends and themes in the collected data, invite the teams of thoughtful designers to conduct a tour of the visual data and then identify the learning that should inform the new ideas, which will be followed by the clustering of that learning into themes. Through mind maps, a designer is able to make the connection between the clusters and the emerging insight.
The value chain analysis and mind mapping tools helped us to conduct an analysis of the Woolworths case study in regards to developing a supply chain for fresh food produce. This was followed by the activity where we were required to link 4 dots without lifting the pen off the paper. The mind mapping exercise helped me appreciate the power of visualization in communicating the major components of what we learnt and be able to display them in a simple and clear manner. I noted that mind mapping helps one to think outside the box, which in some instances calls for defying the conventional ways that things have been looked at or done. I also realized that I need to upscale my mind mapping skills.
The other critical design thinking tool that I learnt was rapid prototyping. We watched a video on Rapid Prototyping, which talked of disruptive innovations that may hinder good inventions (See Tuesday 18, September 2018). In our groups, we researched and discussed this phenomenon and used the findings in out Assignment 2 and we made paperwork on prototyping. As Matthews, (2017) points out, rapid prototyping helps designers to come up with new abstract ideas that are tangible to potential end-users and partners. Essentially, rapid prototyping involves the use of experience journeys, user scenarios, business concept illustration and storyboarding. These tools demand the deep involvement of the key stakeholders such as the suppliers and end-users for the purpose of providing feedback. Orthel & Day (2016) argue that the main purpose of prototyping is to minimize the investment in the return on investment. This is evident in the sense that the cost of a 2-D prototype can be as low as a pencil. Generally, business concept prototypes take the narrative and visual forms, which include stories and images respectively. They may also include skits and role-playing. They suggest that designers need to plat with their prototype rather than defend it; they should let people validate the prototype other than those who created it.
The other design thinking tool that was of interest to me was observation. We covered this through watching a video by Clayton Christensen titled Poly-technique., which talked about monitoring product sales. The video elaborated in how the sales of a company can be increased through monitoring the sales ration and checking on how sales problems can be resolved (See the blog, dated Tuesday 18, September 2018). We then undertook group work, where we were given scenarios and were tasked to ask questions so that we could understand others points of view. We learnt about the observation technique that can be used in collecting information. I found the observation technique as an interesting way of collecting information. The questionnaire tasks that we did in our groups were at first quite confusing but with the clarification from the lecturer, I was able to understand the other people’s viewpoint about the issues at hand. However, the exercise helped me appreciate that I need to further develop my observation skills.
The learning activities in the design thinking lessons helped me to appreciate the areas of strength and weaknesses regarding my mastery of the design thinking tools. Subsequently, the development of my action plan is informed by the identification of the areas that I considered as requiring further development in regards to design thinking. Therefore, some of the key weaknesses that I pointed out include the following:
Therefore, based on these distinct personal weaknesses that I have pointed out I have laid out my action plan to involve the following components. Notably, this action plan is aimed at helping me to overcome these identified areas of weakness. The action plan is based on the SMART methodology used in developing achievable goals. As Theobald, (2013) recommends, goals need to be SMART, which means they should be Specific, Measurable, Realistic and achievable within a specified Timeline. Based on this insight, I devised my action plan as follows:
Conclusion
The activities covered in this report have helped me to establish the relevance of design thinking tool in solving design problems. The activities have specifically indicated how design thinking can be applied in looking at the real-life problem and based on them come up with a number of solution out of which the most appropriate can be selected and fully implemented. More importantly, the activities helped me appreciate that design thinking is not just a reserve for designers; that it can be applied in almost all fields including mechanical engineering. I also learned that the understanding of the problem is key in developing its resolution by following the stipulated design thinking steps. The activities were, therefore, quite instructive in helping me to understand the tools of design thinking, but it also helped me to point out my strength and weaknesses in regards to this subject. Through the action plan that I have developed, I intend to further develop my competencies about design thinking, particularly because they will enable me to become a better designer.
References
Blount, J. (2010). People Buy You: The Real Secret to what Matters Most in Business. Hoboken,
N.J. : John Wiley.
Knapp, J., Zeratsky, J., & Kowitz, B. (2016). Sprint: How to Solve Big Problems and Test New
Ideas in Just Five Days. Simon and Schuster .
Martins, A. R., Signori, G. G., Capellari, M. R., Sotille, S. S., & Kalil, F. (2016). Use of Design
Thinking as Ideas Prototyping Experience in Higher Education. Future Studies Research Journal, 8(1), 208 – 223.
Matthews, J. (2017). Design and Design Thinking in Business and Management. Journal of
Learning Design, 10(1), 41 – 54.
Orthel, B. D., & Day, J. K. (2016). Processing Beyond Drawing: A Case Study Exploring
Ideation for Teaching Design . SAGE, 1 – 16 .
Plattner, H., Meinel, C., & Leifer, L. (2011). Design Thinking: Understand – Improve – Apply.
Alemania : Springer Berlin Heidelberg.
Roberts, J. P., Fisher, T. R., Trowbridge, M. J., & Bent, C. (2016). A design thinking framework
for healthcare management and Innovation. Healthcare , 4, 11 -14.
Theobald, T. (2013). Develop Your Presentation Skills. London : Kogan Page.
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