Literature review
Design thinking, DT is defined as a process, which designers use in order to create viable solutions to complex problems which fit to clients. The DT is known to be solution focused and not problem focused. Therefore it can be viewed that DT is enhanced to come up with proper solutions to solve the available problems (Lockwood, 2010). This makes the DT to be viewed in different aspects such as DT as a process, mindset and a problem solving tool for the designers. Therefore DT has been defined as a discipline which uses the sensibility of the designers and available methods of the designers to match the needs of the people which what is considered to be technologically feasible and viably access in business world in order to convert the business strategies into customer values and market opportunities. Creativity is the main idea which rotates on the DT process (Zupan, 2013). In addition, DT is viewed as an approach used to resolve issues available outside the professional design practice such as the business and social contexts.
Design thinking as a process
DT is viewed in different perspectives. One of the key perspectives which DT is viewed is as a process. As a process, DT is seen to be able to tap to inherent human capacities that are overlooked during the problem-solving problem process. According to Brown, (2008), DT as a process tends to me more human than focusing on creating products and services which are human centered. Moreover, the process is viewed to be a system of overlapping spaces and not only a sequence of orderly steps of inspiration, idealization and implementation (Brown, 2008). As a process, DT starts with the inspiration which leads to the process of looking for the solution in human way. Idealization is defined as the development process where more definition of the idea is done. Lastly, the implementation stage is where the solution comes into contact with the outer world. When DT is viewed as a process, project may loop backwards on the steps to explore new directions (Mootee, 2013). Time is a key factor when DT is viewed as a process, since it takes time to achieve the results. Under the process, problems are framed, correct questions are asked, ideas are created and best answers are chosen.
Additionally, some researcher view DT as a mindset. As a mindset, DT is viewed as a method for practical, creative resolutions of available problems in an area. Under the mindset, the process involves emotional context of the situations (Cross, 2011). Customer’s emotions regarding the problem are key when DT is viewed from this perspective. In this view, the process identifies and investigates the known and ambiguous aspects of the situations in order to create viable solution through the available parameters and leading to satisfactory solutions and goals. According to Kees and Nigel (2001), DT is an iterative process which is able to create intermediate solutions, which are crucial starting points for alternative solution paths. Therefore this allows for redefinition of the problem and therefore making the process of co-evolution of problems and solutions. In addition, as a mindset, researchers view that different groups have different ways of implementing the DT process to generate solutions in their fields (Razzouk & Shute, 2012). Moreover, as a mindset, DT employs the divergent thinking to generate solutions and explore available instances. It then moves to use the convergent thinking to narrow the instances to the final solutions. Therefore as a mindset, DT allows the generation of different possible and impossible solutions through divergent thinking and then uses convergent solutions to generate best solution.
DT as a mindset
Lastly, there are those who view the DT process as a problem solving tool. In this view, DT includes building up of ideas with few or no limits during the brainstorming phase. As a problem solving tool, the chances of failure has to be minimal and the brainstorming process helps to encourage different people’s participation therefore bringing onboard different ideas. Through this view “thinking outside the box” is a crucial part of the brainstorming phase to enhance discovery of potential fault of the available assumptions (Leinonen & Durall, 2014). In order to generate viable solutions, as a problem solving tool, DT follows define, research, ideate, prototype, choose, implement, and learn stages. Under these steps, the problem is defined, questions asked, ideas generated and correct solutions chosen. Nevertheless, these stages can be repeated and not linear as stated. As a problem solving, the DT focuses on enhancing the aesthetic factors of the design process. This helps to meet customers’ expectations on the available products defects (Bowler, 2014). Innovation has turned to be key part of the problem solving and closely related with the aesthetic factors of design. As a problem solving mechanism, DT follows the “Plan-Do-Study-Act” cycle. As in design process, the DT process enhances common factors such as creativity, ambidextrous thinking, teamwork, empathy, curiosity and optimism (Plattner, Meinel and Leifer, 2011). All these traits are available in the problem solving procedure and therefore making the DT process key as part of the process. As from the definition, the DT process is associated with creation of products and services which provide the solutions to the available problems. Innovation plays a critical role in DT process just in the problem solving process.
From personal perspective, DT is a process which can be used as a problem solving tool. This is because the main aim of the DT process is to come up with viable solutions of the available problems in the industry. These are key ideas which Plattner, Meinel and Leifer, (2011) do share in the idea of Plan-Do-Study-Act Plan. The problem solving problem is approached from different perspectives and not usually systematic. The idea that DT follows the process where the implementation may involve repetition of processes to generate good ideas makes DT a key problem solving tool. I largely concur with the ideas presented by Leinonen & Durall, (2014), on the use of brainstorming factors to enhance problem solving mechanism.
In addition, DT process involves different perspectives such as practicable and creative resolution. The DT process involves the consideration of different customer emotions when resolving the problems. This means that the process has to consider the views of the customers and their emotions when generating the solutions (Kees and Nigel, 2001 and Cross, 2011). I largely agree that DT process involves the mindset of the stakeholders in order to come up with the solutions. Using divergent and convergent thinking is highly employed even in real sense during the DT process. The process helps to come up with different views in the stakeholder’s mindsets and therefore a key mindset process. This gives the process different views of solutions.
In addition, DT is a process with different steps. Although DT may not be systematically aligned, it is a process which involves different steps to come up with the solutions. According to Brown, (2008), the three key steps which are involved in this process include of inspiration, idealization and implementation. I do agree with Brown (2008), on the importance of these steps in enhancing the DT process and resolving problems. The DT steps ensure the formulation of the problems, asking of relevant questions and provision of relevant solutions. All these steps helps to make the process as a process in coming up with the solutions.
Conclusion
DT is a key process in resolving disputes and problems. Although different researchers have different views o DT, they all agree that it helps to come up with relevant solutions. Whether viewed as a process, mindset or problem-resolving tool, all the views are relevant and understandable in their applications.
References
Bowler, L. (2014). Creativity Through “Maker” Experiences and Design Thinking in the Education of Librarians. Knowledge Quest, 42(5), 58–61.
Brown, T. (January 01, 2008). Design thinking. Harvard Business Review, 86, 6, 84-92.
Cross, N. (2011). Design Thinking: Understanding How Designers Think and Work. Oxford UK and New York: Berg.
Kees, D. and Nigel, C., (2001). “Creativity in the design process: Co-evolution of problem-solution”. Design Studies. 22 (5): 425–437.
Leinonen, T. & Durall, E. (2014). Design Thinking and Collaborative Learning. Pensamiento de Diseño Y Aprendizaje Colaborativo., 21(42), 107–115.
Lockwood, T. (2010). Design Thinking: Integrating Innovation, Customer Experience and Brand Value. New York, NY: Allworth,
Mootee, I. (2013). Design Thinking for Strategic Innovation. Wiley.
Plattner, H.; Meinel, C. and Leifer, L. J., eds. (2011). Design thinking: understand, improve, apply. Understanding innovation. Berlin; Heidelberg: Springer-Verlag.
Razzouk, R., & Shute, V. (2012). What Is Design Thinking and Why Is It Important? Review of Educational Research,82(3), 330–348.
Zupan, B. (January 01, 2013). Design thinking as an action-based teaching methodology. Teaching and Learning Conference, [orlando, Florida, August 11, 2013]
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