![“[The biggest hindrance to]
successful collaboration is the
gap between the most important
collaborative behaviors and
participants’ abilities to engage
in those behaviors.”
Group Creativity
“The best learning occurs
during unplanned and
uncounted hours outdoors
investigating, experimenting,
exploring, and playing.”
The Third Teacher
“Creative teams require
a chameleon ability to
switch roles, and inhabit
the other person’s mental
space at the same times
as keeping the perspective
of their own.”
Management and
Creativity, Bilton
There are five stages to
the collaborative process:
preparation, time off,
the spark, selection, and
elaboration.
Group Genius](https://image.slidesharecdn.com/chameleonmidtermfinal-140227150041-phpapp01/85/SCAD-Chameleon-Midterm-Presentation-15-320.jpg)
![“This building [Gulfstream]
is a broken system for
education...It is sad: it’s drab,
it’s gray, there’s no color,
there’s no light. It’s just
concrete and monotony.” Michael Felix
“...it’s a good thing that
service students have access
to students with different
backgrounds.” - Robert Bau
Students like the casual
ambiance coffee shops
provide for informal
communication during the
collaborative process.
Students strongly agree
that accessibility to
resources enhances
innovation and
collaborative processes.](https://image.slidesharecdn.com/chameleonmidtermfinal-140227150041-phpapp01/85/SCAD-Chameleon-Midterm-Presentation-21-320.jpg)
More Related Content
Similar to SCAD Chameleon: Midterm Presentation (20)
![Best Web Design Agencies in Europe [2025]](https://cdn.slidesharecdn.com/ss_thumbnails/webdesignagenciesineurope-250828070853-e4b3bd03-thumbnail.jpg?width=560&fit=bounds)
SCAD Chameleon: Midterm Presentation
- 1. S g gn service de D si A C in n o A v a tio n L B #SCADCHAMELEON service design senior studio Lincoln • Alessandra • Jo • Natasha • Artur • Maria Winter 2014
- 2. introduction What is an Innovation Lab? An Innovation Lab is an adaptive and flexible space that facilitates teams of individuals to provide innovative ideas through the process of collaboration.
- 3. introduction What is Innovation? Innovation is the act of taking advantage of opportunities; introducing something new and different.
- 4. introduction What is Collaboration? Collaboration is the act of culling together individuals to work collectively toward a shared goal.
- 5. introduction Why are organizations turning to collaboration to achieve innovation? Productivity More innovative ideas are generated through collaboration. Quality The quality of innovative ideas is increased through collaboration. Efficiency More innovations are brought to production at a faster rate through collaboration.
- 6. introduction How are organizations facilitating collaboration? • • • • • Dynamic Roles and Interactions Inspiration Environments Wall Space Adaptive Structures Work/Play Balance • • • • • Fluid Spaces Spontaneous Interactions Spaces for Both Individual and Groups Abundant Resources Open Communication
- 7. Project brief Purpose To inspire the decision makers to move forward with the development and execution of a collaborative space for SCAD students and faculty.
- 8. Project brief Vision To develop a comprehensive design proposal for a collaborative innovation lab for SCAD’s Service Design department.
- 9. Project brief Objectives • • • • • • • • To deliver a cohesive design proposal To create an adaptive, flexible, evolving space To deliver at least one final, completed concept To build a final process book To create awareness about the Service Design program To inform people about Service Design To provide a vision for the future of the Service Design program To identify the most effective and appropriate working environments within a collaborative space
- 11. stakeholders Importance & Impact of Service Design IMPACT Students Faculty Clients Sponsors INFLUENCE City of Savannah Administration Visiting Tours
- 12. research Double Diamond Process DISCOVER DEFINE Insights and Opportunities Conduct Research Desktop Research Synthesize Research Innovation Lab DEVELOP DELIVER
- 13. research IPO Model INPUT PROCESS OUTPUT OUTCOMES Customer(s) needs Trends Design constraints Design problem Roles Styles Brainstorming Insights Ideas Concepts Prototypes Blueprints (value creation) Space
- 15. “[The biggest hindrance to] successful collaboration is the gap between the most important collaborative behaviors and participants’ abilities to engage in those behaviors.” Group Creativity “The best learning occurs during unplanned and uncounted hours outdoors investigating, experimenting, exploring, and playing.” The Third Teacher “Creative teams require a chameleon ability to switch roles, and inhabit the other person’s mental space at the same times as keeping the perspective of their own.” Management and Creativity, Bilton There are five stages to the collaborative process: preparation, time off, the spark, selection, and elaboration. Group Genius
- 16. “Group performance can be enhanced if there is less cognitive interference and, instead, more cognitive stimulation.” Group Creativity Physiological needs: safety, belonging/love, selfesteem, self-actualization; meeting these needs will subconsciously make users more open towards each other and towards collaboration.” The Third Teacher Successful collaboration combines a variety of working spaces designed toward different needs. Managing Innovation, Design, and Creativity
- 17. research Research Themes INPUT PROCESS KNOWLEDGE OUTPUT GROUP PERFORMANCE ? TECHNOLOGY HINDRANCES Customer(s) needs Trends Design constraints Design problem Space OUTCOMES GROUP BEHAVIORS TOOLS & METHODS Roles Styles Brainstorming ENVIRONMENT Insights Ideas Concepts Prototypes Blueprints (value creation)
- 18. research Finding Research Gaps INPUT PROCESS OUTPUT OUTCOMES ACTIVE USE OF SPACE KNOWLEDGE GROUP PERFORMANCE ? TECHNOLOGY GROUP BEHAVIORS HINDRANCES OBSERVATIONS FUNDING Customer(s) needs Trends Design constraints Design problem Space Roles Styles Brainstorming TIME ENVIRONMENT COMMUNITY TOOLS & METHODS Insights Ideas Concepts Prototypes Blueprints CULTURE (value creation) NEEDS PHYSICAL SPACE
- 19. research People-Centered Research Attitudinal: What people say/think and why? Generative: What people feel/ dream/imagine and why? Observational: What people do/use and why?
- 20. research Attitudinal • Interviews • Surveys • Wishing Well
- 21. “This building [Gulfstream] is a broken system for education...It is sad: it’s drab, it’s gray, there’s no color, there’s no light. It’s just concrete and monotony.” Michael Felix “...it’s a good thing that service students have access to students with different backgrounds.” - Robert Bau Students like the casual ambiance coffee shops provide for informal communication during the collaborative process. Students strongly agree that accessibility to resources enhances innovation and collaborative processes.
- 22. Students believe that sharing a space with multiple groups can affect their group focus and performance during the collaborative process. “...students are not learning how to collaborate before they run into a collaborative project.” - Robert Bau “One of the challenges as a Service Designer is entering a project midway.” - Louis Baker More than half of students surveyed prefer using paper-based tools over digitally-based tools when working collaboratively.
- 23. research Observational • SCAD Campus • Savannah Coffee Shops • Design Firms • Businesses & Corporations
- 24. research Ethnographic Framework A-E-I-O-U A- Activities E- Environment I- Interactions O- Objects U- Users
- 25. A Students are often jumping from one collaborative project to another, sometimes within the same space. Students work in small groups to quickly disperse tasks. I E Interior design is highly influential on the collaborative mood. There is a lack of communication between graduate and undergraduate students. Diverse cultures can contribute to collaboration challenges. U O Students learn to adapt in the environment and use what is provided. There is not enough experience in communication among students.
- 26. E Overbuilt & fixed collaborative spaces constrain process and productivity. A Open offices allow for spontaneous activities. Collaborative spaces have the ability to refresh or depress the mood. O I Many design cultures are egalitarian. Many spaces are set up to facilitate informal and spontaneous interactions. Professional collaborative spaces are abundant with materials. U Collaboration spaces and participants must be flexible, open, and transparent.
- 27. research Generative • Paper Plates • Workshop
- 28. Students want their working environment to help them feel comfortable and be more productive while they work. Many students face-to-face networking more validating and effective than digital modes of communication. Student attitudes differ dramatically when it comes to collaboration. Some students have inherently negative feelings about collaborative work. Some students appreciate -or at least have an understanding of- the positive aspects involved in collaborative work.
- 29. Students would like exposure to informal learning opportunities and access to inspirational resources relevant to Service Design. Students expressed a need for spaces to carry out specific tasks that take place during the design process. Many students prefer “homey, comfortable, nestlike” settings when they work and feel more happy, creative, and productive in these environments. Students feel that strong mutual feedback is critical to the service design culture, and that efforts to obtain quality feedback have often proved futile.
- 31. Synthesizing research Themes 1 Challenges Inherent in Collaboration 6 Energy 2 Poor Exchange of Information 7 Creative Process 3 Imbalance of Work/Play 8 Knowledge & Methods 4 Unclear Roles & Interactions 9 Physical Resources 5 Lack of Student Involvement within the School of Design 10 World of Design
- 32. Synthesizing research Four Action Framework ADD INCREASE Critical Success Factor REMOVE DECREASE
- 33. 1 Challenges Inherent in Collaboration Identify and eradicate foreseeable challenges to the collaborative process.
- 34. 1 Challenges Inherent in Collaboration • Understanding of group roles & dynamics early on • Understanding the importance of diversity for group performance/dynamics • Frequent means of reminding threat possibilities • Understanding collaboration in curriculum ADD INCREASE • • • • • • • • • • • Clash of personalities • Prejudice • Negativity Identify and eradicate foreseeable Challenges to the collaborative process Defined goals/tasks Stakeholder connectivity Professor mentorship Be aware of position in department ecosystem Empathy Patience and tolerance Skill complementation Communication Sustainability Flexibility of space REMOVE DECREASE • Cultural barriers • Misunderstandings
- 35. insights Challenges Inherent in Collaboration • • • • • • • • • • • • • • • • Disparate personalities often create chaos. Individual personalities conflict with collaborative behavior. Timing affects communication. People’s energy affects collaboration. Personalities shape dynamics. Relationships affect collaboration. Cross-pollination with other departments is hindered by location. Time burdens innovation and creativity. Unfamiliar methods cause issues with extra time. Everyone is looking for feedback at the same time. Students are married to the symmetry of the double diamond process. It takes effort to receive feedback. Professors have their own agendas that limit their time and availability. Space dictates interactions. When space is lacking, it has negative effects on collaboration. The current space does not facilitate students’ processes in terms of inspiration, variety, and flexibility.
- 36. 2 Poor Exchange of Information Foster communication and the sharing of information amongst team members.
- 37. 2 Poor Exchange of Information • Technological platform for collaborative work • Connectivity through special app • Role definement in curriculum • Group-specific areas and resources ADD INCREASE • • • • • • • • • Space restrictions Foster communication and the sharing of information amongst team members Feedback loop Workshop participation Knowledge sharing Online participation Physical interactions Professionalism Dependability Communication of group roles & responsibilities • Accountability • • • • • • REMOVE DECREASE Mix of online and physical interaction Resentment and angst Group tensions Being too reserved Introvert behaviors Antisocial behaviors
- 38. insights Poor Exchange of Information • • • • • • • • • • • • • • • • • • Disparate personalities often create chaos. Individual personalities conflict with collaborative behavior. Timing affects communication. Personalities shape dynamics. Relationships affect collaboration. Role assumptions are influenced by time, skills, and interests. Cross-pollination with other departments is hindered by location. Flexible resources facilitate collaboration. Time burdens innovation and creativity. Unfamiliar methods cause issues with extra time. Students feel there is not enough time for feedback. Everyone is looking for feedback at the same time. Interest & engagement are connected to how much time students have. It takes effort to receive feedback. Professors have their own agendas that limit their time and availability. Space dictates interactions. When space is lacking, it has negative effects on collaboration. The current space does not facilitate students’ processes in terms of inspiration, variety, and flexibility.
- 39. 3 Imbalance of Work/Play Facilitate a balance of work and play.
- 40. 3 Imbalance of Work/Play • • • • • • Non designated spaces Micro environments Resource room Inspirational space Introduce gaming methods Green areas ADD INCREASE • • • • • • • • • • • Major specific areas • Empty corridors • Open classrooms Facilitate a balance of work and play Temperature Interactive Environment Gallery Variety Separated classroom space Room size diversity Physical space Sustenance Make procedures (meetings, class) Spontaneous events and socials Informal interactions • • • • • • REMOVE DECREASE Chairs Gray walls Noise in cubicle rooms Lecture classes Formal spaces Restrictions
- 41. insights Imbalance of Work and Play • • • • • • • • • • • • • • • • Timing affects communication. Interests dictate and motivate skills. Mentorship is a largely untapped resource. Cross-pollination with other departments is hindered by location. Environment heavily affects creativity. Time burdens innovation and creativity. Unfamiliar methods cause issues with extra time. Students feel there is not enough time for feedback. Everyone is looking for feedback at the same time. Students are married to the symmetry of the double diamond process. Interest & engagement are connected to how much time students have. It takes effort to receive feedback. Professors have their own agendas that limit their time and availability. People’s energy affects the space. Space dictates interactions. The current space does not facilitate students’ processes in terms of inspiration, variety, and flexibility.
- 42. 4 Unclear Roles & Interactions Establishing and maintain healthy and productive group dynamics.
- 43. 4 Unclear Roles & Interactions • • • • • Team functions & roles in curriculum Refreshers Deep understanding of collaboration Objective thinking Learn about others cultures/back grounds • Establish the sharing & foundation of strong values ADD INCREASE • Being reserved • Quick assumptions Establishing and maintain healthy and productive group dynamics • Diversity • Understanding of process & group dynamics • Team-bonding • Outside social events • Gaming • Team building activities • Professor facilitation & guidance • Mix of grads & undergrads • Increase tacit knowledge & peer to peer • Boundaries REMOVE DECREASE • • • • • • Miscommunication Lateness/tardiness Highly individualized tasks and roles Being self-centered Dictatorships Some got to give
- 44. insights Unclear Roles & Interactions • • • • • • • • • • • • • • • • Disparate personalities often create chaos. Individual personalities conflict with collaborative behavior. Timing affects communication. People’s energy affects collaboration. Personalities shape dynamics. Relationships affect collaboration. Role assumptions are influenced by time, skills, and interests. Interests dictate and motivate skills. Cross-pollination with other departments is hindered by location. Unfamiliar methods cause issues with extra time. Everyone is looking for feedback at the same time. Students are married to the symmetry of the double diamond process. It takes effort to receive feedback. Space dictates interactions. When space is lacking, it has negative effects on collaboration. The current space does not facilitate students’ processes in terms of inspiration, variety, and flexibility.
- 45. 5 Lack of Student Involvement within the School of Design Define and promote the growth of a collaborative culture throughout the School of Design.
- 46. 5 Lack of Student Involvement within the School of Design • • • • • • • • • • • • • • • • • • • Why collaborate with others? • Intergroup tension Defined collaboration • Grad/undergrad ambiguity/tensions Collaboration into curriculum • Territorial habits Enable current students/faculty • Silos to define Group designated resources Reservable space Signage Egalitarian atmosphere Define and promote Define team work values the growth of a ADD REMOVE collaborative culture INCREASE DECREASE throughout the School of Design Participation Feedback loop Group work principles awareness Improve discussion board Work & play balance Opportunity for face to face networking Interclass communication Peer to peer mentorship Group organization Tolerance • • • • • • • • • Egocentrism Condescending behavior Confidentiality Unused space Cultural silos Social boundaries Assuming the same roles Inhibition and fear Lack of collaboration techniques
- 47. insights Lack of Student Involvement within the School of Design • • • • • • • • • • • • • • • • • • Timing affects communication. Interest & engagement are connected to how much time students have. People’s energy affects collaboration. Interests dictate and motivate skills. Mentorship is a largely untapped resource. Environment heavily affects creativity. Cross-pollination with other departments is hindered by location. Time burdens innovation and creativity. Dynamic space activates and inspires creativity. Unfamiliar methods cause issues with extra time. Students feel there is not enough time for feedback. Everyone is looking for feedback at the same time. Students are married to the symmetry of the double diamond process. Professors have their own agendas that limit their time and availability. Space dictates interactions. When space is lacking, it has negative effects on collaboration. It takes effort to receive feedback. The current space does not facilitate students’ processes in terms of inspiration, variety, and flexibility.
- 48. 6 Energy Provide an enviroment conducive to collaborative productivity.
- 49. 6 Energy • Mobile furniture • Student computers within workspace • A variety of work spaces • Inspirational spaces for productivity ADD INCREASE • • • • • • • • • • • Provide an enviroment conducive to collaborative productivity Inspiration Inviting space Open communication Ideas sharing Spaces specific to quarter, process, need student Understanding of methods across the double diamond process Mass amount of wall space Drawing/visual media Space flexibility Exposure to other types of spaces Resources • • • • Fear of failure Discomfort Unused spaces/materials Static furniture REMOVE DECREASE • Quarter reserved spaces • Tension
- 50. insights Energy • • • • • • • • • • • • • • Disparate personalities often create chaos. Individual personalities conflict with collaborative behavior. People’s energy affects collaboration. Interests dictate and motivate skills. Environment heavily affects creativity. Personalities shape dynamics. Dynamic space activates and inspires creativity. Students feel there is not enough time for feedback. Interest & engagement are connected to how much time students have. Professors have their own agendas that limit their time and availability. People’s energy affects the space. When space is lacking, it has negative effects on collaboration. Space dictates interactions. The current space does not facilitate students’ processes in terms of inspiration, variety, and flexibility.
- 51. 7 Creative Process Encourage productive structures for project development.
- 52. 7 Creative Process • Different examples of project development • Accessibility • Group-specific space • Mentoring between team members • Instill empowerment • Challenge & re-generate ADD INCREASE • • • • • • • • • • • Restrictive space use Method doubts Intergroup tensions Negativity Encourage productive structures for project development Timeline facilitation A variety of spaces Group participation Project display Welcome practices from other disciplines Open knowledge about tools/methods Understanding of function, context, timing of a variety of methods • Energy level • Positive group environment • Defined tasks REMOVE DECREASE • Preferential treatment • Assumptions
- 53. insights Creative Process • • • • • • • • • • • • • • • • Personalities shape dynamics. Relationships affect collaboration. Role assumptions are influenced by time, skills, and interests. Flexible resources facilitate collaboration. Time burdens innovation and creativity. Unfamiliar methods cause issues with extra time. Everyone is looking for feedback at the same time. Dynamic space activates and inspires creativity. Students are married to the symmetry of the double diamond process. Interest & engagement are connected to how much time students have. It takes effort to receive feedback. People’s energy affects the space. Environment heavily affects creativity. Space dictates interactions. When space is lacking, it has negative effects on collaboration. The current space does not facilitate students’ processes in terms of inspiration, variety, and flexibility.
- 54. 8 Knowledge & Methods Facilitate absorption and application of new knowledge and design methods.
- 55. 8 Knowledge & Methods • Start methods learning early and often • Platforms to record collective knowledge & information • Library • Resources • Guidelines • Trends ADD INCREASE • • • • • • • • Over-opinionatedness Facilitate absorption and application of new knowledge and design methods Facilitation Feedback loop Encourage questions and feedback Enable reference access Integration of new methodologies Case studies Continuous circulation of relevant and current SD trends • Workshops • Interactive experiences • • • • REMOVE DECREASE Self-exploration Competition Single format knowledge absorption Reading
- 56. insights Knowledge and Methods • • • • • • • • • • • • Timing affects communication Dynamic space activates and inspires creativity. Mentorship is a largely untapped resource. Unfamiliar methods cause issues with extra time. Everyone is looking for feedback at the same time. Students are married to the symmetry of the double diamond process. Interest & engagement are connected to how much time students have. It takes effort to receive feedback. Role assumptions are influenced by time, skills, and interests. Professors have their own agendas that limit their time and availability. Interests dictate and motivate skills. The current space does not facilitate students’ processes in terms of inspiration, variety, and flexibility.
- 57. 9 Physical Resources Provide the physical resources essential to a variety of design methodologies.
- 58. 9 Physical Resources • • • • • Space planning • Territorial activities/behaviors Prompts Grouping activities/methods Documentation and recording supplies Pre-designed layouts of frameworks/ tools/ methods • SD specific database of relevant information • Group-specific resources • Adjustable furniture/ Provide the physical materials ADD REMOVE resources essential to a variety of design DECREASE INCREASE methodologies • • • • • • • • • Awareness of trends Up to date across department Variety of classroom settings Understanding of different methodologies Accessibility to diverse media Design toolkits Library of tools and methods Sharing Respect, sharing, and responsibility • • • • Designated spaces Formal spaces Material possession Waste/abandonment
- 59. insights Physical Resources • • • • • • • • • Flexible resources facilitate collaboration. Environment heavily affects creativity. Dynamic space activates and inspires creativity. Students are married to the symmetry of the double diamond process. When space is lacking, it has negative effects on collaboration. People’s energy affects the space. Everyone is looking for feedback at the same time. Space dictates interactions. The current space does not facilitate students’ processes in terms of inspiration, variety, and flexibility.
- 60. 10 World of Design Raise the profile of SCAD’s School of Design throughout the design world.
- 61. 10 World of Design • Promotional videos • Design group restrictions • Promotional exhibitions • Copyrighted restrictions • Marketing collaboration with local and international businesses • Create opportunities for publishing work • Open workshops for visitors • Create new to the world collaborative culture • Kickstarters • Shark-tank like opportunities Raise the profile ADD REMOVE of SCAD’s School of Design throughout INCREASE DECREASE the design world • Community involvement • Stimulate participation in competitions • Outside third part interest • Promote all majors as equals • Participation from earlier in school career • Use students as assets • Collaborative with other majors • Industrial design vs. other majors • Devil’s advocacy • Skepticism
- 62. insights World of Design • Students are married to the symmetry of the double diamond process. • Role assumptions are influenced by time, skills, and interests. • Interests dictate and motivate skills.
- 63. Reframed problems Double Diamond Process DISCOVER DEFINE DEVELOP Insights and Opportunities Conduct Research Empower Collaboration Desktop Research Synthesize Research Innovation Lab Collaborative Culture DELIVER
- 64. Reframed Problems How can we foster an effective and efficient collabrative culture within the School of Design? Time How can we diminish the constraints of time? The Individual How can we foster the chameleon growth of the individual? Space How can we activate and marry the energies of both students and space? Relationships How can we ignite collaborative and individual creativity? Dynamics How can we encourage successful, effective collaboration within the School of Design? Tools & Methods How can we facilitate the comprehension and effective application of design tools and methods?
- 65. thank you from Team Chameleon