A reflective essay following 18 months of the Executive Masters in Public Policy at the London School of Economics. A designer by training, this essay looks at the world of economics from the point of view of a designer using a series of illustrative models to reflect on the learning journey.

1. Reflecting on the LSE
Executive Masters in Public Policy
A learning journey
Dr Andrea Siodmok, FRSA, Hon DCL
May 2018

2. EMPP Capstone Project 2017/18
1. About me
2. Introduction
3. Context
4. Frameworks to think
5. The core curriculum
6. Model 1: Knowledge mapping
7. Model 2: The learning journey
8. Layered learning
9. Applying the knowledge
10. Model 3: The policy ladder
11. Model 4: 28 levers for change
12. Learning together
13. The capstone
14. Our cohort
15. Conclusion
16. References
Contents
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3. 01 About me
As the first Chief Design Officer at the UK Design Council and the first Chief Designer in a Local Authority, I have over a
decade of experience applying design to public sector problems. Today, at the Cabinet Office, where I lead the Policy Lab
and Open Innovation Teams, my brief is to bring cutting-edge practice to early-stage policy-making.
Over the last four years as a civil servant I have been exposed to a wide variety of policy-making from smart shipping to
social housing. However, my knowledge of policy-making to date has predominantly been acquired ‘on-the-job’ by what
the Head of Policy Profession, Chris Wormald, once described as ‘osmosis’ – or learning by doing. This Executive Masters
aims to professionalise policy-making, bringing rigorous empirical methods to bear on complex public policy problems.
Through the course, I have sought to gain ‘best practice’ knowledge and to share these insights across government.
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A designer by training, with a vocational degree and practice-based PhD, I have
deep knowledge within the field of design, its concerns, methods and theories.
However, over more than two decades I have also sought to expand this, by
applying design to new problems and developing new tools and methods. My
most recent foray being the application of ‘design thinking’ to public policy
(Brown, 2009; Bason, 2014; Siodmok, 2014). In contrast to my subject
specialism, my entry-level knowledge of economics and lack of any formal
training in the theories of public policy (illustrated in section 6) has provided a
helpful ‘blank canvas’ to begin this learning journey.

4. 02 Introduction
As a design practitioner in government, part of the appeal of this Masters has been the opportunity to try out a new
form of didactic and dialectic learning. Central to this has been the ambition go on a journey: to push the boundaries,
challenge my deep-held assumptions, embrace being outside of my comfort zone, while also obtaining relevant
theories and new knowledge. This personal learning journey, introduced in section 4 and detailed in section 7,
focuses on three levels of learning:
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─ formal learning: through participation in the
taught programme, seminars and group work
─ applied learning: embedding the learning in
practice on live policy projects within government
─ further learning: reflecting more deeply by going
beyond the course material. Often including
‘teaching to learn’ sharing insights and socialising
the ideas with a wider group of peers through
lectures and other taught programmes.
This has provided a ‘looped process’ of theory,
practice, planning and reflection based on Kolb
(Kolb et al., 1995). Where each is consciously used
to inform the other (See Figure 1). Figure 1: Theory, practice, planning and reflection
Abstract General
Applying
Testing
Teaching
Reflecting

5. 03 Context 1/2
This essay focuses on the experience of learning and applying economics in public policy from a design perspective.
Modern design and economics can both be traced back to Adam Smith (Smith, 1776). In my undergraduate Industrial
Design course during the early 1990s, we studied the theories of the division of labour and Taylorism (Taylor, 1911).
Today, through the ‘choice architecture’ of behavioural economics, the worlds of design and economics are once again
converging. In my RSA paper entitled ‘Designer Policies’ (Siodmok, 2015) I argued that design and policy also share a
common etymology, where the verb ‘design’ derives from designare, to mark out, devise, choose, designate or appoint,
with ‘policy’ meaning a plan of action or way of management. However, my lack of understanding of economics also led
me to suggest without a hint of irony that: ‘Design is the invisible hand working alongside other professions, making
things useful, valuable or desirable’.
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Figure 2: Royal
Society of Arts
Journal, ‘A New
Policy Toolkit’ 2015

6. 03 Context 2/2
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Figure 3: Bringing a ‘designerly’ approach – Charlie Bean
Lecture ‘sketch notes’ and revision visualisations.

7. 04 Frameworks to think
This reflective essay is organised around a series of illustrative models which will be described in more detail in the
coming sections. In different ways design, policy and economics study the dynamics of human behaviour in various
guises in order to understand how to incentivise decision-making. At their core, both design and economics utilise the
‘language’ of ‘modelling’. These models have provided a means for reflection as well as the opportunity to apply the
learning in practice. According to Nigel Cross, the use of models in design is: ”…equivalent to aptitudes in the
‘language’ of the sciences (numeracy) and the ‘language’ of humanities (literacy)” (Cross, 1982). In a conscious
attempt to blend the ‘designerly ways of knowing’ (Cross, 1982; Archer,1968) with the positivist empiricism of
economics this reflective essay explicitly utilises the ‘model’ as a vehicle for learning. Four key illustrations have been
used in this essay, two process models and two descriptive models as follows:
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1. Knowledge mapping: providing insight into knowledge gained as well as knowledge gaps
2. Learning journey map: a chronological typology for learning, action and reflection
3. Policy analytics ladder: an adaptation of Gartner’s analytics ladder including ‘speculative design’ techniques
4. 28 levers for change: a taxonomy of the policy action landscape
Figure 4: Four models used to apply learning and reflect on the Masters Course

8. 05 The core curriculum
Before explaining the models in more detail, my approach has involved breaking down the eight distinct courses
into fifty five subjects covering the theory, practice, models and methods as follows:
Capstone

9. 06 Knowledge mapping
To create the first illustrative model, using excel, I mapped this curriculum onto the wheel shown below and next page
for a large format version. This model reveals the breadth of topics covered over eighteen months as well as my
perceived change in knowledge before and after the course. As might be expected, the deepest learning occurred by
applying lessons into specific contexts through six formal essays on the topics of: health and social care; voting and
the internet; implementation; free school meals; aviation market failure and higher education funding. There were
also many ‘aha’ moments in lectures and essay writing, with one in particular in aviation market failure when the
supply and demand model revealed the tax implications for different ‘actors’ which provided an interesting
counterpoint to the media headlines based on commissioned research by stakeholders with vested interests.
Model 1 (right and over) reveals my low level of
knowledge initially (dark purple) and incomplete new
knowledge after the course (light purple). Each of the
55 subjects is coloured and scaled according to the
knowledge gained. The inner mapping pinpoints three
more in-depth areas after the course namely:
─ Health and social care
─ Media and voting preferences
─ Implementation and delivery
Model 1: Knowledge Mapping – before and after course
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10. Mapping
Model 1: The knowledge map before and after highlighting partial knowledge ‘gaps’ and strengths
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11. 07 The Learning Journey
11Model 2: Learning Journey map
In the second illustration, I utilise a ‘journey map’ approach. Here I mapped the curriculum chronologically as shown
in Model 2 (below and next page for a large format version). The map shows the subjects along the top edge with the
‘highs’ and ‘lows’ illustrated with a pink thread. As a design tool, it helps identify ‘touch points’ or ‘pain points’ which
can be used to evaluate and reflect on how the journey could have been improved (critical moments). Three low
points stand out. These were generally caused by a difference, or discord, between the expectation and reality of the
experience. Firstly, the maths ‘refresher’ was more abstract than anticipated, which was separate from the context of
learning and therefore difficult to apply in practice. Secondly, despite a doubling of effort, the Empirical Methods Exam
covered much material in an abstract form that was new to me resulting in difficulty in differentiating between the
analysis tools. Finally, the Public Economics course compressed ten topics into five days, making the experience
overly ‘talk and chalk’. In contrast, a number of ‘highs’ occurred such as when essays made the learning concrete
utilising interesting policy contexts, as well as being part of genuinely exciting and exhilarating lectures, delivered by
remarkable professors, which felt like being on an intellectual rollercoaster.
Model 2: The detailed learning journey map applied to
the formal learning (below and in large format over)
shows the highs and lows of the course, applied learning &
review points. It also reveals the ‘layered learning tactic’
introduced in section 2 and explained further in section 8.

12. Journey map
Model 2: A learning journey map showing three levels of learning, showing chronology of highs and lows
[Pinch zoom for detail]
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Distinction in
Empirical
Methods essay
(law of diminishing
returns)

13. 08 Layered learning
The journey map also reveals the layering of learning between the formal, applied and further learning contexts. In
parallel to the classroom based learning, as a way to embed, test and develop the theories, an action research
approach was used to apply thinking into two descriptive models outlined in sections 10 & 11. The two layered process
of applied learning and further learning (see figure 5 below) allowed for deeper cycles of learning through teaching,
refinement and adaptation. These processes have enabled the development of two further illustrative ‘models’ which
will be explored further in the next sections. The first is a Policy Analysis Ladder (which maps empirical methods and
design methods on one continuum) and the second describes 28 levers for change (which provides a broad taxonomy
for policy action). The models were initially conceptual and descriptive however. through a process of testing and
application in real world policy settings, have been codified into a practical toolkit shown in the photograph on page 19.
Figure 5: Detail of the applied and further learning journey from the Model 2 Journey Map
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Applied learning >>
Further learning >>

14. 09 Applying the knowledge
Two descriptive models (shown in figure 6) have been developed from the course which have been tested in practice
across a number of policy projects (including Marine Autonomy and Civil Society Strategy) as well as through a
series of talks, panels, seminars and training sessions including: the OECD, Oxford Martin School, Ashridge Hult
Executive Education, LSE Custom Course for the Dubai Executive Council and Warwick Business School. The
models have also been shared through social media and the gov.uk blog. Model 3 (below left and in large format on
the next page) builds on work by Gartner mapping different forms of analytics. Model 4 (below right and section 11)
provides a taxonomy of change for policy-makers. This has been further refined and developed into a toolkit for
workshops as shown on pages 16-19)
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Figure 6: Two illustrative models: Model 3 (left) and Model 4 (right) developed and refined in parallel to the course

15. 10 The Policy Ladder
Model 3: The Policy Ladder. Describes a continuum of different analytic tools available to policy-makers from
diagnostic analytics (such as regression analysis) to prescriptive analytics (such as Speculative Design).
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Figure 7: Gartner’s model above with four
stages. Adapted model (right) with five
stages including different tools for ‘best
practice’ and ‘next practice’:
─ Standard reports
─ KPIs and Data mining
─ Dashboards
─ Randomised control trials
─ Regression analysis
─ Simulation and visualisation
─ Forecasting and scenarios
─ Predictive modelling
─ Speculative design

16. 11 The 28 levers for action 1/4
Providing and commissioning services
Laws
Regulation
Funding, taxes, tariffs and subsidies
Procurement, purchasing and buying powers
Leading, influencing and informing
Stewardship
Large scale intervention
Low level intervention
A more significant model developed from the course has been the 28 levers for action which provides a broad
taxonomy of action for policy-makers. Model 4 (below and over in large format) categorises seven distinct areas from
low level intervention to large scale interventions. In each category are four different phases namely: early-stage
interventions; framing piloting and market forming; scaling mainstreaming and market building and finally, acting in
mature markets and policy ecosystems. The model has been converted into a workshop tool and tested in practice.
Framing, piloting and market forming
Acting in mature markets and policy
ecosystems
Early stage intervention
Scaling, mainstreaming and market building
Figure 8: 28 levers for action
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17. 28 Levers
Leader
Regulator
Funder
Provider
Steward
Customer
Legislator
Framing, piloting and
market forming
Acting in mature markets
and policy ecosystemsEarly stage intervention
Scaling, mainstreaming
and market building
Strategy and skills planning
Prepare for changing workforce
demands and consequences of
change.
Fiscal incentives
Direct finance to stimulate new
thinking that can drive future
opportunities.
Governance
Ensure regulation supports the
conditions for change and delivers
the policy intent.
Reformer
Establish legitimacy, harnessing
political will for change.
Educating and informing
Ensure regulation is sufficiently
agile and permissive to enable
innovation.
Grants and subsidies
Incentivise behaviour change
through grants or other incentives
Building regulatory
environment
Ensure regulation enables the
intended policy outcomes.
Service provider
Provide services directly or
indirectly through funding and
target setting.
Agenda setting
Build awareness and confidence in
new opportunities by providing
thought leadership
Innovator
Create test beds, sandboxes and
trials in real world settings.
Encourage voluntary codes
Self-regulation, without
legislating, allowing for greater
flexibility.
Early adopter
Explore, experiment and trial new
opportunities with strategic value.
Collaborating
Providing platforms for citizens to
protect vested rights and
interests.
Platform provision
Scale up proven ideas through
existing infrastructure and public
services.
Compliance
Support enforcement and
harmonise regulatory compliance
environment.
Choice architect
‘Nudging’ behaviour so that the
default is both attractive and easy.
Convening power
Applying government’s convening
power to draw together expertise.
Connecting networks
Fostering a nexus where
government, experts and citizens
can co-create change.
Champion
Build a case for change and
alliances for action.
Co-producing
Co-deliver by steering different
actors from across the system to
deliver outcomes.
Standard setting
Develop standards for data
collection and presentation.
Intelligent customer
Utilise public procurement to
encourage investment and
innovation.
Catalyst
Review, identify and prioritise key
opportunities with strategic value.
Consumer, and supply-chain,
protection
Protection of consumer rights and
upholding of standards.
White papers &
draft bills
Publish proposals for consultation
and pre-legislative scrutiny.
Primary and Secondary Law
Support a bill through parliament
and enact legislation
Green papers
Publish proposals for discussion
with stakeholders and the public.
Amend rules
Statutory Instruments: rules,
orders, created by delegated
authorities
Government as a...
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18. 18
Figure 9: 28 levers for action as a set of cards, created by Policy Lab
11 The 28 levers for action 3/4

19. 11 The 28 levers for action 4/4
Figure 10: Applying the 28
levers for action in a
policy workshop
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20. Across the Executive Masters it has been clear that learning has been two way, with LSE tutors and students both
learning through lively discussion. It has also been good to bring new approaches to the course-work. For example the
use of a Policy Lab approach to the Capstone as described in section 14.
12 Learning together
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Figure 11: Outstanding lecturers who clearly
love their subjects including Professor Simon
Hix, Professor Henry Overman (above) and
Professor Conor Gearty.

21. 13 Our Cohort
Our cohort represents less than 1% of the top 1% of Civil Servants. As a result, alongside the EMPA cohort with its
broad international perspective, the quality of discussion and debate in seminars has been exemplary. In teamwork and
group work there was a common understanding and confidence borne out of lived experience of the political dynamics
of modern policy-making. In our capstone team, four out of five members already held PhDs providing the analytical
ease and expertise to collaborate on the demanding, multifaceted issue of local industrial strategy post-Brexit.

22. 14 The capstone
Finally, in the spirit of bringing something new to the LSE, we held a Policy Lab approach to the capstone project on
localism post-Brexit. In the lab session we rapidly co-developed a shared understanding subject with the supervisor
using a range of Policy Lab tools - These included: ‘hopes and fears’, ‘challenge setting’, mapping stakeholders, and
building a geography of change. It also involved bringing expertise from a former graduate to share knowledge and
experience of what worked well. This was written up in a visual report.

23. 15 Conclusion
John Berger noted in ‘Ways of Seeing’ that: “Seeing comes before words” (Berger, 1972). In our post-truth era of
fake news, to paraphrase Jefferson, information becomes the currency of democracy. In this context it is crucial that
policy-makers are able to uphold the highest standards of evidence. As the Cabinet Secretary, Jeremy Heywood, once
noted: ‘Policy-makers don’t have a monopoly on wisdom’. Through greater collaboration with academia and
access to better methods for evaluation, future policy-makers will be better placed to support Ministers and the public
they serve with the evidence needed to make critical decisions.
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The LSE Masters in Public Policy beyond all else has revealed things that have always been
there yet have been somehow hidden from my view. It has precipitated a paradigm shift
from an abductive world-view driven by the heuristics of practice, to a deductive world-view
underpinned by the rationality of empiricism. The economic models, frameworks,
taxonomies and tools from the course have provided an invaluable ‘scaffolding’ to
contextualise my prior experience and shape future decisions.
The greater depth and appreciation of the theories of economics and public policy has been
genuinely transformative in underpinning my current role to bring new approaches to policy-
making in government. This has provided me with the language to be more precise in
communicating with other disciplines as well as the confidence to embrace quantitative data.
Despite the lost weekends, exams, essays and lengthy reading I would wholeheartedly
recommend this course to those who wish to improve how the world of policy works.
Figure 12: Changing bookshelf
My shelfie blog

24. 16 References
Archer, B. (1991)The nature of research into design and design education.
Bason, C. (2010) Leading Public Sector Innovation: Co-creating for a Better Society. Bristol: Policy Press.
Bason, C. (ed) (2014) Design for Policy. Farnham: Gower Ashgate.
Bason, C. (2017) Leading Public Design: Discovering Human-Centred Governance. Great Britain: Policy
Press.
Berger, J. (1972) Ways of Seeing, Penguin.
Brown, T., & Katz, B. (2009). Change by design: How design thinking transforms organizations and inspires
innovation.
Cross, N. (1982) Designerly Ways of Knowing, Springer.
Halpern, D. (2015) Inside the Nudge Unit: How Small Changes can make a Big Difference. WH Allen.
Siodmok, A. (2014) Tools for Insight: Design Research for Policymaking, in Bason, C. (ed) (2014) Design for
Policy. Farnham: Gower Ashgate.
Siodmok, A. (2014) Designer Policies. RSA Journal, Volume CLX No. 5560, Issue 4 2014 pp24-29.
Smith, A. (1776). An inquiry into the nature and causes of the wealth of nations. Raleigh, N.C.: Alex Catalogue.
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