There are a lot of discussions about design thinking today. And everyone wants to be better at design. Every company wants to be more designerly. This is all good. But where do you start if you want to change people or companies to be more designerly?
In our book "The Design Way" we introduce what we label as "design learning domains". We show it in a simple schema (see Fig 14.12 below). We explain the idea like this
"Design learning can be addressed in four domains: (1) design character, (2) design thinking, (3) design knowing, and (4) design action or praxis (see figure 14.12). These domains can be expressed as sets. The outcome of design learning or inquiry can be seen as a process of managing competency sets that are interrelated among the quadrants formed by the crossing axis of familiar dichotomies such as concrete reality and abstract thinking, and the individual contrasted to social collectives. These sets—mindsets, knowledge sets, skill sets, and tool sets—must be established and filled, in the process of becoming a designer (see figure 14.13)."
What we see today is a lot of different approaches aimed at improving or enhancing design thinking to create more designerly organizations. Most of these approaches do not address all four sets. The argument we make is that to establish a deep understanding of design that can lead to competent design practice, all four quadrants have to be addressed and "filled".
So, the next question then becomes where do you start the process of building design expertise, all quadrants filled? Do you start by teaching people certain tools, or certain skills, or certain knowledge or do you first engage with their mindset? Among contemporary and serious design educations we can easily find all kinds of approaches, some focused first on skills, others on knowledge or on mindset. Most of them over time addressing all quadrants.
Companies that are trying to transform themselves into being more designerly are unfortunately not as ambitious. Commonly they focus on either the mindset or the skill set. This means that they might invite speakers to preach the benefits of a designerly approach with the purpose to change the mindset of the people or they engage in concrete workshops where some simple tools and skills are practiced. Neither of these will lead to any lasting or serious changes in everyday practice.
To be clear, there is no 'right' way of approaching the design competency sets. Each attempt, each organization, is unique and has to be addressed as such. Each attempt to enhance design has to be adapted and designed to fit the specific situation. And nothing will be achieved if not all quadrants are engaged with.
In our book "The Design Way" we introduce what we label as "design learning domains". We show it in a simple schema (see Fig 14.12 below). We explain the idea like this
"Design learning can be addressed in four domains: (1) design character, (2) design thinking, (3) design knowing, and (4) design action or praxis (see figure 14.12). These domains can be expressed as sets. The outcome of design learning or inquiry can be seen as a process of managing competency sets that are interrelated among the quadrants formed by the crossing axis of familiar dichotomies such as concrete reality and abstract thinking, and the individual contrasted to social collectives. These sets—mindsets, knowledge sets, skill sets, and tool sets—must be established and filled, in the process of becoming a designer (see figure 14.13)."
What we see today is a lot of different approaches aimed at improving or enhancing design thinking to create more designerly organizations. Most of these approaches do not address all four sets. The argument we make is that to establish a deep understanding of design that can lead to competent design practice, all four quadrants have to be addressed and "filled".
So, the next question then becomes where do you start the process of building design expertise, all quadrants filled? Do you start by teaching people certain tools, or certain skills, or certain knowledge or do you first engage with their mindset? Among contemporary and serious design educations we can easily find all kinds of approaches, some focused first on skills, others on knowledge or on mindset. Most of them over time addressing all quadrants.
Companies that are trying to transform themselves into being more designerly are unfortunately not as ambitious. Commonly they focus on either the mindset or the skill set. This means that they might invite speakers to preach the benefits of a designerly approach with the purpose to change the mindset of the people or they engage in concrete workshops where some simple tools and skills are practiced. Neither of these will lead to any lasting or serious changes in everyday practice.
To be clear, there is no 'right' way of approaching the design competency sets. Each attempt, each organization, is unique and has to be addressed as such. Each attempt to enhance design has to be adapted and designed to fit the specific situation. And nothing will be achieved if not all quadrants are engaged with.
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