6. 変化の理由は?
① テクノロジーの進化
② グローバル化の進展
③ 人口構造の変化
④ 社会の変化(家族・ジェンダー観等)
⑤ エネルギー・環境問題の深刻化
参照:リンダ・グラットン(2012)『ワークシフト』
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7. 変化の理由は?
① テクノロジーの進化
② グローバル化の進展
③ 人口構造の変化
④ 社会の変化(家族・ジェンダー観等)
⑤ エネルギー・環境問題の深刻化
参照:リンダ・グラットン(2012)『ワークシフト』
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12. 変化=不確実性の増大
不確実性を減らすのは、素早い失敗と学習
Fail fast, Learn a lot
参照:Govindarajan,V., Trimble,C.(2012) The Other Side of Innovation: Solving the Execution Challenge
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16. 学習スタイルと
イノベーション・プロセス
参照:Beckman, S.L. and Barry, M. (2007) Innovation as a Learning Process: Embedding Design Thinking. California Management Review, 50, 25‒56.
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23. イノベーションの問題
参照:Govindarajan,V., Trimble,C.(2012) The Other Side of Innovation: Solving the Execution Challenge
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24. イノベーションの問題
「企業はイノベー
ションを起こすの
に向いていない」
参照:Govindarajan,V., Trimble,C.(2012) The Other Side of Innovation: Solving the Execution Challenge
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73. 一言で言うと?
“Everyone designs who
devises courses of action
aimed at changing
existing situations into
preferred ones”
Herbert A. Simon(1996)
The sciences of the artificial
「システムの科学」
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74. デザイン=
変化
参照:M. Neumeier (2012) The designful company
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75. デザイン=
問題解決
参照:M. Neumeier (2012) The designful company
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78. 3つの思考法
分析的 デザイン 直観的
思考 思考 思考
信頼性100% 50/50 妥当性100%
引用:Martin, R.(2009) The design of business, Harvard business press.
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79. The Process of Design Squiggle by Damien Newman,Central Office of Design is licensed
under a Creative Commons Attribution-No Derivative Works 3.0 United States License.
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80. 漏斗
引用:Martin, R.(2009) The design of business, Harvard business press.
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82. 学習スタイルと
イノベーション・プロセス
参照:Beckman, S.L. and Barry, M. (2007) Innovation as a Learning Process: Embedding Design Thinking. California Management Review, 50, 25‒56.
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83. デザイン思考だけでOK??
Business has only
two functions —
marketing and
innovation.
- Drucker, P.F.
参照:Drucker, P. (1974) Management. New York: Harper & Row.
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96. 共感について
“By the imagination we
place ourselves
in his situation,
we conceive ourselves
enduring all the same
torments”
Adam Smith
(Theory of Moral Sentiments, I.i.1.2)
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97. 2つの共感
sympathize
• シンクロ
• 実体験から
参照:Vittorio Caggiano, Leonardo Fogassi, Giacomo Rizzolatti, Peter Thier, Antonino Casile. Mirror Neurons Differentially Encode
the Peripersonal and Extrapersonal Space of Monkeys, Science, Vol. 324, No. 5925. (DOI: 10.1126/science.1166818)
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98. 2つの共感
sympathize empathize
• シンクロ • 中に入り込む
• 実体験から • 想像から
参照:Vittorio Caggiano, Leonardo Fogassi, Giacomo Rizzolatti, Peter Thier, Antonino Casile. Mirror Neurons Differentially Encode
the Peripersonal and Extrapersonal Space of Monkeys, Science, Vol. 324, No. 5925. (DOI: 10.1126/science.1166818)
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99. 2つの共感
sympathize empathize
• シンクロ • 中に入り込む
• 実体験から • 想像から
受動的 能動的
参照:Vittorio Caggiano, Leonardo Fogassi, Giacomo Rizzolatti, Peter Thier, Antonino Casile. Mirror Neurons Differentially Encode
the Peripersonal and Extrapersonal Space of Monkeys, Science, Vol. 324, No. 5925. (DOI: 10.1126/science.1166818)
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215. コンセプトは
リーダーシップのカギ
“the essence of strategy is
choosing what not to do”
“Indeed, setting limits is
another function of
leadership”
Porter, M. (1996)
マイケル・ポーター
参照:Porter, M. (1996). What is strategy
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283. what is the focus of your solution?
solution
event
what is missing from their life? sum it up.
why is this the best direction?
need
who are they? conflict
what do they want? reaction
resolution
user
character action
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284. what is the focus of your solution?
solution
彼らは何者で event
何を求めて what is missing from their life? sum it up.
why is this the best direction?
need
いるか? conflict
reaction
resolution
user
character action
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285. 彼らの生活に Why is your solution transformative?
solution
何が欠けて
event
いるか? sum it up.
why is this the best direction?
need
who are they? conflict
what do they want? reaction
resolution
user
character action
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286. なぜ解決策に
現状を変化
させる力が
あるのか?
solution
event
what is missing from their life? sum it up.
why is this the best direction?
need
who are they? conflict
what do they want? reaction
resolution
user
character action
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287. 何が起こるか?
Why is your solution transformative?
solution なぜ解決策が
event 適合するのか?
what is missing from their life?
need
who are they? conflict
what do they want? reaction
resolution
user
character action
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292. Empathize Ideate
Define Prototype
Test
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293. イノベーションの問題
参照:Govindarajan,V., Trimble,C.(2012) The Other Side of Innovation: Solving the Execution Challenge
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294. イノベーションの問題
「企業はイノベー
ションを起こすの
に向いていない」
参照:Govindarajan,V., Trimble,C.(2012) The Other Side of Innovation: Solving the Execution Challenge
https://www.facebook.com/keio.design 慶應義塾大学SFCデザイン思考研究会
296. 学習スタイルと
イノベーション・プロセス
参照:Beckman, S.L. and Barry, M. (2007) Innovation as a Learning Process: Embedding Design Thinking. California Management Review, 50, 25‒56.
https://www.facebook.com/keio.design 慶應義塾大学SFCデザイン思考研究会
297. The Process of Design Squiggle by Damien Newman,Central Office of Design is licensed
under a Creative Commons Attribution-No Derivative Works 3.0 United States License.
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298. 漏斗
引用:Martin, R.(2009) The design of business, Harvard business press.
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301. Fail fast, Learn a lot.
素早く失敗し、多くを学ぶ
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302. 参考文献・参考資料
1. Beckman, S.L. and Barry, M. (2007) Innovation as a Learning Process: Embedding Design Thinking.
California Management Review, 50, 25‒56.
2. Drucker, P. (1974) Management. New York: Harper & Row.
3. Ericsson, K.A. (1996). The Road to Excellence: The Acquisition of Expert Performance in the Arts
and Sciences, Sports and Games. Lawrence Erlbaum Associates.
4. Fleming, Lee, Perfecting Cross-Pollination. Harvard Business Review, 00178012, Sep2004, Vol. 82,
issue 9.
5. Govindarajan,V., Trimble,C.(2012) The Other Side of Innovation: Solving the Execution Challenge,
Harvard Business Review Press.
6. Hasso Plattner Institute of Design at Stanford (d.school). The bootcamp bootleg.
7. IDEO.org, The HCD Toolkit <http://www.ideo.com/work/human-centered-design-toolkit/>
8. Kotler, Philip; Kartajaya, Hermawan; Setiawan, Iwan (2010) Marketing 3.0: From Products to
Costumers to the Human Spirit, Wiley.
9. Martin, R.(2009) The design of business, Harvard business press.
10. Meister, J.C. & Willyerd, K. (2010) The 2020 Workplace: How Innovative Companies Attract, Develop,
and Keep Tomorrow's Employees Today, HarperBusiness.
11. Neumeier, M. (2012) The designful company. Peachpit Press.
12. Patnaik, Dev. (2009) Wired to Care, FT Press.
13. Pink, D.(2006) A Whole New Mind: Why Right-Brainers Will Rule the Future, Riverhead Trade.
14. Porter, M. (1996). What is strategy? Harvard Business Review, 74(6), 61-78.
15. Schrage, M. (1996) Cultures of Prototyping in Bringing Design to Software, Terry Winograd,1996.
16. Simon, Herbert A. (1996) The Sciences of the Artificial, The MIT press.
17. Smith, Adam. (1875) Theory of Moral Sentiments.
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Editor's Notes
APPENDIX
APPENDIX
JD
PK
APPENDIX
A short example highlights the importance of understanding needs at all three levels of use, usability and meaning. A number of Native American tribes, and in particular, the Mono Indian tribes in Fresno and Madera Counties in California, subsisted on acorn flour prepared by grinding the acorns (Figure 5). The grinding was done by the women in the tribe who all sat around a large, flat granite boulder with holes in it that served as mortars to do their work. In the early 1900s, the U.S. Government attempted to improve the efficiency and productivity of the acorn grinding process by providing iron grinders (Figure 5). The attempt failed. Why? The grinding activity served a variety of purposes beyond simply preparing flour for food. It was the place where women gathered to tell stories and pass along the traditions of their people. The grinding activity provided the backdrop or rhythm for the telling of the stories; the women viewed it as accompaniment to the sharing of their heritage. The U.S. Government approached the problem to be solved as one of food processing, completely missing the much deeper meaning of the activity, and thus failed with its solution. Understanding the broader context might have enabled the development of something much more powerful, and something that would actually be adopted. (
A short example highlights the importance of understanding needs at all three levels of use, usability and meaning. A number of Native American tribes, and in particular, the Mono Indian tribes in Fresno and Madera Counties in California, subsisted on acorn flour prepared by grinding the acorns (Figure 5). The grinding was done by the women in the tribe who all sat around a large, flat granite boulder with holes in it that served as mortars to do their work. In the early 1900s, the U.S. Government attempted to improve the efficiency and productivity of the acorn grinding process by providing iron grinders (Figure 5). The attempt failed. Why? The grinding activity served a variety of purposes beyond simply preparing flour for food. It was the place where women gathered to tell stories and pass along the traditions of their people. The grinding activity provided the backdrop or rhythm for the telling of the stories; the women viewed it as accompaniment to the sharing of their heritage. The U.S. Government approached the problem to be solved as one of food processing, completely missing the much deeper meaning of the activity, and thus failed with its solution. Understanding the broader context might have enabled the development of something much more powerful, and something that would actually be adopted. (
Brainstorm to get a lot of ideas quickly, and get past the obvious and easy ones. Build off each other and take advantage of the different perspectives on the team – this means you need to listen to each other and think how can you make someone’s idea even better.Brainstorming is the start of the process to find a great solution – exposing yourself to each other’s ideas get you thinking about many directions.And use brainstorming as a very intentional time when you are deferring judgment and being open to all ideas that might come up. (You can judge them later.)
“Linus Pauling said . . .” “Get in there and build off each other, and get a lot of ideas.”(image: ideaelevator.co)
“How many of you have brainstormed before? And how many have had a great energizing brainstorm – with lots of ideas flowing?And how many have had the flipside? – how many of you have been in this room before having a brainstorm.What does that look like? Let’s see that brainstorm . . .” (flip slide; demo)
“ . . . This is one of the few times in a design process when we have rules laid out. It may seem counter-intuitive to have rules for a mind-blowing-free-for-all-idea-fest. But these rules are actually to help be your best as a brainstorming team.”
“ . . . This is one of the few times in a design process when we have rules laid out. It may seem counter-intuitive to have rules for a mind-blowing-free-for-all-idea-fest. But these rules are actually to help be your best as a brainstorming team.”
Prototypes are more than just products, services, experiences, systems.We have an expansive view about what a prototype can be.Image from flickr_jurvetson:A three-axis prototype controller, giving pitch, yaw and roll control to the NASAGemini capsule pilot, circa 1962.Hand-carved wooden grip.
Way to represent an idea that is testable
It is an attitude of creating something—embodying an idea—and using that embodiment as a question: NOT an answer.Hypothesis: My partner and I are capable of caring for a living thing. Escalating level of obligation & introduction of new variables each time.High school egg sitting assignment > a house plant > puppy > baby.
DAY 2 SLIDE
Beginner mindsetSimilar to handing a BABY a toy- let them explore the space or handle the product.Set the scene to give the apropos contextLike the tourist scene, you are only a guide
Teamworkbe mindful of the questions, and question backBody language, facial expressions, Be cognizant of MISUSE– quite telling in users’ desires and intuition that you should tap into- WORKBOOK
This is where the commitment to lo-res comes in- low res- it means you’re not wedYou are willing to fail fabulously and iterate on the fly. The user isn’t sure what the handle is for? Rip it off. The space you created has constrained the user, redesign right there and then to remove obstaclesOpen-ended questions- answer a question with a questionThe user is the expert
let the user experience the prototype: set the scenesurrounding your prototype // give a short explanationto set context // act like a guide (not a lead)observe the experience: capture what worked, and what didn’t work // see how users use and mis-useyour prototype // listenmore than you talk to give users a chance to interpret engagethe user: iterateon the fly to communicate learnings // ask specific, open-endedquestions // remember: the user is the expert