Agenda

1. Agenda • Facts about the week • Current # students, faculty, roles, etc • Learning Objectives • Overview of the Week • Design Challenge • Open Session (Thursday night)

2. Current Workshop Information (Feb 25-29, Potsdam) • Instructors: Terry Winograd / Hasso Plattner (lecture content) • Uli Weinberg (intro, daily debriefs, moderator) • Total of 6 teams each with 2 coaches • Students (31 total) • 26 Students from D-School • 5 students from HPI • D-School faculty (12 total): • Role: team coaches • DST: • Coach extended teaching team,lead design exercises, coordinate design project

3. Learning Objectives (Uli) Taking a holistic view, apply needfinding, analysis, synthesis, prototyping and presentation techniques to recommend a fact-based solution to the design challenge. • Practice analysis and process mapping based on primary and secondary research • Identify different user roles and how they might collaborate to address stakeholder needs • Take prototypes to the next level based on research findings • Present recommendations in a compelling, actionable way

5. Design Challenge - Build on November Challenge Situation: You are part of a small software start-up company based in Potsdam. Your team has been hired by the government to design a solution to the following challenge: “How might we design a solution that enables the unemployed to successfully and sustainably re-integrate into the workforce?”

6. Thursday Public Session (7 pm – 10 pm)

7. Appendix – Talking Points

8. Do heterogenic teams really work? Basic introduction to heterogeneous teams • Begin with a discussion - what do we mean by "heterogeneous?"  • Relationship between team composition and innovation life cycle • "To put together an innovation team requires putting together people with very different personality types and people from very different backgrounds, which in turn means different communication styles and different languages." -- Beckman, Sara and Barry, Michael. (2007). Innovation as a learning Process: Embedding Design Thinking. California Management Review, Vol 50. * Challenges of diversity: of experience, skills, culture, cognitive style • Doug Wilde's findings about team composition • Team Dynamics: How might designers and developers collaborate better? • Wants • Developers want real data to test applications • Access to end-users: Both want more time for discovery and validation research • (SAP) Developers want tools that negate the need for designers • What fosters collaboration • Have designers and developers sit together by project (not divided by location) • Flexible work space • "Play alone" together • Creating common language • Everyone understands and buys in to the long-term vision • Explicit roles • Sense of community - help each other out for common good • What works • Team meets daily • Team is co-located • All project members actively participate in meetings • Share expectations up front, e.g., explicit understanding of what "success" is • Document meeting decisions • Make the vision tangible (prototype) • Smallest number of fully committed team members (vs. larger number with a divided project focus) • Team structure, staffing and hiring • Enable designers to participate in decision-making • How roles are defined and communicated, ensure there are no "holes" • Add team members as needed • Diversity - good for finding most creative solution, but also creates conflict

9. We educate students to work as individual although in today’s work life it is all about working in groups/teams How do we learn to be creative? How does an original evolve? -> thru failure, trial and error, making mistakes.. But what do we punish? Failure (F for failure). If a test comes back with low scores it is a failure. A student w/out failure & mistakes, one who is never "wrong" succeeds in today's educational system. In today's world nobody knows "everything" anymore. The "renaissance man" or "über-knowledge person" does not exists anymore, hence we depend on working in multidisciplinary team become more important. But still a students with all B's is considered a better student the one with one A+ and C's and D's. We don't need good average in all discipline but experts in certain topics that works with experts in other topics and teach all the skills of team work. An individual will graduate no matter how good one performs in team work assignments. In the corporate world bonuses depend on the teams performance and companies results. Life-long learning, we don't know what today's students will need in 10 years, what the world will look like. School are lacking teaching "soft skills". What do employers demand? They prefer the skill of team work and communication over IT skills and college attendance. (create graphics) What does new education mean? Quotes:: "The strength of the wolf is in the pack, and the strength of the pack is in the wolf." ~Rudyard Kipling   "High goal of the education system is to produce university professors" ~ Sir Ken Robinson Reference links: Why does engineering/math/science education in the US suck? http://www.grahamdbrown.com/index.php/what-they-dont-teach-you-at-school/ http://www.ted.com/index.php/talks/view/id/66&nbsp (Sir Ken Robinson)

10. The trouble with German design… How might we influence and re-educate management to change behavior -incorporate non-customer views, unfocused groups, etc. "I conclude that there are two ways of constructing a software design: One way is to make it so simple that there are obviously no deficiencies and the other way is to make it so complicated that there are no obvious deficiencies." - Sir Tony Hoare, 1980 A. M. Turing Award "Perfection is achieved, not when there is nothing more to add, but when there is nothing left to take away." - Antoine de Saint Exupery Counterpoint: German Design Shines (BusinessWeek) Students from the Technische Universität Darmstadt won the Solar Decathlon, a competition sponsored by the U.S. Department of Energy (DOE) to promote innovative sun-powered dwellings