Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

 
 
Session Overview
Session
Track 4 Session 4
Time:
Wednesday, 05/Aug/2020:
2:40pm - 3:30pm


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Presentations

Sensory Sense-Making – Exploring a Practice-Based Research Approach to Support Organisational Knowledge Creation and Strategic Decision-Making

Oliver Szasz

Macromedia University, Germany

Knowledge creation within an organisation is being considered of exceptional importance as a strategic resource in managerial decision-making and has become the most critical intangible asset for companies. In environments, which are for the most part predictable, knowledge creation still can be contemplated as a mere rational approach, based on traditional analytical methods. However, in today’s highly unpredictable and uncertain business environments achieving a competitive advantage requires different approaches. Design with its own culture of inquiry and action, offers specific approaches and methods, which can be successfully transferred from the design domain to the business arena. Employing design with its distinct phenomenological methods of inquiry, non-routine processes and visualisation tools for managerial purposes, provides managers with a multitude of learning instruments to examine and rethink existing organisational models and processes. This research paper consist of reviewing existing research in a variety of relevant disciplines, such as Cognitive Science, Philosophy, Organisational Research, Knowledge Management and Design Science in order to evaluate the hypothesis, that the introduction of socially constructed, multi-sensory artefacts, as embodied representations of tacit knowledge, in the context of organisational sensemaking and decision making will enhance existing managerial methodologies.



Design-Led Innovation: A Framework for the Design of Enterprise Innovation Systems

Andrew James Walls

OCAD University, Canada

Innovation is not business as usual. Yet, many enterprises struggle to build the systems necessary to consistently deliver new and improved sources of value to customers and stakeholders. Through a thematic analysis, expert interviews, systems mapping, and a case study of the Ontario Municipal Employees Retirement System (OMERS), this paper presents a framework for the design of innovation systems, called the innovation systems design cycle (ISDC).

To apply the ISDC, designers iteratively plan, build, check, and refine innovation systems. The ISDC framework is supplemented with new models detailing how to map an innovation system, steps to take in implementing an innovation system, modes to gauge the development of an innovation system, and configurations to support rapid, adaptable design. Together they support designers of all experience levels in applying the ISDC to design more resource-efficient innovation systems, with a greater capacity to shape an innovation ecosystem.

The ISDC can be used to build or enhance an innovation system, benchmark performance, frame best practices, quantify value creation potential, demystify innovation systems design, and democratize innovation across not-for-profits and other entities.



Redesigning Design: Can failure be a key to our success?

Rebecca Kelly

Syracuse University: VPA, School of Design, USA

Communications designers’ roles have undergone an evolution in response to technology. How is higher education adapting to ensure a student’s ability to effectively work in the field? The profession and education must work together to enable both to thrive through innovation and creative problem solving regardless of technological trends. A set of attributes was previously identified as invaluable to the future designer; of which, the ability to overcome a fear of failure was deemed crucial.

For one design class, the United Nations offered students the opportunity to collaborate on a large-scale, highly visible project with the potential for significant consequences were they to fail. This pressure can lead to creative paralysis among students who might prefer to offer safe—and mundane—solutions. In order to transcend this fear, students needed to experience failure on a small scale, gain the confidence to overcome it and develop unexpected concepts. But how do students react when they face the reality of a failure? Is it constructive or detrimental? Calculated efforts to fail in a collaborative project with real-world implications can be an effective way to drive innovation if students can use the knowledge gained from their failure to inform their subsequent efforts.



The Impact of Innovative Design Decisions on Future Outcomes

Doris Wells-Papanek

Design Learning Network, USA

To succeed at measuring the impact of post-pandemic co.constructed innovative decisions on future outcomes can be complicated. More to the point, making informed design changes midstream while working remotely under time-critical conditions can result in chaos and problematic consequences.

Challenged by current wide-scale global disruptions, realizing innovative outcomes requires leadership to nurture a shared vision that is of high interest across divergent mindsets. Given the diverse sets of stakeholder perspectives and belief systems on any given team, working relationships depend on establishing a sense of trust and respect. It is essential to provide an inclusive space where all feel safe to voice their knowledge, skills, and feelings. Team members must be able to collaborate in a shared fashion – "including a member of the client group, the people whom the team is designing for" (Papanek, 1992). A sense of empathy for the users, as well as teammates, is crucial.

Within the co.construction conceptual model, each stakeholder serves as a decision-maker as well as a learner. Action research, design thinking, and the learning science methodologies offer the following four critical anchors to this sustainable team-based process:

* Construct in-depth knowledge via strategic and reflective thinking

* Expand the capacity to learn and build on challenging new concepts

* Use collaborative mindsets to tackle the unknowns of the future

* Take an ongoing sense of ownership of how, when, what, and why learning takes place

Even with a well-developed plan and successful remote kick-off launch, it is often not enough to ensure that the development process will stay on track. Without a clear, flexible, and responsive system in place to monitor ongoing progress and support timely adjustments—implementation can fall short. What appears to be promising innovative design can indeed result in short-lived outcomes that are less than productive. Resulting impediments may include false starts, communication disconnects, haphazard implementation, a sense of distrust, or lack of investment in future innovative efforts.

The intentional act of co.constructing a sustainable future, while embracing failure head-on without blame throughout the development process, can be a gamechanger. Co.constructed proactive learning strategies and decision-making tools equip all stakeholders with real-time and viable opportunities to transform unintended consequences into overwhelming successes.



 
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