| 授業名 | Design Thinking for Managers |
|---|---|
| Course Title | Design Thinking for Managers |
| 担当教員 Instructor Name | Ricardo Lim |
| コード Couse Code | GLP127_G22N |
| 授業形態 Class Type | 講義 Regular course |
| 授業形式 Class Format | Hybrid |
| 単位 Credits | 2 |
| 言語 Language | EN |
| 科目区分 Course Category | 基礎科目100系 / Basic |
| 学位 Degree | MBA |
| 開講情報 Terms / Location | 2022 GSM Nagoya Spring |
授業の概要 Course Overview
Misson Statementとの関係性 / Connection to our Mission Statement
Design Thinking is a modern approach to Innovation, an integral part of Agile methods. DT is not so much thinking but more a process that develops our graduates’ skills in empathy, insighting, and agile prototyping and testing from a customer point of view. Given that Asian markets are more prosperous, knowledgeable, and therefore more complex, such customer centricity is critical for the continued competitiveness of Asian companies vs. their west.
授業の目的（意義） / Importance of this course
By taking this course, participants will know the intimate connections within the Agile family of techniques: Lean Startup, Lean Canvas, Business Model Canvas, Scrum-XP, and Design Thinking. Agile is a common language if start-ups and entrepreneurs, project managers, IT developers, and product design firms, and is now used more for general management. Participants will be able to articulate their thinking better in the language of Agile.
到達目標 / Achievement Goal
By the end of the course, students will be able to practice the five fundamental steps of DT: empathy, Insight, Ideation, Prototyping, and Testing. These steps apply beyond product and service design, and into such areas as strategic planning, team and project management, and team building.
本授業の該当ラーニングゴール Learning Goals
*本学の教育ミッションを具現化する形で設定されています。
LG1 Critical Thinking
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG5 Executive Leadership (EMBA)
LG6 Innovative Leadership (MBA)
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG5 Executive Leadership (EMBA)
LG6 Innovative Leadership (MBA)
受講後得られる具体的スキルや知識 Learning Outcomes
By the end of the course, participants will be able to:
1. Use practical Design Thinking in their careers: team management, meeting management, new product development, strategic planning and facilitation, process improvement and many other team processes.
2. Enhance sensory skills of observation and of user empathy.
3. Solicit customer pains, brainstorm ideas, build prototypes and test them in rapid cycles to help customers solve their problems.
1. Use practical Design Thinking in their careers: team management, meeting management, new product development, strategic planning and facilitation, process improvement and many other team processes.
2. Enhance sensory skills of observation and of user empathy.
3. Solicit customer pains, brainstorm ideas, build prototypes and test them in rapid cycles to help customers solve their problems.
SDGsとの関連性 Relevance to Sustainable Development Goals
Goal 9 産業と技術革新の基盤をつくろう（Industry, Innovation and Infrastructure）
教育手法 Teaching Method
| 教育手法 Teaching Method | % of Course Time | |
|---|---|---|
| インプット型 Traditional | 0 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 30 % |
| フィールドメソッド Field Method | 70 % | 合計 Total | 100 % |
事前学修と事後学修の内容、レポート、課題に対するフィードバック方法 Pre- and Post-Course Learning, Report, Feedback methods
No prerequisite subjects are needed. Not all classes have cases; instead most will be exercises on the DT process. A week before class start students should watch a series of short, 5-10 minute videos (see schedule) prepared by Prof. Lim. These will be available on Google Classroom.
The course runs for four straight and full days. Actual Design Thinking content is covered in the videos mentioned above. For actual class execution we will have only a few lectures, many class discussions, and live “field” exercises. I will grade participation in both class discussions and learning team breakout rooms. How actively do you participate by sharing your ideas with others, collaborating with teams, and contributing insights to the group? This is 70% of your grade.
The most rigorous students will read all assigned texts. Other students should at least browse alternative readings on the web (provided in each section) as background reading. A final reflection paper is due one week after the last class, usually of 500-750 words in length. Email electronic PDFs direct to. The paper is 30% of your grade.
The course runs for four straight and full days. Actual Design Thinking content is covered in the videos mentioned above. For actual class execution we will have only a few lectures, many class discussions, and live “field” exercises. I will grade participation in both class discussions and learning team breakout rooms. How actively do you participate by sharing your ideas with others, collaborating with teams, and contributing insights to the group? This is 70% of your grade.
The most rigorous students will read all assigned texts. Other students should at least browse alternative readings on the web (provided in each section) as background reading. A final reflection paper is due one week after the last class, usually of 500-750 words in length. Email electronic PDFs direct to
授業スケジュール Course Schedule
第1日（Day1）
S01 Conversations on Business models and valueWATCH (supplied by Prof. Lim):
V01 WELCOME TO DT
V02 INTRODUCTION
V03 BUSINESS MODEL SERIES
- V03.1 VALUE PROPOSITION
- V03.2 CANVAS REVENUES
- V03.3 CANVAS COSTS
- V03.4 ALL TOGETHER, NOW!
V04 EMPATHIZE SERIES
- V04.1 HCD D-CHALLENGE
- V04.2 EMPATHIZE!
-
WATCH: Business Model Canvas Explained: https://youtu.be/QoAOzMTLP5s
Read Note on Design Thinking, by Ricardo A. Lim
Optional reading
- good summary of DT and its relatives: https://www.interaction-design.org/literature/article/design-thinking-a-quick-overview?ep=uxness
S02 Discuss Spotify
S03 Team Exercise on gift giving and procrastination: details TBA.
Optional read:
- “EMPATHISE” stage 1 of DT and “DESIGN” stage 2 of DT https://www.interaction-design.org/literature/article/5-stages-in-the-design-thinking-process
- https://www.marketingweek.com/how-to-use-ethnography-for-in-depth-consumer-insight/
- https://www.gutcheckit.com/blog/ethnographic-research-vs-market-research/
S04: Read: Stories That Deliver Business Insights HBSP SMR475
Read: Converting observations to insights: https://thrivethinking.com/2016/03/28/what-is-insight-definition/
Optional readings:
- Creating Personas@ https://medium.muz.li/what-are-how-to-create-personas-step-by-step-guidelines-of-everything-49357da2cb59
Watch:
THE DEEP DIVE: watch the ABC Nightline video on IDEO @ www.youtube.com/watch?v=JkHOxyafGpE (tab for parts 2 and 3)
V05 DEFINE SERIES
- V05.1 OBSERVE TO INSIGHT
- V05.2 PERSONAS JOURNEY MAPS
●使用するケース
Spotify HBSP 9-516-046(HBSP)Stories That Deliver Business Insights HBSP SMR475
S02 Build personas of gift givers/procrastinators
第2日（Day2）
S01 Peapod discussionOptional readings:
- Stories That Deliver Business Insights SMR475
- The Smile Factory: Work at Disneyland (John Van Maanen): available @ http://www.analytictech.com/mb709/cases/smile_factory.pdf
S02 Buikd personas exercise
S03 Discuss Gaming the Gamers
S04 Read: Personas have corresponding journey maps. How to analyze a customer journey from a UX perspective: https://www.nngroup.com/articles/analyze-customer-journey-map/
Optional read:
- https://soundboardevent.com/5-key-principles-effective-insight-definition/
- https://www.ideastogo.com/articles-on-innovation/how-to-write-a-good-insight
- “What is Insight? The five principles of effective insight definition” by Jonathan Dalton (2016) https://thrivethinking.com/2016/03/28/what-is-insight-definition/
●使用するケース
Relating to Peapod 9-314-142Gaming the Gamers: Using Experience Maps to Develop Revenue-Generating Insights HBSP KEL 675
第3日（Day3）
S01 Exercise: brainstorming!Read: Playing around with Brainstorming HBSP R01013L
Watch: V06 IDEATE SERIES
- V06.1 POST-IT-ATTACKS!
- V06.2 IDEATE ALTERNATIVES
Optional Watch:
- https://www.youtube.com/watch?v=NXLKgUgr6qI: storyboards, role playing, and works like, feels like
- https://www.youtube.com/watch?v=UVEQCNM6X-A
S02-S04 Read: Leveraging Diversity Through Psychological Safety, HBSP ROT093-PDF-ENG
Read: Customers as Innovators: A New Way to Create Value HBSP R0204F
Watch V07 PROTOTYPE-TEST SERIES
- V07.1 PROTOTYPE-TEST
- V07.2 BEYOND DT
●使用するケース
Playing around with Brainstorming HBSP R01013LLeveraging Diversity Through Psychological Safety, HBSP ROT093-PDF-ENG
Customers as Innovators: A New Way to Create Value HBSP R0204F
第4日（Day4）
S01 Test and co-createOptional Readings:
- https://sloanreview.mit.edu/article/diverge-before-you-converge-tips-for-creative-brainstorming/
- about running brainstorming workshops at https://uxplanet.org/how-to-run-an-effective-ideation-workshop-a-step-by-step-guide-d520e41b1b96
S02 Class discussion: integrating your experiences these four days.
Optional Readings:
- about running brainstorming workshops at https://uxplanet.org/how-to-run-an-effective-ideation-workshop-a-step-by-step-guide-d520e41b1b96
- Alternatives to brainstorming: https://blog.hubspot.com/marketing/creative-exercises-better-than-brainstorming
- Read UX perspectives on ideation and https://www.interaction-design.org/literature/article/learn-how-to-use-the-best-ideation-methods-brainstorming-braindumping-brainwriting-and-brainwalking
- Read about cases on Design thinking use, e.g., https://thisisdesignthinking.net/2015/05/airbnb-design-thinking-example/
- https://medium.com/@FlexMR/6-creative-examples-of-ethnographic-research-in-action-f5a2de7d18b4
成績評価方法 Evaluation Criteria
*成績は下記該当項目を基に決定されます。
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
| 講師用内規準拠 Method of Assessment | Weights |
|---|---|
| コールドコール Cold Call | 0 % |
| 授業内での挙手発言 Class Contribution | 65 % |
| クラス貢献度合計 Class Contribution Total | 65 % |
| 予習レポート Preparation Report | 0 % |
| 小テスト Quizzes / Tests | 0 % |
| シミュレーション成績 Simulation | 0 % |
| ケース試験 Case Exam | 0 % |
| 最終レポート Final Report | 30 % |
| 期末試験 Final Exam | 0 % |
| 参加者による相互評価 Peer Assessment | 5 % |
| 合計 Total | 100 % |
評価の留意事項 Notes on Evaluation Criteria
I reward in-class contributions during case discussions. These include starting the case, summarizing others’ viewpoints, creating debate with others, concluding. Good questions that stimulate thinking and clarifying difficult concepts count. I like active group participation, especially positive, building, and collaborative work: no attacking or criticizing. I will issue a peer review at the end where you can promote your team leaders’ grade by 5%.教科書 Textbook
- 配布資料
参考文献・資料 Additional Readings and Resource
Though not required, students may want further develop their Design Thinking skills. These are recommended books. (The last book is free to download).
- Knapp, J., Zeratsky, J. and Kowitz, B. (2016). Sprint: How to Solve Big Problems and Test New Ideas in Just Five Days, Simon and Schuster: New York.
- Lewrick, M., Link, O. and Leifer, L. (2018). The Design Thinking Playbook, Wiley: New Jersey
- Liedtka, J. and Ogilvie, T. (2011) Designing for Growth: A Designing Toolkit for Managers, Wiley: New Jersey.
- Liedtka, J., Ogilvie, T. and Brozenske R. (2014) The Designing for Growth Field Book, Columbia University Press: New York.
- Osterwalder, A. and Pigneur, Y. (2013). Business Model Generation. Wiley: New Jersey.
- Osterwalder, A., Pigneur, Y., Bernarda, G. and Smith, A. (2014) Value Proposition Design, Wiley: New Jersey.
- Soedegaard, M. The Basics of User Experience (UX) Design. (Free DL from Interaction Design Foundation—register with your email)
- Knapp, J., Zeratsky, J. and Kowitz, B. (2016). Sprint: How to Solve Big Problems and Test New Ideas in Just Five Days, Simon and Schuster: New York.
- Lewrick, M., Link, O. and Leifer, L. (2018). The Design Thinking Playbook, Wiley: New Jersey
- Liedtka, J. and Ogilvie, T. (2011) Designing for Growth: A Designing Toolkit for Managers, Wiley: New Jersey.
- Liedtka, J., Ogilvie, T. and Brozenske R. (2014) The Designing for Growth Field Book, Columbia University Press: New York.
- Osterwalder, A. and Pigneur, Y. (2013). Business Model Generation. Wiley: New Jersey.
- Osterwalder, A., Pigneur, Y., Bernarda, G. and Smith, A. (2014) Value Proposition Design, Wiley: New Jersey.
- Soedegaard, M. The Basics of User Experience (UX) Design. (Free DL from Interaction Design Foundation—register with your email)
授業調査に対するコメント Comment on Course Evaluation
I have taught five iterations of Design Thinking in the last five years. Class ratings were good, with a high score in 2021 of 4.62: note that rating was over an online Zoom course; despite the distance and time differences, participants liked the creativity and their active participation of the design thinking process. Here is a sampling of student comments:
“The teacher had great energy and responds to the students comments which for some reason doesn't happen often here. The course was fun and creative.”
“There were a lot of groupworks and group discussions. It was an excellent way to feel how it is to work on a design thinking project as a team and the value of the focused chaos style of projects... I had a very good time during this class!”
“It was good to have the course taught so practically with many breakout sessions with our group. We got to practice in reality the design thinking process.”
“Improvisation of the ideas based on the feedback was very beneficial.”
There were a few negative comments as well:
“Maybe a bit more lecture”
“pre-assignment would help avoid free riders. I found some of the students were too relaxed and didn't really prepared for the class.”
“Sometime the feedback sessions (what have you learned) were a bit long”
I caution students that I prefer active exchange and discussion, rather than lecture. I will try to shorten feedback sessions; also solve the problem of free riders with peer assessments.
“The teacher had great energy and responds to the students comments which for some reason doesn't happen often here. The course was fun and creative.”
“There were a lot of groupworks and group discussions. It was an excellent way to feel how it is to work on a design thinking project as a team and the value of the focused chaos style of projects... I had a very good time during this class!”
“It was good to have the course taught so practically with many breakout sessions with our group. We got to practice in reality the design thinking process.”
“Improvisation of the ideas based on the feedback was very beneficial.”
There were a few negative comments as well:
“Maybe a bit more lecture”
“pre-assignment would help avoid free riders. I found some of the students were too relaxed and didn't really prepared for the class.”
“Sometime the feedback sessions (what have you learned) were a bit long”
I caution students that I prefer active exchange and discussion, rather than lecture. I will try to shorten feedback sessions; also solve the problem of free riders with peer assessments.
担当教員のプロフィール About the Instructor
Ricardo A. Lim, Ph.D. is a professor at the NUCB Business School and visiting professor at Ritsumeikan APU, Beppu, Japan. He was a former Dean of AIM, former President of the Association of Asia Pacific Business Schools (a consortium of 80 Asian B-schools), founding member of the Global Network to Advance Management at Yale Business School, and Asia-Pacirfic Advisory Council of AACSB. He teaches information systems, statistics, analytics, and design thinking x lean x agile concepts. He has published in the MIS Quarterly and the Journal of Management Information Systems, and serves as Associate Editor for the International Journal of Business and Economics, Taiwan. He currently consults for education and financial services sectors. Before joining academe he was a senior consultant for the Computer Sciences Corporation in Boston and Siemens Computing in Manila. He has a Ph.D. from the U. of Southern California, an MBA from the U. of Virginia, and a B.Com. from McGill University.
Refereed Articles
- (2023) Determinants of Conspicuous Consumption in Smartphones. Asia Pacific Journal of Information Systems 33(3): 2288-5404
- (2023) A Study of Satisfaction and Loyalty for Continuance Intention of Mobile Wallet in India. International Journal of E-Adoption (IJEA) 15(1): 1937-9633
- (2021) Developing and Testing a Smartphone Dependency Scale Assessing Addiction Risk. International Journal of Risk and Contingency Management 10(4): 2160-9624
- (2021) Business Model Innovation: A Study of Empowering Leadership. Creativity and Innovation Management 1467-8691
- (2021) The Effect of Reciprocity on Mobile Wallet Intention: A Study of Filipino Consumers. International Journal of Asian Business and Information Management 12(2): 1947-9638