Using Design Thinking Process

Using Design Thinking Principles to Mold the Vision

In the design thinking process, quite simply, participants are asked to 1) consider a problem, 2) brainstorm solutions to the problem, 3) refine the brainstorm list, and 4) prioritize the list choosing a solution or set of solutions. This is a simplification of the process, to be sure, but these are the basic steps that many organizations have been using for years to solve problems. In this scenario, I will walk you through the design thinking process based on developing an advisory mission statement.

Step 1 – Define the problem. Implementing an advisory program must be in response to a need. Here are some examples:

Ø How can advisory provide an educational environment that personalizes education for each student and makes him or her feel safe?

Ø What are important functions of our proposed advisory?

Your school may have previous research, public actions or identified needs that have already defined the problem, but step one in design thinking is being clear about the problem that you are trying to solve.

Step 2 – Brainstorm solutions to the problem. It is critical to make sure that the brainstorming process is allowed to occur without evaluation. Nothing shuts down a brainstorming process faster than someone saying, “We could never afford that”. There are several ways to approach brainstorming, but most include having some time to personally reflect and write down ideas first. For years, I participated in the format where everyone was able to add one idea to the group brainstorm list before anyone had an opportunity to add a second idea. In that format the facilitator scribed the ideas until the group had exhausted all their ideas. A more modern take on that format involves using post-it notes and individually writing the ideas and saying them aloud as you post them on a wall. With many teams working remotely this step could be completed either through a back channel app such as Padlet, Todaysmeet or I believe there is a google back channel app. Another option is to circulate your questions first through a google form. With either format it is important that all participants have an opportunity to express all their ideas and that everyone feels equally supported and encouraged to think outside the box during this part of the process.

Step 3 – Refine the brainstorm list. This part of the process contains several steps in most protocols.

1) The first task in step three is that ensure participants have an opportunity to see everyone’s ideas and ask for clarifications for any specific ideas. This part of the process must be genuinely encouraged. Imagine a post-it note that said “TAs must have release for IEP, 504, EST & DC for advisees.” We know that educators’ use of acronyms often makes their world inaccessible to the average parent or community member. A sincere request at the beginning of the process that the educators be as clear as possible will go a long way to promote accessibility for the parents, students and community members.

2) Once clarification questions have been answered there is a second step, which allows for deep probing questions such as, “Can you explain what it means to develop a home base where students feel safe?” This is when stakeholders can extrapolate meaning from the abbreviated notes on the post-its. Still, during this part of the process there is no evaluation. The purpose here is to understand the meaning of the notes.

3) The third step in the refining process is often to order or organize the ideas. If you are using post-it notes it often means the group members physically move post-it