The source/History of the Approach
Design Thinking evolved from different approaches throughout time. We can trace its initial birth to 1956,
with Buckminster Fuller implementing classes of Comprehensive Anticipatory Design Science (CADS) at MIT. This approach built on the experience and knowledge of different professions such as engineers, industrial designers, materials scientists and chemists. From there it expanded, with different approaches and goals: being inclusive and democratic (Scandinavian Cooperative Design in 1960s), designing social and ecologically responsible things (Design for the Real World – 1969), and recognising the importance of human experience and perception when designing
(Wicked Problems – 1973). In the 1980s, the name “Design Thinking” was coined and came into use in different professions and approaches as it became more human-centered. Nowadays, it is used in several sectors because of its simplicity and results, focusing on human experience and usability.
The aims of the methodology
Design Thinking aims at solving problems or questions in a practical/creative way and designing with a view to a future outcome. Design Thinking can be used in several fields but the common aim is to follow a process to design a product or service which will meet the needs of its users, in a continuous loop cycle of questioning, prototyping, trying it out, gathering feedback, improving it and repeating the cycle. It is all about the users instead of the developer trying to guess what their needs are.
The structure of the methodology
Design Thinking comprises different approaches and methods. Some follow 4 steps, some follow 5 or 6. The names of the steps can also be different. Common to each of approaches is:
- Research (it can be called the “empathise stage”, or questioning) – to identify the needs of the target public or space. When preparing your activities, make sure it’s based on a realistic situational analysis of your target group, so the activities respond to what the participants are looking for.
- Ideation – to brainstorm possible outcomes, taking into account the research done. When preparing your activity, brainstorm and prioritize your goals and topics based on the research.
- Prototyping – to create a product or service, a solution for the problem found, in the early stages, without trying to make it the final product yet. This is your first design of the activity or programme, that’s ready for its first testing.
- Testing – to test the prototype and collect feedback in order to improve it and meet the needs of the users. In reality, try out the activity with your target group, get feedback, evaluate, what can be improved and improve your prototype.
- Repeat – Repeat the cycle of prototyping, testing, collecting feedback and improving until reaching a final result, either due to time or resource constraints, or due to a common agreement that the final result was achieved with success. It is possible this will be a neverending cycle, as the trends and needs of your target group are still developing, so the programme might also need regular updating – that’s why it’s good to keep an eye on the research and update it once in a while.
The following videos explain and visualize the Design Thinking process.
The possible benefits of applying in to the field of youth work
One of the key elements that would benefit youth work is the idea of not making assumptions about what young people need or what may work for them. Rather, it’s important to carry out research by asking them directly, by creating new things and testing them with young people, and to keep repeating the process, involving young people directly. Young people play an active part in the development of the new approaches, methods and tools, that ultimately, will be for them and made by them.
This approach can be used in the development of anything, such as renewing a youth centre, creating a game, re-designing youth spaces, creating training modules, etc.
Aspects to take into consideration when usig this approach in youth work
Involve young people as soon as possible, starting with the research stage, asking them questions in order to gain a better understanding of what is needed and how to achieve it.
Be open minded and ready to fail. It is ok if your initial idea for developing something new does not work or meet the real needs of young people. That is why this methodology works well, ensuring that whatever is developed, will see results in the end.
Repeat the cycle of steps as often as you may need. Constant testing brings out new things to improve and others to keep, improving the final output.
Possible combinations with other methodologies
Design Thinking is already a very good methodology on its own. However, we recommend searching for various approaches to implementing it and identifying the one that works best for you. Besides that, any other methodology that can add value to this one is more than welcome.
Examples of a design thinking process involving young people
1st example – Redesigning a youth space
Research the spaces that young people are using, especially if you have a youth centre. Interview young people to understand what is missing and what their needs are. Brainstorm with the young people on how to transform the space. Ask them to build a prototype (it can be by drawing, using Play-Doh or Lego, or any other material). Test it by sharing it with youth workers and other young people and get feedback. Improve the prototype and implement the new ideas about the space.
2nd example – Create a learning programme
Ask young people what they would like to learn and how. Brainstorm ideas with them: how to make a schedule, the possibilities for learning different topics, opportunities to learn with each other, etc. Design a learning programme taking into account the results of the previous steps. Test it by implementing it with young people and gather feedback. Improve it, adapt it according to the feedback obtained and implement new tests.
The methodological description is based on the text produced by Sergio Gonçalves. Developing Youth Work Innovation. E-handbook. Project Future Labs. Erasmus+, KA2, 2019. Publication of Humak University of Applied Sciences, page 32. Text edited by Lenka Polcerová.