Service Design Thinking: Thanks to the University of Auckland Business School for the shout out


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Updated: In collaboration with the University of Auckland Business School, get 10% off the course fees for Service Design Thinking at checkout by using this code before the end of 2018: GRAEME10

I blogged recently about the Service Design Thinking course I did through the University of Auckland’s Business School and Executive Education programme.

It was a great two-day programme and I learned a lot. They’ve featured my blog on their LinkedIn Showcase page. Thanks, team…!

For easy and quick reference, here are all the links to the seven posts I’ve written so far on Service Design Thinking.

Introduction

Some Basic Service Design Tools

Got any Service Design Thinking tips or tools? I’d love to hear about them in the comments.

What is Service Design Thinking…? Part 4


2018 Tu Maia Workshop IMAGES on Service Design.008.jpeg

Service Design Thinking Guidelines

Updated: In collaboration with the University of Auckland Business School, get 10% off the course fees for Service Design Thinking at checkout by using this code before the end of 2018: GRAEME10

This is part 4 of a follow up on the Service Design Thinking short course I did through the University of Auckland‘s executive education programme.

Above are some service design thinking guidelines drawn from the book I mentioned in the previous post.

I’ve put my own spin on this, but there are a couple of things that the graphic above does not show:

  • One is that the creation and concept design phase includes making mistakes. Sometimes you need the freedom to make these mistakes in order to do the learning you need in order to refine your prototype.
  • The other thing is that the process is not really linear. I’ve dropped in the icon with the circular arrows to suggest this. But I think the reality is quite messy as you flip back and forth across different phases in the design process. More like the squiggle image below.

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What is Service Design Thinking…? Part 3


What is SD doing

What’s a good book or reference on Service Design?

Updated: In collaboration with the University of Auckland Business School, get 10% off the course fees for Service Design Thinking at checkout by using this code before the end of 2018: GRAEME10

This is part 3 of a follow up on the Service Design Thinking short course I did through the University of Auckland‘s executive education programme recently.

As I’ve read a bit more about Service Design and bought a bunch of books, there are a couple that really stand out. This is one of above. You can order through the website but also they have a massive PDF file of practical stuff that they are giving away for free. You have to submit your email to get this.

Here are my notes from the first part of this book looking at some basic principles for service design thinking. And here’s a question to consider, if you’re reading:

  • How do these principles and values align with your own personal, organisational or other kaupapa?

Service Design should be…

  1. Human-centred.
    • Consider the experience of all the people affected by the service. This requires empathy, listening, and relationship.
    • And we need to agree on a common language… it’s the language of the service user.
  2. Collaborative.
    • Stakeholders of various backgrounds and functions should be actively engaged in the service design process.
    • Who are the customer groups, service providers, stakeholders?
    • Who are the customers in education? How do we even define “customer”?
    • A customer is someone who pays. But in service design, a customer is someone who is transformed by the service.
  3. Iterative.
    • Service design is an exploratory, adaptive, and experimental approach, iterating toward implementation.
  4. Sequential.
    • A service should be visualised and orchestrated as a sequence of interrelated actions. The best way to do this is to imagine the service as a movie. It takes place over time and has a rhythm. Some parts are slow. Others are fast. Too slow = bored. Too fast = stressed.
    • Storyboarding can help with this.
    • Consider: Pre-service, service, post service.
  5. Real.
    • Needs should be researched in reality, ideas prototyped in reality, and intangible values evidenced  as physical or digital reality.
    • This includes how to make the intangible tangible. E.g Hotel backstage services.
  6. Holistic.
    • Services should sustainable and address the needs of all stakeholders through the entire service and across the business.
    • Cf Te Whare Tapawha for an example of holistic model from Te Ao Māori.
    • Services are intangible, but they take place in a physical environment, using physical artefacts and [usually] generate some form of physical outcome.
    • Also consider alternative customer journeys, touchpoints, approaches.

Any thoughts…?

What is service design thinking…? Part 2


Why do we need service design thinking?

Updated: In collaboration with the University of Auckland Business School, get 10% off the course fees for Service Design Thinking at checkout by using this code before the end of 2018: GRAEME10

This is part 2 of a follow up on the Service Design Thinking short course I did through the University of Auckland‘s executive education programme.

In Part 1 I talked about what service design is and how a service is different to a product. Here I want to outline some of the reasons why we might need service design thinking.

What’s a good definition for service design?

First, though, I want to look at a definition. There are academic definitions, but here’s a non-academic definition that I prefer.

When you have two coffee shops right next to each other, and each sells the exact same coffee at the exact same price, service design is what makes you walk into one and not the other. (31 Volts Service Design, 2008).

Now substitute swap out coffee shops for education providers. And allow for the fact that “right next to each other” in an internet economy includes online and blended education opportunities.

You get the idea… But see the short video above if you need some further elaboration.

How can service design thinking help me?

Drawing from my workshop notes again, here are some of the reasons why I need to embrace service design methods, tools and techniques. I’m not saying everyone needs to, but here are some of the reasons that stand out for me personally.

Service design thinking tools and methods could help me by:

  1. Giving me the tools I need to increase productivity. This includes my own and others that I work with. Actually, we need to increase our national productivity if we want to compete internationally.
  2. Giving me a competitive edge in a world characterised by increasing change. This applies personally as well as in terms of my organisation.
  3. Allowing me to embrace the increasing rate of change in the worlds of education and business and actually gain some leverage off this in my own work. If you’re about the status quo and business as usual then service design thinking is not for you.
  4. Helping me deal with the negative aspects of an educational culture characterised by “she’ll be right” and “if it ain’t broke, don’t fix it”.
  5. Helping me learn how to recover effectively and quickly from adverse circumstances. This is a tricky one. No one wants to fail. But it has to be a given that in a world characterised by increasing change that we’ll all fail more frequently.

 

 

 

What is Service Design Thinking…? Part 1


Service Design Thinking

Updated: In collaboration with the University of Auckland Business School, get 10% off the course fees for Service Design Thinking at checkout by using this code before the end of 2018: GRAEME10

A little while back I did a short course through the University of Auckland‘s executive education programme run through their business school.

It was called Service Design Thinking.

For me, it was interesting as it brought together a lot of things from the worlds of design, lean startup, business and entrepreneurship… but in the context of service delivery. For me this context is education.

What’s wrong with normal design thinking tools?

Nothing is actually wrong with the standard design thinking tools. I love all the tools and techniques used by designers. But I’ve struggled with some of the application in my own setting.

The workshop training helped clear some of this up for me. For example:

  • Tools and techniques from standard design thinking and user experience (UX) design are primarily for online and digital products. Designing and implementing an effective website is important as part of delivering a service in the 21st century, but a website needs to serve the needs of the customers. Or learners, in my case. And these learners are only interacting with the website (for e.g.) as part of their journey through a much larger service experience.
  • Tools and techniques from the lean startup movement grew out of a focus on companies building – primarily – products, not services. The Silicon Valley giants of technology started out as product-based companies, even though many have now evolved into service companies. An example would be Amazon. While they still have a major focus on products like books and other goods, a massive part of their business is web-related services. But this means that a lot of the wisdom out there on building a business relates to product-focused business development.

Things like education and health are not products at their core. We might purchase products along the way, but receiving an education or getting good health care is fundamentally a service. It’s not a thing.

I have nothing against the idea of product-ising services and service-ising products… I just want to make the observation that something like education is fundamentally a service. And as such, we need to treat it differently to if we were making widgets in a garage somewhere.

This might seem like a no-brainer, but these approaches are not neutral. Approaching design from a service design perspective alters the design process.

Thinking of education as a product or a service affects how we treat our learners.

A service is not a product

Here’s a question to ponder:

  • How are services different to products?

Here are some possible answers. These grew out of my workshop notes.

  • Tangibility
    • Services are intangible. You can’t hold them or see them. You can’t drop a service on your foot.
    • Products are tangible. They are physical things that you can touch and hold.
  • Standardisation
    • Services are harder to standardise. This is because services rely on human beings more often than not.
    • Products are easier to standardise. This is where production lines and quality assurance processes kick in.
  •  Consumption
    • Services are co-produced when delivered or consumed. Services are sold, produced and consumed all at the same time. A service is a kind of eco-system. In other words, it’s a whole string of elements that make up the whole. And you have to look at the whole to make sense of it.
    • Products are produced, sold and consumed at separate times. You can break the process down and examine each of the linear components.

A further question to ponder:

  • What are the results of treating education as a product as opposed to a service?

 

Teach better now – Where’s the new content for Assessment 7 of the NZCALNE (Voc)?


Kia ora and welcome to Collection 7

If you’re reading this then you are up to Assessment 7 in the new and improved NZCALNE (Voc).

That means you are up to the final assessment task in the programme…! This next part is about assessing learner progress, reviewing your teaching and working out the next steps.

As always, you can find this content on Graeme’s blog first. It will be live on Pathways Awarua shortly.

If you do stop by Graeme’s Blog, please comment. Let us know what’s useful and what’s not. Our model is a dynamic one and we’re always tinkering with programme content and assessment tasks where we can. You can help us continue to improve the experience.

There are four sections in Collection 7:

  • 7.1 Just do it: Progress assessment
  • 7.2 What does it mean?
  • 7.3 Collecting some final information
  • 7.4 Reviewing your teaching and next steps

If you find that you already know what you’re doing for a particular part of this collection, then feel free to skip ahead to the next relevant section.

Or start with the assessment template and dip into this material as you need to. Email us if you don’t already have the template and checklist.

Otherwise, work your way through as usual. Here are the links you need to different parts of this collection.

Follow the links below

Here’s the overview for the final collection.

7.1 Just do it: Progress assessment

7.2 What does it mean?

7.3 Collecting some final information

7.4 Reviewing your teaching and next steps

If you’re stuck, please get in touch with us by email here: assess@alec.ac.nz or by texting or calling Graeme on 0800-ALEC-1-2.

AFTER: What are the reflection and review questions?


You’ll find the reflection and review questions to finish off this part of the programme below. Your answers are your own evaluation of what you’ve done and how effective it was.

  • You can download the questions here in a form that you can print out and write on if you want to take notes. Otherwise, don’t forget that the template is in Assessment module 7.

THE TEACHING SESSIONS OVERALL

What went really well for you?

  • The best thing was …
  • One thing that surprised me was …

What would you do differently?

  • Something I’d do differently if I was doing this all over again, is …
  • Also, …

How do you feel you managed the delivery of embedded literacy and numeracy?

  • I think that …

What was it like collaborating with the learners on different things?

  • For the learning plans, I thought that …
  • Another thing was …

What about any collaboration with your supervisor? Any comments there?

  • One thing …

Any comments on your learners’ evaluation of the sessions?

  • They said that …

MOVING FORWARD

Are there any key changes or improvements that you will make to your teaching?

  • One change that I’m considering is…
  • I know I need to …

What kind of goals do you think you need to set for your learners from here?

  • Learner A needs to …
  • Learner B needs to …

What are the implications for you now for designing literacy and numeracy teaching and learning?

  • One implication is that …
  • Another thing is …