L'insegnamento prevede 2.0 CFU erogati con Didattica Innovativa come segue:
Cotutela con mondo esterno
Corso di Studi
Codice Piano di Studio preventivamente approvato
Ing Ind - Inf (Mag.)(ord. 270) - BV (479) MANAGEMENT ENGINEERING - INGEGNERIA GESTIONALE
052811 - DESIGN MANAGEMENT LAB
098510 - DESIGN MANAGEMENT LAB
SELECT UP TO MAXIMUM 3 GOALS AMONG THE FOLLOWING 5, DELETING THOSE NOT PRIOR FOR THIS SPECIFIC COURSE
The course fits into the overall program curriculum pursuing some of the defined general learning goals. In particular, the course contributes to the development of the following capabilities:
Understand context, functions, processes in a business and industrial environment and the impact of those factors on business performance
Design solutions applying a scientific and engineering approach (Analysis, Learning, Reasoning, and Modeling capability deriving from a solid and rigorous multidisciplinary background) to face problems and opportunities in a business and industrial environment
Develop new ideas and solutions in business and industrial scenarios evolving over time
Risultati di apprendimento attesi
Understand the "soft side" of competition and organizations competitive advantages
Understand the “semiotic soul” of products and brands
Open the perspective and apply criticism to increase the range of innovation opportunities through design
Employ creativity to shape innovation trajectories and identify innovative scenarios
Understand how to (when and why) apply user analysis qualitative tools
Use storytelling and visualization techniques to champion the innovation within and without (with stakeholders) the organization boundaries
Nowadays, design and design management nurture the organization strategic capabilities to create innovation and the differentiation assets to create value. In the last 20 years, as matter of fact, design has been considered a strategic weapon able to create innovation leaderships, unique positioning, competitive advantages of worldwide leading global companies.
In this course, design is indeed approached: i) with a strategic worth (not just technical), where it informs the organization strategic path and the value creation dynamics; ii) related to a product-service system (and not only tangible offering), where the integration between tangible and intangible offering contribute to create value and differentiation; iii) as a set of cognitive and visualization tools useful to conceive and visualize business model innovations. The course is a project-based journey, aimed at developing capabilities and skills to be handle design-driven innovation, to manage design-related tradeoffs, to mould scenarios of innovation and configure new product-service systems and business models. The goal is obtained by a set of ex-cathedra lectures, a project-based learning path, info-graphics and knowledge visualization techniques ad-hoc seminars.
More specifically, the course aims at enabling student to:
• Understand the “soft side” of competition and organizations competitive advantages; • Understand the semiotic soul of products and brands • Open the perspective and apply criticism to increase the range of innovation opportunities through design; • Employ creativity to shape innovation trajectories and identify innovative scenarios; • Understand how to (when and why) apply user analysis qualitative tools • Use storytelling and visualization techniques to champion the innovation within and without (with stakeholders) the organization boundaries
The course has been designed around three main blocks:
- Design-driven competition: in this module you will learn how to interpret and steer competitive dynamics through product and service meaning lens. The module focuses especially on the following topics:
o The framework of design-driven innovation o Competing and leading innovation through design o The innovation of product-service meaning o The role of designer in innovation process o Managing design and designers in different competitive environment
- User analysis: in this module you will learn how to use qualitative tools to investigate user. The topics characterising the module are the following ones:
o The user observation: the context of observation; the tools of observation; rapid ethnography and shadowing. o The interview; the in-situ interview; photographic and recording shooting o The generative techniques of user activation: participatory design and co-design. o The representation and visualization of user derived knowledge.
- Creativity and criticism based tools: in this module you will learn how to frame (and re-frame) a design problem and generate findings and learning to proceed along the innovation process. The module will both go through the different phases, activities and methodologies needed to transform an idea into a product-service solution to be launched in the market, and describe the organizational settings and challenges a leader has to face in managing it. The specific topics covered by the modules are the following ones:
o Problem setting, Problem finding, Problem Framing, Problem Re-Framing o Divergent and convergent thinking o The product as a “narrative” o The approach of Product-Service System (PSS) to innovation o The concept of design research, the abduction and the serendipity o The design research outside the project field: the blue-sky research o Opportunity and Orienteering Map
The underlying assumption of the course is that design capabilities are transferred through project-based activities. A project – in design culture – represents the dynamic learning environment where students: i) try to apply tools and methodologies; ii) develop criticism; iii) test the effectiveness of concepts, constructs and methodologies; iii) interact among them and with teachers/assistants to check the applications and to configure next steps; iv) see errors and “failures” as a way to fine-tune the project and iterate learning.
Project related learning is indeed based on an inductive learning path. Complementary to this inductive approach, some ex-cathedra lectures will be employed to transfer: i) basic concepts about the three main conceptual blocks (design-driven competition; user analysis; creativity and design related tools) ii) basic concepts and application exercises (mainly provided from assistants) centred on infographics and visualization.
Because much of the learning and work towards the achievement of course objectives will occur in the class, students must: • Attend class regularly and contributing to class discussions; • Be fully prepared for class (by accomplishing the pre-assigned tasks); • Actively participate in team projects and activities outside of class, and contribute to team learning; • Prepare the moments of planned reviews/critics (fundamental) with Professors/Assistants.
Each member of the class will be assigned by the faculty to a self-managed learning team. During the first three classes the professors will bring the list of students that are already registered to the course; students willing to actually take the course and participate to class will be asked to sign the document. On the basis of the final list, the professors will form the teams and publish the teams. Once teams have been composed: • A team leader (and her email), that will be responsible for all communications with professors and assistants; • A name and symbol/icon/image representing the team have to be chosen.
Past experience has shown that teams are effective if they:
• Schedule times and places for group meetings early in the course, and observe those meeting times: in order to underline the importance of team-works, • Provide time for socializing with team members: teams exclusively focusing on tasks without building interpersonal relationships tend to experience problems later on; • Meet in a place that is appropriate to the purpose of the meeting: a cafeteria may be a good place to build social relationships, yet many groups will find that it is not the best place for working sessions requiring reflections and/or discussions; • Ask for tutor’s consultation: especially to solve a group issue that seems insuperable through mutual adaptation/coordination;
Be aware that each team member will have to evaluate the contribution provided by the rest of the team to its final outputs. During the evaluation of the projects, the faculty will take into account if a team has had to accomplish its projects without the participation of someone of its assigned members. Thus, if a team experiences lack of contribution by any of the team members, the issue must be discussed with the main Professor of the section to which the team belongs.
Product-Service System Project
Requirement and Outputs
Design discipline is full of tools to analyse actual situation and to propose new course of action and solutions. Nevertheless, the application of design and “design thinking” tools does not guarantee the effective accomplishment of a project and the quality of the final proposed solution. The course will provide an inductive method in the use and application of design tools trying:
- to make emerge the “best” tools from the design problem/brief; - to adapt the shape and logic of the tool to the real case; - to generate better questions (and not to provide definitive answers!) - to explore the design problem broadening the opportunities to generate lateral and radical scenarios.
During the course design tools will be organized according to three main phases:
- analysis and comprehension of weak and strong signals: where the use of the tools is oriented to increase the understanding of the actual competitive context, the design and innovation strategies of the main players, the competitive assets and “meanings” spread on the marketplace, the user behavioural and socio-cultural trends; - visioning and proposition of new scenarios/solutions: where the use of the tools is directed to generate new scenarios and concepts based on the opportunities/signals captured in the analytical phase; - storytelling and communication: where the use of the tools is addressed to create a whole narrative of the new scenarios/solutions directed to champion the idea to the bank management.
• Professor: Cabirio Cautela – email@example.com • Professor: Joseph Press — firstname.lastname@example.org • Professor: Francesco Zurlo – email@example.com
The course will be run Friday: 9:15 – 18:15 Room (TBD).
Modalità di valutazione
Deliverables and Deadlines
The course has a few (3-4) main moments of presentation of the project “state of art” (the last is considered as final exam).
Reviews are mandatory and the whole team will have to participate to them. In the reviews, each team will have a scheduled time to meet face to face with the main professor or the tutors of the section. During the face-to-face meeting, the team will have to report on the status of the project. The meetings are also a moment in which teams can ask questions to professor and tutor about doubts, problems and clarifications regarding the project.
In addition, several group work sessions are planned during the semester (see the calendar). Teams can use the four hours of the group-work sessions to work on projects—either in class or outside it. A tutor will be present in class for the whole duration of the session, to support teams in case of doubts, questions or problems. Both reviews and group-work sessions are extremely important for the accomplishment of projects requirements. It is up to each team to exploit these resources in the best way, and learning how to do it is a part of the educational process.
The evaluation process will be mainly based on the development of a project, conducted by a team. There will be a “team evaluation” for the project and its deliverables, and an individual evaluation based on a short oral exam at the end of the course and class participation. Concerning the team-based project evaluation, each delivery will have a single assessment. The final project delivery (in form of report) will be evaluated on the following criteria:
• The quality and clarity of the analysis, of the solution’s concept, the project plan; • The qualitative data and evidence provided to support those analysis and insights; • The use of appropriate tools and criticism to conceive new solutions; • The logical structure of the report, and its effectiveness in terms of communication (language, visuals, infographics, etc.).
The video and the final presentation will be evaluated on the following criteria:
• Content: same criteria as above for the report (with, of course, the additional capability to select key messages that can be communicated in a 5 minutes presentation); • Communication: logical structure and communication effectiveness of the video; • Discussion: effectiveness in addressing the questions raised by the audience.
A final oral part is planned to discuss with the single team members about the project and some concepts/tools learnt during the course. Bonus points could be given for significant class participations or contributions to team effectiveness, being the reviews a crucial moment.
Slides, tools, business cases and videoshttps://beep.metid.polimi.it/Donald A. Schön, Generative metaphor: A perspective on problem-setting in social policyDonald A. Schön, Designing: Rules, Types and WorldsMICHAEL J REDDY, The Conduit Metaphor-. A Case of Frame Conflict in. Our Language about Language. Roberto Verganti, Overcrowded: Designing Meaningful Products in a World Awash With Ideas , Editore: MIT Press, Anno edizione: 2017, ISBN: 978-0262035361
Best, K., Design Management. Managing design strategy, process and implementation., Editore: Fairchild Books, Anno edizione: 2015
Larry Keeley, Helen Walters, Ryan Pikkel, Brian Quinn, Ten Types ofInnovation: The Discipline ofBuilding Breakthroughs, Editore: Wiley, Anno edizione: 2013
Roberto Verganti, Design Driven Innovation, Editore: Harvard Business Press, Anno edizione: 2009, ISBN: 978-1422124826
Kees, D., The core of 'design thinking' and its application, Anno edizione: 2011 https://www.sciencedirect.com/science/article/pii/S0142694X11000603Harvey Molotch, Where Stuff Comes From. How Toasters, Toilets, Cars, Computers and Many Other Things Come to Be as They Are, Editore: Routledge, Anno edizione: 2003, ISBN: 978-0415950428
F. Zurlo, C. Cautela, Design strategies in different narrative frames, Editore: MIT press, Anno edizione: 2014 https://www.mitpressjournals.org/doi/abs/10.1162/DESI_a_00246?journalCode=desi Note:
D.A. Norman, Emotional design. Why we love (or hate) everyday things, Editore: Basic Books, Anno edizione: 2004, ISBN: 978-0465051366
R. Buchanan, Management and Design: Interaction Pathways in Organizational Life, Editore: Stanford University Press, Anno edizione: 2004, ISBN: 978-0804746748 Note:
In "Managing as Designing", edited by Richard Boland and Fred Collope
John Heskett, Industrial Design, Editore: Oxford University Press, Anno edizione: 1980, ISBN: 978-0195202182
David Hands, Vision and Values in Design Management, Editore: AVA Publishing, Anno edizione: 2009, ISBN: 978-2940373796
Kelly T., Littman J., The Ten Faces of Innovation: IDEO's Strategies for Defeating the Devil's Advocate and Driving Creativity Throughout Your Organization, Editore: Currency/Doubleday, Anno edizione: 2005, ISBN: 978-0385512077
Martin R., The Design of Business. Why Design Thinking is the Next Competitive Advantage, Editore: Harvard Business School Press, Anno edizione: 2009, ISBN: 978-1422177808
Tipo Forma Didattica
Ore di attività svolte in aula
Ore di studio autonome
Laboratorio Di Progetto
Informazioni in lingua inglese a supporto dell'internazionalizzazione
Insegnamento erogato in lingua
Disponibilità di materiale didattico/slides in lingua inglese
Disponibilità di libri di testo/bibliografia in lingua inglese
Possibilità di sostenere l'esame in lingua inglese
Disponibilità di supporto didattico in lingua inglese