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SCAD Chameleon: Midterm Presentation
1. S
g
gn
service de
D
si
A
C
in
n
o
A
v a tio n L
B
#SCADCHAMELEON
service design senior studio
Lincoln • Alessandra • Jo • Natasha • Artur • Maria
Winter 2014
2. introduction
What is an Innovation Lab?
An Innovation Lab is an adaptive and flexible space that
facilitates teams of individuals to provide innovative
ideas through the process of collaboration.
5. introduction
Why are organizations turning to collaboration to achieve innovation?
Productivity
More innovative ideas are generated
through collaboration.
Quality
The quality of innovative ideas is increased
through collaboration.
Efficiency
More innovations are brought to production at
a faster rate through collaboration.
6. introduction
How are organizations facilitating collaboration?
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Dynamic Roles and Interactions
Inspiration Environments
Wall Space
Adaptive Structures
Work/Play Balance
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Fluid Spaces
Spontaneous Interactions
Spaces for Both Individual and Groups
Abundant Resources
Open Communication
7. Project brief
Purpose
To inspire the decision makers to move
forward with the development and
execution of a collaborative space for
SCAD students and faculty.
8. Project brief
Vision
To develop a comprehensive design
proposal for a collaborative innovation
lab for SCAD’s Service Design department.
9. Project brief
Objectives
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To deliver a cohesive design proposal
To create an adaptive, flexible, evolving space
To deliver at least one final, completed concept
To build a final process book
To create awareness about the Service Design program
To inform people about Service Design
To provide a vision for the future of the Service Design program
To identify the most effective and appropriate working
environments within a collaborative space
11. stakeholders
Importance & Impact of Service Design
IMPACT
Students
Faculty
Clients
Sponsors
INFLUENCE
City of Savannah
Administration
Visiting Tours
15. “[The biggest hindrance to]
successful collaboration is the
gap between the most important
collaborative behaviors and
participants’ abilities to engage
in those behaviors.”
Group Creativity
“The best learning occurs
during unplanned and
uncounted hours outdoors
investigating, experimenting,
exploring, and playing.”
The Third Teacher
“Creative teams require
a chameleon ability to
switch roles, and inhabit
the other person’s mental
space at the same times
as keeping the perspective
of their own.”
Management and
Creativity, Bilton
There are five stages to
the collaborative process:
preparation, time off,
the spark, selection, and
elaboration.
Group Genius
16. “Group performance can be
enhanced if there is less
cognitive interference and,
instead, more cognitive
stimulation.”
Group Creativity
Physiological needs:
safety, belonging/love, selfesteem, self-actualization;
meeting these needs will
subconsciously make users
more open towards each other
and towards collaboration.”
The Third Teacher
Successful collaboration
combines a variety of working
spaces designed toward
different needs.
Managing Innovation,
Design, and Creativity
18. research
Finding Research Gaps
INPUT
PROCESS
OUTPUT
OUTCOMES
ACTIVE USE OF SPACE
KNOWLEDGE
GROUP PERFORMANCE
?
TECHNOLOGY
GROUP BEHAVIORS
HINDRANCES
OBSERVATIONS
FUNDING
Customer(s) needs
Trends
Design constraints
Design problem
Space
Roles
Styles
Brainstorming
TIME
ENVIRONMENT
COMMUNITY
TOOLS &
METHODS
Insights
Ideas
Concepts
Prototypes
Blueprints
CULTURE
(value creation)
NEEDS
PHYSICAL SPACE
21. “This building [Gulfstream]
is a broken system for
education...It is sad: it’s drab,
it’s gray, there’s no color,
there’s no light. It’s just
concrete and monotony.” Michael Felix
“...it’s a good thing that
service students have access
to students with different
backgrounds.” - Robert Bau
Students like the casual
ambiance coffee shops
provide for informal
communication during the
collaborative process.
Students strongly agree
that accessibility to
resources enhances
innovation and
collaborative processes.
22. Students believe that
sharing a space with
multiple groups can affect
their group focus and
performance during the
collaborative process.
“...students are not learning
how to collaborate before
they run into a collaborative
project.” - Robert Bau
“One of the challenges
as a Service Designer
is entering a project
midway.” - Louis Baker
More than half of students
surveyed prefer using
paper-based tools
over digitally-based
tools when working
collaboratively.
25. A
Students are often jumping
from one collaborative project
to another, sometimes within
the same space.
Students work in small groups
to quickly disperse tasks.
I
E
Interior design is highly
influential on the
collaborative mood.
There is a lack of
communication
between graduate and
undergraduate students.
Diverse cultures
can contribute to
collaboration challenges.
U
O
Students learn to adapt
in the environment and
use what is provided.
There is not enough
experience in
communication
among students.
26. E
Overbuilt & fixed
collaborative spaces
constrain process and
productivity.
A
Open offices allow for
spontaneous activities.
Collaborative spaces have
the ability to refresh or
depress the mood.
O
I
Many design cultures are
egalitarian.
Many spaces are set up
to facilitate informal and
spontaneous interactions.
Professional collaborative
spaces are abundant
with materials.
U
Collaboration spaces and
participants must be flexible,
open, and transparent.
28. Students want their working
environment to help them feel
comfortable and be more
productive while they work.
Many students face-to-face
networking more validating
and effective than digital
modes of communication.
Student attitudes differ
dramatically when it
comes to collaboration.
Some students have
inherently negative feelings
about collaborative work.
Some students appreciate -or
at least have an understanding
of- the positive aspects
involved in collaborative work.
29. Students would like
exposure to informal
learning opportunities
and access to inspirational
resources relevant to
Service Design.
Students expressed a
need for spaces to carry
out specific tasks that
take place during the
design process.
Many students prefer
“homey, comfortable, nestlike” settings when they
work and feel more happy,
creative, and productive in
these environments.
Students feel that strong mutual
feedback is critical to the service
design culture, and that efforts
to obtain quality feedback have
often proved futile.
31. Synthesizing research
Themes
1
Challenges Inherent in Collaboration
6
Energy
2
Poor Exchange of Information
7
Creative Process
3
Imbalance of Work/Play
8
Knowledge & Methods
4
Unclear Roles & Interactions
9
Physical Resources
5
Lack of Student Involvement
within the School of Design
10
World of Design
33. 1
Challenges Inherent in Collaboration
Identify and eradicate foreseeable
challenges to the collaborative process.
34. 1
Challenges Inherent in Collaboration
• Understanding of group roles &
dynamics early on
• Understanding the importance of
diversity for
group performance/dynamics
• Frequent means of reminding threat
possibilities
• Understanding collaboration
in curriculum
ADD
INCREASE
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• Clash of personalities
• Prejudice
• Negativity
Identify and
eradicate foreseeable
Challenges to the
collaborative process
Defined goals/tasks
Stakeholder connectivity
Professor mentorship
Be aware of position in department
ecosystem
Empathy
Patience and tolerance
Skill complementation
Communication
Sustainability
Flexibility of space
REMOVE
DECREASE
• Cultural barriers
• Misunderstandings
35. insights
Challenges Inherent in Collaboration
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Disparate personalities often create chaos.
Individual personalities conflict with collaborative behavior.
Timing affects communication.
People’s energy affects collaboration.
Personalities shape dynamics.
Relationships affect collaboration.
Cross-pollination with other departments is hindered by location.
Time burdens innovation and creativity.
Unfamiliar methods cause issues with extra time.
Everyone is looking for feedback at the same time.
Students are married to the symmetry of the double diamond process.
It takes effort to receive feedback.
Professors have their own agendas that limit their time and availability.
Space dictates interactions.
When space is lacking, it has negative effects on collaboration.
The current space does not facilitate students’ processes in terms of
inspiration, variety, and flexibility.
36. 2
Poor Exchange of Information
Foster communication and the sharing
of information amongst team members.
37. 2
Poor Exchange of Information
• Technological platform for
collaborative work
• Connectivity through special app
• Role definement in curriculum
• Group-specific areas and resources
ADD
INCREASE
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• Space restrictions
Foster
communication
and the sharing of
information amongst
team members
Feedback loop
Workshop participation
Knowledge sharing
Online participation
Physical interactions
Professionalism
Dependability
Communication of group roles &
responsibilities
• Accountability
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REMOVE
DECREASE
Mix of online and physical interaction
Resentment and angst
Group tensions
Being too reserved
Introvert behaviors
Antisocial behaviors
38. insights
Poor Exchange of Information
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•
•
•
•
•
Disparate personalities often create chaos.
Individual personalities conflict with collaborative behavior.
Timing affects communication.
Personalities shape dynamics.
Relationships affect collaboration.
Role assumptions are influenced by time, skills, and interests.
Cross-pollination with other departments is hindered by location.
Flexible resources facilitate collaboration.
Time burdens innovation and creativity.
Unfamiliar methods cause issues with extra time.
Students feel there is not enough time for feedback.
Everyone is looking for feedback at the same time.
Interest & engagement are connected to how much time students have.
It takes effort to receive feedback.
Professors have their own agendas that limit their time and availability.
Space dictates interactions.
When space is lacking, it has negative effects on collaboration.
The current space does not facilitate students’ processes in terms of inspiration,
variety, and flexibility.
40. 3
Imbalance of Work/Play
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Non designated spaces
Micro environments
Resource room
Inspirational space
Introduce gaming methods
Green areas
ADD
INCREASE
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• Major specific areas
• Empty corridors
• Open classrooms
Facilitate a
balance of work
and play
Temperature
Interactive Environment
Gallery Variety
Separated classroom space
Room size diversity
Physical space
Sustenance
Make procedures (meetings, class)
Spontaneous events and socials
Informal interactions
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REMOVE
DECREASE
Chairs
Gray walls
Noise in cubicle rooms
Lecture classes
Formal spaces
Restrictions
41. insights
Imbalance of Work and Play
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Timing affects communication.
Interests dictate and motivate skills.
Mentorship is a largely untapped resource.
Cross-pollination with other departments is hindered by location.
Environment heavily affects creativity.
Time burdens innovation and creativity.
Unfamiliar methods cause issues with extra time.
Students feel there is not enough time for feedback.
Everyone is looking for feedback at the same time.
Students are married to the symmetry of the double diamond process.
Interest & engagement are connected to how much time students have.
It takes effort to receive feedback.
Professors have their own agendas that limit their time and availability.
People’s energy affects the space.
Space dictates interactions.
The current space does not facilitate students’ processes in terms of inspiration,
variety, and flexibility.
42. 4
Unclear Roles & Interactions
Establishing and maintain healthy and
productive group dynamics.
43. 4
Unclear Roles & Interactions
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•
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•
Team functions & roles in curriculum
Refreshers
Deep understanding of collaboration
Objective thinking
Learn about others cultures/back
grounds
• Establish the sharing & foundation
of strong values
ADD
INCREASE
• Being reserved
• Quick assumptions
Establishing and
maintain healthy
and productive
group dynamics
• Diversity
• Understanding of process & group
dynamics
• Team-bonding
• Outside social events
• Gaming
• Team building activities
• Professor facilitation & guidance
• Mix of grads & undergrads
• Increase tacit knowledge & peer
to peer
• Boundaries
REMOVE
DECREASE
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•
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Miscommunication
Lateness/tardiness
Highly individualized tasks and roles
Being self-centered
Dictatorships
Some got to give
44. insights
Unclear Roles & Interactions
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•
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•
•
•
•
•
•
•
•
•
•
•
•
Disparate personalities often create chaos.
Individual personalities conflict with collaborative behavior.
Timing affects communication.
People’s energy affects collaboration.
Personalities shape dynamics.
Relationships affect collaboration.
Role assumptions are influenced by time, skills, and interests.
Interests dictate and motivate skills.
Cross-pollination with other departments is hindered by location.
Unfamiliar methods cause issues with extra time.
Everyone is looking for feedback at the same time.
Students are married to the symmetry of the double diamond process.
It takes effort to receive feedback.
Space dictates interactions.
When space is lacking, it has negative effects on collaboration.
The current space does not facilitate students’ processes in terms of inspiration,
variety, and flexibility.
45. 5
Lack of Student Involvement within the School of Design
Define and promote the growth of a
collaborative culture throughout the
School of Design.
46. 5
Lack of Student Involvement within the School of Design
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Why collaborate with others?
• Intergroup tension
Defined collaboration
• Grad/undergrad ambiguity/tensions
Collaboration into curriculum
• Territorial habits
Enable current students/faculty
• Silos
to define
Group designated resources
Reservable space
Signage
Egalitarian atmosphere
Define and promote
Define team work values
the growth of a
ADD
REMOVE
collaborative culture
INCREASE
DECREASE
throughout the
School of Design
Participation
Feedback loop
Group work principles awareness
Improve discussion board
Work & play balance
Opportunity for face to face
networking
Interclass communication
Peer to peer mentorship
Group organization
Tolerance
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Egocentrism
Condescending behavior
Confidentiality
Unused space
Cultural silos
Social boundaries
Assuming the same roles
Inhibition and fear
Lack of collaboration techniques
47. insights
Lack of Student Involvement within the School of Design
•
•
•
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•
•
•
•
•
•
•
•
•
•
•
•
•
•
Timing affects communication.
Interest & engagement are connected to how much time students have.
People’s energy affects collaboration.
Interests dictate and motivate skills.
Mentorship is a largely untapped resource.
Environment heavily affects creativity.
Cross-pollination with other departments is hindered by location.
Time burdens innovation and creativity.
Dynamic space activates and inspires creativity.
Unfamiliar methods cause issues with extra time.
Students feel there is not enough time for feedback.
Everyone is looking for feedback at the same time.
Students are married to the symmetry of the double diamond process.
Professors have their own agendas that limit their time and availability.
Space dictates interactions.
When space is lacking, it has negative effects on collaboration.
It takes effort to receive feedback.
The current space does not facilitate students’ processes in terms of inspiration,
variety, and flexibility.
49. 6
Energy
• Mobile furniture
• Student computers within
workspace
• A variety of work spaces
• Inspirational spaces for productivity
ADD
INCREASE
•
•
•
•
•
•
•
•
•
•
•
Provide an
enviroment
conducive to
collaborative
productivity
Inspiration
Inviting space
Open communication
Ideas sharing
Spaces specific to quarter, process,
need student
Understanding of methods across the
double diamond process
Mass amount of wall space
Drawing/visual media
Space flexibility
Exposure to other types of spaces
Resources
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•
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•
Fear of failure
Discomfort
Unused spaces/materials
Static furniture
REMOVE
DECREASE
• Quarter reserved spaces
• Tension
50. insights
Energy
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Disparate personalities often create chaos.
Individual personalities conflict with collaborative behavior.
People’s energy affects collaboration.
Interests dictate and motivate skills.
Environment heavily affects creativity.
Personalities shape dynamics.
Dynamic space activates and inspires creativity.
Students feel there is not enough time for feedback.
Interest & engagement are connected to how much time students have.
Professors have their own agendas that limit their time and availability.
People’s energy affects the space.
When space is lacking, it has negative effects on collaboration.
Space dictates interactions.
The current space does not facilitate students’ processes in terms of inspiration,
variety, and flexibility.
52. 7
Creative Process
• Different examples of project
development
• Accessibility
• Group-specific space
• Mentoring between team members
• Instill empowerment
• Challenge & re-generate
ADD
INCREASE
•
•
•
•
•
•
•
•
•
•
•
Restrictive space use
Method doubts
Intergroup tensions
Negativity
Encourage
productive
structures for project
development
Timeline facilitation
A variety of spaces
Group participation
Project display
Welcome practices from other disciplines
Open knowledge about tools/methods
Understanding of function, context,
timing of a variety of methods
• Energy level
• Positive group environment
• Defined tasks
REMOVE
DECREASE
• Preferential treatment
• Assumptions
53. insights
Creative Process
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Personalities shape dynamics.
Relationships affect collaboration.
Role assumptions are influenced by time, skills, and interests.
Flexible resources facilitate collaboration.
Time burdens innovation and creativity.
Unfamiliar methods cause issues with extra time.
Everyone is looking for feedback at the same time.
Dynamic space activates and inspires creativity.
Students are married to the symmetry of the double diamond process.
Interest & engagement are connected to how much time students have.
It takes effort to receive feedback.
People’s energy affects the space.
Environment heavily affects creativity.
Space dictates interactions.
When space is lacking, it has negative effects on collaboration.
The current space does not facilitate students’ processes in terms of
inspiration, variety, and flexibility.
55. 8
Knowledge & Methods
• Start methods learning early and often
• Platforms to record collective
knowledge & information
• Library
• Resources
• Guidelines
• Trends
ADD
INCREASE
•
•
•
•
•
•
•
• Over-opinionatedness
Facilitate absorption
and application of
new knowledge and
design methods
Facilitation
Feedback loop
Encourage questions and feedback
Enable reference access
Integration of new methodologies
Case studies
Continuous circulation of relevant
and current SD trends
• Workshops
• Interactive experiences
•
•
•
•
REMOVE
DECREASE
Self-exploration
Competition
Single format knowledge absorption
Reading
56. insights
Knowledge and Methods
•
•
•
•
•
•
•
•
•
•
•
•
Timing affects communication
Dynamic space activates and inspires creativity.
Mentorship is a largely untapped resource.
Unfamiliar methods cause issues with extra time.
Everyone is looking for feedback at the same time.
Students are married to the symmetry of the double diamond process.
Interest & engagement are connected to how much time students have.
It takes effort to receive feedback.
Role assumptions are influenced by time, skills, and interests.
Professors have their own agendas that limit their time and availability.
Interests dictate and motivate skills.
The current space does not facilitate students’ processes in terms of inspiration,
variety, and flexibility.
58. 9
Physical Resources
•
•
•
•
•
Space planning
• Territorial activities/behaviors
Prompts
Grouping activities/methods
Documentation and recording supplies
Pre-designed layouts of frameworks/
tools/ methods
• SD specific database of relevant
information
• Group-specific resources
• Adjustable furniture/
Provide the physical
materials
ADD
REMOVE
resources essential
to a variety of design DECREASE
INCREASE
methodologies
•
•
•
•
•
•
•
•
•
Awareness of trends
Up to date across department
Variety of classroom settings
Understanding of different
methodologies
Accessibility to diverse media
Design toolkits
Library of tools and methods
Sharing
Respect, sharing, and responsibility
•
•
•
•
Designated spaces
Formal spaces
Material possession
Waste/abandonment
59. insights
Physical Resources
•
•
•
•
•
•
•
•
•
Flexible resources facilitate collaboration.
Environment heavily affects creativity.
Dynamic space activates and inspires creativity.
Students are married to the symmetry of the double diamond process.
When space is lacking, it has negative effects on collaboration.
People’s energy affects the space.
Everyone is looking for feedback at the same time.
Space dictates interactions.
The current space does not facilitate students’ processes in terms of
inspiration, variety, and flexibility.
61. 10
World of Design
• Promotional videos
• Design group restrictions
• Promotional exhibitions
• Copyrighted restrictions
• Marketing collaboration with local and
international businesses
• Create opportunities for publishing work
• Open workshops for visitors
• Create new to the world collaborative
culture
• Kickstarters
• Shark-tank like opportunities
Raise the profile
ADD
REMOVE
of SCAD’s School of
Design throughout
INCREASE
DECREASE
the design world
• Community involvement
• Stimulate participation
in competitions
• Outside third part interest
• Promote all majors as equals
• Participation from earlier in
school career
• Use students as assets
• Collaborative with other majors
• Industrial design vs. other majors
• Devil’s advocacy
• Skepticism
62. insights
World of Design
• Students are married to the symmetry of the double diamond process.
• Role assumptions are influenced by time, skills, and interests.
• Interests dictate and motivate skills.
63. Reframed problems
Double Diamond Process
DISCOVER
DEFINE
DEVELOP
Insights and Opportunities
Conduct Research
Empower Collaboration
Desktop Research
Synthesize Research
Innovation Lab
Collaborative Culture
DELIVER
64. Reframed Problems
How can we foster an effective and
efficient collabrative culture within
the School of Design?
Time
How can we diminish the
constraints of time?
The Individual
How can we foster the chameleon
growth of the individual?
Space
How can we activate and
marry the energies of both
students and space?
Relationships
How can we ignite collaborative
and individual creativity?
Dynamics
How can we encourage
successful, effective
collaboration within the
School of Design?
Tools & Methods
How can we facilitate the
comprehension and effective
application of design tools
and methods?