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Designing for Customer Value
Published in James William Martin, Operational Excellence, 2021
Organizations need to get new products and service design right the first time. How can an organization do this? It is important to ask the right questions at the start of the design process. The best place to start is with the external customer by gathering the VOC. Second, assembling a cross-functional team and creating an aligned project plan coinciding with release to production is critical for success. Facilitation also helps ensure design teams do not become side-tracked or focus on the wrong requirements and solutions. Through facilitation and brainstorming, alternative design solutions will be more likely to close the performance gaps.
Making it better together: a framework for improving creative engagement tools
Published in CoDesign, 2022
Rosendy Galabo, Leon Cruickshank
(b) Enabling activities involves implementing the plan within a collaborative space, where a facilitator uses methods, techniques, and tools to facilitate a creative exchange between participants. The facilitator’s role is to make sure everyone can contribute to an activity, making the most out of the expertise and creativity of participants. Tassoul defines the job of facilitation as ‘setting the right conditions for a group of people to do a good session, highly inspired and a high quality of interactions and concept generation’ (Tassoul 2009, 33). In this practice known as creative facilitation, a facilitator formulates mechanisms that have specific functions (e.g. energising participants, generating ideas) and uses approaches developed in and on practice (Forester 1999) to draw participants into design processes.
Factors associated with using research evidence in national sport organisations
Published in Journal of Sports Sciences, 2018
Nicholas L. Holt, Kurtis Pankow, Martin Camiré, Jean Côté, Jessica Fraser-Thomas, Dany J. MacDonald, Leisha Strachan, Katherine A. Tamminen
We initially adopted an exploratory approach because of the scant literature on research implementation in sport and later, during the analytic phase, used a framework from the health care literature to guide the analysis. Specifically, we used the Promoting Action on Research Implementation in Health Services (PARIHS) framework (Kitson et al., 2008; Rycroft-Malone, 2004; Rycroft-Malone et al., 2002). In the PARIHS framework successful research implementation is viewed as a function of relationships between evidence, context, and facilitation within organisations (Rycroft-Malone, 2004). Evidence is defined as knowledge derived from a variety of sources that has been subjected to testing and is found credible by users. Evidence can come from research, clinical experience, or patient experience. Context refers to the environment or setting in which people receive services (or programmes) and can mediate the implementation of evidence into practice. Context can further be distinguished in terms of organisational culture, leadership, and approach to evaluation. Facilitation is an enabling “technique” by which people can make things easier for others to achieve the implementation of evidence into practice through their attitudes, habits, skills, and ways of thinking and working. Facilitation can come from sources that are internal or external to an organisation (Rycroft-Malone et al., 2002). For research implementation to be successful, there needs to be clarity about the nature of the evidence being used, the quality of the context, and the type of facilitation needed to ensure a successful change process (Rycroft-Malone, 2004).
A systematic literature review on co-design education and preparing future designers for their role in co-design
Published in CoDesign, 2023
Melis Örnekoğlu-Selçuk, M. Emmanouil, D. Hasirci, M. Grizioti, L. Van Langenhove
Co-design facilitation is ‘setting up proper conditions for co-designing and ensuring productive co-design processes’ (Ylirisku, Buur, and Revsbæk 2016, 1727). One of the core principles of co-design is to give voice to people by providing them with suitable tools for expressing their creativity (Sanders and Stappers 2008). For instance, designers as facilitators can provide people with lived experience (non-designers) with the ‘Representational Ecosystem’ (e.g. analogue and/or digital 2D, 3D or 4D sketches, diagrams etc. accompanied by physical mock-ups) to externalise, discuss and evaluate design ideas (Dorta, Kinayoglu, and Boudhraâ 2016, 164). Similarly, they can benefit from generative tools and techniques (e.g. 3D models, Lego blocks, 2D collages), which are creative elements used for idea generation, to facilitate people’s participation by helping them better express their needs, experiences, ideas, and dreams, even if they might not be aware of them (Sanders and Stappers 2008). Predan (2021) explains that designers should also let all participants participate equally in co-designing, define a clear goal, give them a structure but also freedom for creativity, manage time well, and make co-design enjoyable for all. Another essential role of designers in co-design is ‘enter(ing) into a dialogue with relevant people from within, to better understand the topic and to explore their practices and interactions’ (Salmi and Mattelmäki 2019, 105). With this respect, the elements of ‘Design Conversation’ explained by Dorta et al. (2011, 67) and designers’ ability to communicate not only verbally but also through gestures and representations become important in co-design for more efficient collaborative ideation with non-designers (Dorta et al. 2019; Safin and Dorta 2020).