| 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 | GLP129_G21N |
| 授業形態 Class Type | 講義 Regular course |
| 授業形式 Class Format | Live Virtual |
| 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 | 2021 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 one approach to innovation, among several. It is also a necessary attitude for exploring the frontier--DT expands our vision to include out-of-the-box ideas and boundaries.
授業の目的（意義） / Importance of this course
Your parents might have talked about the “Good old days,” when technology change was slow, product choices were limited, and customers were patient and had low expectations. Businesses had few local competitors, problems were well-defined, and managers could take linear approaches to find the ‘right’ solution.
Post-2000 this all exploded. Customers want customized product experiences, and they want to be gratified now! Or they will cancel you and switch to hundreds of competitors, many from overseas. Because of mobility and globalization, a manager’s and a business’s problems have become wicked—multicausal, shifting, complex. Generating solutions to “wicked’ problems requires a different approach: Design Thinking or DT.
DT does not “solve” wicked problems but finds ways around them. DT results in innovation: a new product, service or process. DT can be applied to strategic planning, team processes. DT complements other types of thinking.
With live, active exercises students will gather relevant data about the problem; understand the end-users needs, ideate possible solutions, rapid prototyping, testing and iteration. Students will work in assigned small groups and present their ‘solutions’ to the class. In addition, students will be asked to maintain a learning journal of the learning process.
Topics to be covered include:
o Empathy exercises and Journey Mapping
o Brainstorming
o Prototyping
o Testing
o Feedback
o Customer co-creation
.
Post-2000 this all exploded. Customers want customized product experiences, and they want to be gratified now! Or they will cancel you and switch to hundreds of competitors, many from overseas. Because of mobility and globalization, a manager’s and a business’s problems have become wicked—multicausal, shifting, complex. Generating solutions to “wicked’ problems requires a different approach: Design Thinking or DT.
DT does not “solve” wicked problems but finds ways around them. DT results in innovation: a new product, service or process. DT can be applied to strategic planning, team processes. DT complements other types of thinking.
With live, active exercises students will gather relevant data about the problem; understand the end-users needs, ideate possible solutions, rapid prototyping, testing and iteration. Students will work in assigned small groups and present their ‘solutions’ to the class. In addition, students will be asked to maintain a learning journal of the learning process.
Topics to be covered include:
o Empathy exercises and Journey Mapping
o Brainstorming
o Prototyping
o Testing
o Feedback
o Customer co-creation
.
到達目標 / Achievement Goal
N/A
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
LG4 Effective Communication
LG6 Innovative Leadership (MBA)
LG7 Global Perspective (GLP)
LG2 Diversity Awareness
LG4 Effective Communication
LG6 Innovative Leadership (MBA)
LG7 Global Perspective (GLP)
受講後得られる具体的スキルや知識 Learning Outcomes
By the end of the course, you will be able to:
1. Use practical Design Thinking in your careers: team management, meeting management, new product development, strategic planning and facilitation, process improvement and many other team processes.
2. Enhance your 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 your careers: team management, meeting management, new product development, strategic planning and facilitation, process improvement and many other team processes.
2. Enhance your 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 4 質の高い教育をみんなに（Quality Education）
教育手法 Teaching Method
| 教育手法 Teaching Method | % of Course Time | |
|---|---|---|
| インプット型 Traditional | 10 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 45 % |
| フィールドメソッド Field Method | 45 % | 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
The course is a combination of a few lectures and many class discussions and in-class live
exercises. I will grade your 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.
Because of the short, intense periods, 10% of your grade is attending: show up and do the class exercises. 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.
There are no prerequisite subjects to understanding design thinking. Students should read the short articles from the web for each class, as well as prepare the few cases assigned. (Not all classes have cases; most will have exercises based on the readings.)
There will be a final reflection paper due before August 1, 2021, 11:59 p.m. JST. (The specific assignment will be announced during class.) Email electronic PDFs direct to me, lim_ricardo@nucba.ac.jp). The paper is 20% of your grade.
exercises. I will grade your 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.
Because of the short, intense periods, 10% of your grade is attending: show up and do the class exercises. 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.
There are no prerequisite subjects to understanding design thinking. Students should read the short articles from the web for each class, as well as prepare the few cases assigned. (Not all classes have cases; most will have exercises based on the readings.)
There will be a final reflection paper due before August 1, 2021, 11:59 p.m. JST. (The specific assignment will be announced during class.) Email electronic PDFs direct to me, lim_ricardo@nucba.ac.jp). The paper is 20% of your grade.
授業スケジュール Course Schedule
第1日（Day1）
1.1 Introduction, Business models, value1.2 Spotify’s business model
1.3 and 1.4 Empathy Exercises
●使用するケース
1.1 Introduction, Business models, valueWATCH:
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
1.2 Prepare: Spotify HBSP 9-516-046
1.3 - 1.4 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/
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
第2日（Day2）
2.1 Deep personas: case discussion on PEAPOD2.2 Persona exercise
2.3 Journey maps: case discussion on GAMING THE GAMERS
2.4 Building journey maps
●使用するケース
2.1 Prepare Read Case: Relating to Peapod 9-314-142Optional 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
2.3 Prepare case: Gaming the Gamers: Using Experience Maps to Develop Revenue-Generating Insights HBSP KEL 675
3.2 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/
第3日（Day3）
3.1- 3.2 Ideating-brainstorming3.3 - 3.4 Building prototypes
●使用するケース
3.1- 3.2 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
3.3 to 3.4 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
第4日（Day4）
4.1 Test and co-create4.2 Retest, co-create, integrate
●使用するケース
4.1 Optional 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
4.2 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 | 80 % |
| クラス貢献度合計 Class Contribution Total | 80 % |
| 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 | 0 % |
| 期末試験 Final Exam | 20 % |
| 参加者による相互評価 Peer Assessment | 0 % |
| 合計 Total | 100 % |
評価の留意事項 Notes on Evaluation Criteria
I will reward in-class contributions during case discussions. These include starting the case, summarizing others’ viewpoints, creating debate with others, concluding. I like good questions and how you clarify difficult concepts. I like active group participation, but participation must be positive, building, and collaborative—not attacking or criticizing.教科書 Textbook
- N「N/A」N/A（N/A）
参考文献・資料 Additional Readings and Resource
These texts are NOT required. If you wish to dive deeper into Design Thinking and Canvas, I recommend these books for reference. The last book is free to DL.
- 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
N/A
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