LEARNINGBY DESIGNTHINKING: ACASESTUDYOF INNOVATIONIN MUNICIPAL MEAL SERVICES Master'sthesis MSoc.Sc.inManagementofCreativeBusinessProcesses SupervisedbyJesperClement,DepartmentofMarketing CopenhagenBusinessSchool Copenhagen,April2012 STU:181.844
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Abstract Thisthesisinvestigatesdesignthinkingappliedinapublicsectorcontextthroughacase studyof TheGoodKitchen.TheGoodKitchenisthenameofaprojectaimedatcreatingabettermealservicetoseniorcitizensinthecityofHolstebro,Denmark,andillustrateshowdesignthinkingcan drivechangeinpublicsectorservices. Acentralassumptioninthisthesisisthatweshouldnotonlypayattentiontothetangibleoutputs frominnovationdrivenbydesignthinking.togetbeneaththesurfaceofdesignthinkinginvolves consideringthemoresubtlechangesfromdesign.withthisinmind,ichosetoexplorechanges fromdesignthinking,insteadofretainingafocusoninnovationandoutputs,thushasthe followingresearchquestionguidedmythesis:whatwerethereasonsforinitiatingthegood Kitchen,andinwhatwaysdiddesignthinkingbringaboutchange? Startedin2007,TheGoodKitchenwasoneofthefirstcasestodemonstratethedeliberateuseof designthinkinginpublicsectorservices.owingthis,iinvestigatewhyandbywhomtheproject wasinitiated.asecondpointoffocusisonthepracticalapplicationofdesignthinking.iexplain anddissecttheprocessleadingtothedevelopmentofthecurrentmeal serviceconcept,asitis widelyperceivedtobeabuzzwordofourtime.thirdly,andreasonedinanambitionto understandalsothehiddenimpactsfromdesignthinking,ianalyzethelearningimplicationfrom designthinking,andmorepreciselythechangesinthesharedmentalmodelsoftheorganization. 1
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 2
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Preface Thismaster'sthesisiswrittenatCopenhagenBusinessSchoolfrom2011to2012withthe competentsupervisionfromassistantprofessorjesperclement,departmentofmarketing,andit isthefinalchapterinamaster'sdegree(msoc.sc.)inmanagementofcreativebusinessprocesses. Igraduatedin2008fromTheUniversityofCopenhagenwithabachelor'sdegreeinPolitical/Social Science.Paralleltomymaster'sstudies,IhavebeenemployedatMandagMorgen,aCopenhagen basedthinktank,whereihavebeenworkingoninnovationinpublicwelfareservices. ThetopicofthisthesisisthereforeinfluencedbytheinsightsandlearningsIhavecollected throughthelastcoupleofyear'sworkandstudies. 3
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Tableofcontents LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 1.INTRODUCTION... 9 1.1Thesismotivation...10 1.2Researchquestion,sub questionsanddelimitation...10 1.3Casepresentation:TheGoodKitchen...12 1.4Thesisstructure...13 2.RESEARCHSTRATEGY&METHODS... 15 2.1Sub questionsandmodesofreasoning...15 2.2Casedesign:ClassifyingthecasestudyofTGK...17 2.2.1Objectandsubjectofacasestudy... 17 2.2.2TheGoodKitchenasakeycase... 17 2.3Dataselectionandprocessing...18 2.3.1Empiricalinformationfrominterviewing... 18 2.3.2Dataprocessing:Codingandmodeofreasoning... 19 2.3Discussingmattersofvalidityandreliability... 20 3.ANALYTICALFRAMEWORK... 21 3.1Theorypartone:Innovationinthepublicsector...22 3.1.1Presentingpublic sectorinnovation... 23 3.1.2Whyinnovationinpublicsectorservicesisneeded... 24 3.1.3Catalystsofinnovationinpublicsectorservices... 25 3.2Theoryparttwo:Designthinking...26 3.2.1Presentingdesignthinking... 26 3.2.2Themindsetofdesignthinking... 27 3.2.3Designthinkingasanappliedmethodology... 29 3.3Theorypartthree:Organizationallearning...34 3.3.1Innovationasalearningprocessembeddingdesignthinking... 35 3.3.2Organisationallearningandsharedmentalmodels... 36 3.3.3Summinguponalearningperspectiveondesignthinking... 38 4.ANALYSISPARTI:ARGUMENTSANDCATALYSTSOFINNOVATION... 39 4.1SocietalargumentsforinnovationspresentinHolstebro...41 4.1.1Argumentone:Asenseofurgencyfromsocietalproblems... 41 4.1.2Argumenttwo:Increasedexpectations... 43 4.1.3Summingup:Theneedforinnovation... 43 4.2Motivationforinnovation.Coincidenceorintention?...44 4.2.1Theentrepreneuraschangecatalyst... 44 4.2.2Dedicatedcolleaguesandpartners... 46 4.3Summingup:Awarenessofsocietalchangeandadedicatedinnovator...46 5.ANALYSISPARTII:DESIGNTHINKINGINPRACTICE... 49 5.1Thepracticalapplicationofdesignthinking...50 5.1.1Designthinkingmindset applied... 50 5.1.2Designthinkingmethods applied... 53 5.2Workingwithdesigners:Assertionsfromapublicsectorperspective...58 5.2.1ThehybridstatusofHatch&Bloomasin betweenindustries... 58 5.2.2Assertionsaboutdesignanddesigners... 59 5.3Summingup:... 61 5
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 6.ANALYSISPARTIII:LEARNINGFROMDESIGNTHINKING... 63 6.1Sharedunderstandings level1:changesinassumptionsandbeliefs...66 6.1.1Thekitchenbecomingaserviceproducer... 66 6.2.2Servingguestsandunderstandingtheirneeds... 67 6.2.3Replacinganonymitywithactiverelationbuilding... 68 6.2.4Challengingexistingperceptionsofprofessionalidentity... 68 6.2.5Summingup:Impactsfromdesignthinkingonassumptionsandbeliefs... 70 6.3Sharedunderstandings level2:changesinroutinesofoperation...70 6.3.1Qualityfocusinvolvesotherwaysofworking... 71 6.3.2Empowermentofkitchenstaff... 72 6.4Summingup:Substantialchangesinsharedunderstandings...72 7.CONCLUSION... 75 7.1Sub questionone:reasonstoinnovateandcatalystsofinnovation...76 7.2Sub questiontwo:design thinkinginpractice...77 7.3Sub questionthree:learningfromdesignthinking...78 7.4Finalconclusion...79 8.FOODFORTHOUGHTANDGROUNDSFORFURTHERRESEARCH... 81 8.1Mysteryimpedesdesignthinkingfrombeingadoptedinarisk averseenvironment...82 8.2Disseminationischallengedbythenatureofdesignthinking...82 8.3Designthinkingcreatessafetyintimesofchanges...83 BIBLIOGRAPHY... 85 6
Abbreviations LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 EBST:TheDanishEnterpriseandConstructionAuthority[Erhvervs ogbyggestyrelsen] H&B:Hatch&Bloom TGK:TheGoodKitchen Listoftablesandfigures Tables Table3.1:Definingdesignthinking. Table3.2:Designthinkingasmindset. Table3.3:Co creation:amodelofapplieddesignthinking. Table5.1:ThefourphasesofTheGoodKitchen. Figures Figure1.1:Thesisstructureillustrated. Figure3.1:Multi lensanalyticalframeworkandsub questions. Figure3.2:Thedesignthinkingprocessillustrated. Figure3.3:Innovationasalearningprocessembeddingdesignthinking. Figure3.4:Thelinkbetweenindividuallearningandorganisationallearningassharedmentalmodels. Figure5.1:TheprocessofTheGoodKitchen illustrated. 7
Appendixoverview Enclosedinprint LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Appendix1:Intervieweeinformation Appendix2:Codetrees Appendix10:Differentversionsofdesign driveninnovation. Appendix11:Projectapplication,August2007. Appendix12:PowerPointpresentationofTheGoodKitchen,October2007. 1 OnenclosedCD Appendix3:Interviewtranscription:LLJ,innovationdirector&partner,Hatch&Bloom. Appendix4:Interviewtranscription:ANM,headofsection,TheGoodKitchen,HolstebroMunicipality. Appendix5:Interviewtranscription:PSA,headofsecretariat,departmentofhealthandsocialservices,HolstebroMunicipality(#1). Appendix6:Interviewtranscription:PSA,headofsecretariat,departmentofhealthandsocialservices,HolstebroMunicipality(#2). Appendix7:Interviewtranscription:BJE,dailymanagerandcateringofficer,TheGoodKitchen,HolstebroMunicipality. Appendix8:Interviewtranscription:TDK,nutritionassistant,TheGoodKitchen,HolstebroMunicipality. Appendix9a:Interviewguide:LLJ Appendix9b:Interviewguide:ANM Appendix9c:Interviewguide:PSA,interviewno.1 Appendix9d:Interviewguide:PSA,interviewno.2 Appendix9e:Interviewguide:BJEandTDK +Audiorecordingsofinterviews 1 Tobeginwiththeprojectwasgiventhetitle'Gladformad'. 8
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 1.Introduction ThemodelunderpinningtheDanishwelfaresystemisoutdatedandthecurrentsocioeconomic environmentposesamagnitudeofnovelchallengestothesociety.thereforeradicalchangesin howwefinance,organizeanddeliverpublicsectorserviceswillbeneeded,ifwearetosustaina welfaresocietyinthefuture(mandagmorgen2011). 2 Thepublicsectormustthereforeembrace innovationandbuildthecapacitytoreinventitselfthroughnewideasthatwork. 3 Design driven approachestoinnovationaresuggestedastoolstomeetthesechallengesandenablethe developmentofnewandbettersolutions(thevisionofthedesign2020committee2011:19). TheGoodKitchenmeal serviceprogramforseniorsinholstebromunicipality(tgk) demonstrateshowdesignthinkingcandriveinnovationinacorewelfareservicelikemeal service forseniors.tgkisthusnotonlythenameofanexistingmeal serviceprograminholstebro Municipality,butalsothenameoftheprojectthatitwasdevelopedfrom. ThisthesisisacasestudyofTGK.Involvingdesigners,users,kitchenworkers,and managementinco creation,tgkillustratesadesign drivenprocessthatdramaticallyalteredthe kitchenandtheserviceitprovidesitsuserswith.iammotivatedtowritethisthesisand investigateaparticularcaseofdesign drivenpublicsectorinnovationfortwoprincipalreasons. 2 The'modernisationofDenmark'isathemeintheGovernmentPlatformlaunchedinNovember2011(TheDanishGovernment2011:5). 3 WithreferencetoYoungFoundations'definitionofinnovation(Mulgan2007:8). 9
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 1.1Thesismotivation Firstly,Iammotivatedbyobservinghowthefieldofdesignisundergoingafundamentalchange. Itisanexpandingandfindingitswayintoother(non creative)industries,suchasthepublicsector (Rosted&Høgenhaven2007;EBST2009:8;Bason2010:27).ConsideringthatIammasteringin thecreativeindustriesandtheprocessesinthem,ifinditinterestingtoseehowtheboundaries betweensectorsandindustriesaredissolving.tgkwasdevelopedwiththehelpfromhatch& Bloom(H&B),aDanishideaanddesignagency,andthusresemblesapracticewheredesignskills aredeployedinacontextthatwenormallydonotassociatewiththeworldofdesign. Secondly,Iammotivatedtogetbeneaththesurfaceofdesignthinkingasitiswidely criticizedasbeingabuzzwordofourtime(e.g.merholtz2009). 4 However,designthinkingis gainingastrongerfootholdindifferentsectorsandindustriesincludingthepublicsector(bason 2010).Onesaysthatgoodnewstravelfast,butisthisthecasewithdesignthinkingoritjusta smokecurtain?anexpandingjob marketfordesignprofessionalsandtheprospectofrenewalin thepublicsector,intotalmakesdesignthinkingapotentialall winframework.still,anapparent needfordemystifyingdesignthinkingexistsifwearetobelievesomeoftheprincipalplayersin thedanishdesignindustry. 5 Followingthis,Iamcurioustoinvestigatewhatprinciplesand methodsdesignthinking in practiceactuallyholds.furthermore,ifwearetounderstandwhat designthinkingisreallyabout,wemustalsostartpayingattentiontowhatitdoestothe organizationhostingthedesign drivenprocess?thatis,amongothers,learningimplications. 1.2Researchquestion,sub questionsanddelimitation Thefollowingresearchquestionguidesmythesis: WhatwerethereasonsforinitiatingTheGoodKitchen, andinwhatwaysdiddesignthinkingbringaboutchange? Aprincipalargumentinthisthesisisthatchangetakesplaceontwolevels.WhenIrefertochange andnotinnovation itisaconsciouschoiceunderliningthatweshouldpayinterestalsotothe lessvisibleoutcomesofadesign drivenprocess.tgkwasinitiatedtodevelopanewandimproved 4 BruceNussbaumarguedJuly4th,2011that"DesignThinkingIsAFailedExperiment".AccessedonMarch29th,2012: http://www.fastcodesign.com/1663558/design thinking is a failed experiment so whats next 5 Seechapter5. 10
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 meal servicefortheseniorsinholstebro.however,thekitchenasanorganizationunderwenta learningprocessparalleltothecreationalprocesspursuingsoliddeliverables. Asacasestudy,thisthesisgeneratesin depthknowledgeaboutoneparticularcase.inthe researchdesignandmethodschapter,ielaborateonmychoiceofcase,butinshort,ihavechosen tostudytgk,becauseitisakeycaseexemplifyinghowdesignthinkingcandrivechangeina publicsectorcontext.thisperspectivegivesrisetoatripartiteresearchdesign: Firstly,Iinvestigatethereasonsbehindinitiatingtheproject.Fromtheassumptionthat innovationinpublicsectorservicesisneeded,itisinterestingtolearnaboutwhichinitial motivationsandcatalyststhatmadetheprojectcomeoff. Secondly,Istudythepracticalapplicationofdesignthinking.Inlinewiththedesign industry sendeavortodemystifydesignthinking 6,itisrelevanttoelucidatetheprocessofTGK, becauseweherebygetapeekinsidethe(black)boxofdesignthinking. Thirdly,itisrelevanttoinvestigatethelearningimplicationsfromdesignthinkingfroman organizationalperspective.specifically,istudyhowdesignthinkingcreatedchangesintheshared mentalmodelsofthemunicipalkitchen.thelearningperspectiveisaddedtotheequationin ordertoshedlightonsomeofthesubtlerandlessvisibleeffectsfromdesignthinking.myquestis tounderstand asholisticallyaspossible whatdesignthinkingdoestoanorganization. Thetripartiteresearchdesignistranslatedintothefollowingthreesub questions: Sub question1: "WhywasTheGoodKitcheninitiatedandwhatcatalyzedtheprocess?" Sub question2: "Inwhatwayswasdesignthinkingappliedduringtheproject,andhowdidmanagementandkitchenstaffconceiveand experiencedesignanddesigners? Sub question3: "InwhatwaysdiddesignthinkinginfluencethesharedmentalmodelsofTheGoodKitchen?" Thethreesub questionsconstitutetheanalyticalfocusinthisthesis.icombinetheoryfromthree diversefieldsofresearchinacommonanalyticalframeworkthatiusetoaddressandanswerthe threesub questions. Thisthesisisnotconcernedwiththeeconomicalaspectsofthecase.Acommonfeatureof innovationinpublicsectorservicesisthatprojectsareinitiatedwiththeeconomicaldeparture pointthattheyshouldbecost neutralorzerosolutions.thiswasalsothecasewithtgk. 7 6 Seechaper3,theintroduction. 11
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 However,design driveninnovationinpublicsectororganizationsismainlyexemplifiedin projectsthathavebeensupportedfinanciallythroughdifferentgovernmentalprogramsaimedat buildingbestpractices.inchaptereightonsuggestionsforfurtherresearch,iaddressthecruxof thematterandarguethatthedesignindustrymustfindawaytobreakfreefromthe governmentalprograms,ifdesignthinkingisgoingtobeawidelyadoptedframeworktodrive changeinpublicsectorservices. 1.3Casepresentation:TheGoodKitchen TGKwasaservice designprojectaimedatdevelopinganenhancedanduser orientedmealserviceforseniorsinholstebromunicipality.theprojectwasconductedasapartnershipbetween themunicipalityandhatch&bloom,adanishidea anddesignagency(h&b2012a).tgkisalso thenameofthekitchenthattodaysuppliesholstebro'sseniors,withhome deliveredmeals. Theprojectwasstartedin2007asademonstrationprojectfundedbytheDanishEnterprise andconstructionauthority(ebst)duetoagovernmentaldesignstrategyaimedatbringingdanish designbackintotheworldeliteofdesignnations(broksø2008;thedanishgovernment2007). Inchapter5,Iexplaintheprojectindetail.However,anewvisualidentity,anewmenu catalogueandguestdinners,'praise andcomplaint' postcards,newuniforms,foodstylingand bettermealqualityaswellasmorecooking from the scratcharesomeofthedirectresultsfrom theproject.outcomesofsocio economicalinterestare:that'nibbling'seniorshaveincreased appetite,thatcustomersatisfactionhasgoneup,andthatthemeal servicehasexperiencedan increaseinthenumbersofcustomers. Theprojecthaswonseveralprices. 8 Inordertoaccesstheoutcomesfromtheproject,a reportwasmadetoevaluatetheprocessaccordingtothreeparameters(teknologiskinstitut 2009:39): Meal servicequalitywasenhancedthroughbetterandmoreappetizingmeals,anewmenu conceptandimprovedreputation. Organizationalefficiencywasalsoconsideredasuccess.Productivityhasrisenasmoremeals areproducedperemployee. Usersatisfactionhadin2009,whenthereportwascompleted,declinedalittle.However,in neweraccountsoftheproject,itisstatedthatusersatisfactionhasincreasedandthatthe numberofsubscribersthasgoneupfrom525to600(ebst2010:35). 7 Appendix5,l.234 237. 8 TheDanishDesignAward2008/2009,inthecategory"ServiceDesign",awardedbyTheDanishDesignCentre;"TheSmallInnovationAward", 2009,awardedbyLocalGovernmentDenmark[inDanish:KL]; 12
1.4Thesisstructure LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Thisthesisiscomposedofsevenchapters.Thenextchapterexplainstheresearchstrategyand specificmethodsused.thethirdchapterexplainsthetheoreticalfoundationofthisthesis. Chapterfour,fiveandsixcomprisetheanalysis,eachaddressingoneofthethreesub questions. Theseventhchapterconcludesthethesisandanswersmyprincipalresearch question.theeighth chaptersuggestsareasforfurtherresearchandspecificallydiscussedchallengesinregardstothe disseminationofdesignthinking. Thethesisstructureisillustratedintable1.1: Table1.1:Thesisstructureillustrated 13
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LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 2.Researchstrategy& methods InthischapterIexplaintheprincipalconsiderationsrelatedtoresearchdesignandmethodswith thepurposetoensuretransparencyintotheresearchprocess.iassumethatthereaderisfamiliar withthebasicsofacasestudy,andthusonlyelaborateonmychosenresearchstrategyaccording toanumberofclassificatorylayers(thomas2011). Sincethiscasestudyisstructuredaccordingtothreesub questions,iusebothinductiveand deductiveapproaches.iaccountforhowiusethedifferentmodesofreasoninginthefirstpartof thissection.inthesecondpart,iclassifymycasestudyandherebydiscusspro'sandcon'srelated tothechosenresearchstrategy.thirdly,idescribespecificmethodsusedfordata collection,and alsodescribehowdatahasbeenprocessed.fourthly,idiscusscriteriaofvalidityandreliability. 2.1Sub questionsandmodesofreasoning Modesofreasoningrelatetohowwedeploytheoryandempiricaldatainordertogenerate knowledge(eriksson&kovalainen2008:21).deductiondenominatesonemodeofreasoning, whereknowledgeisbuildfromtheorytesting.induction,ontheotherhand,isexplorativeand coversresearchwheretheoryisgeneratedfrom(empirical)data.howeverdistinctthese 15
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 processesmayseem,icombinethemdialecticallythroughoutmystudy,andnoneofthesub questionsareansweredbypurelyinductiveordeductivemeans.(eriksson&kovalainen2008:21 23).Inthefollowingsection,IexplainhowIapproacheachsub question. 9 Inthefirstsub questioniexplorethe decisiontoinitiatetgk,guidedbytwo principalargumentsofwhypublic sectorinnovationisneededthatihavesubtractedfromliteratureonpublicsectorinnovation. AlsoIexplorecatalystsofinnovationguidedbytwodichotomiesalsofoundinliteratureonpublic sectorinnovation.theapproachresemblesaninductiveapproach,wheretheoryisusedtolabel myinterpretationsoffindings somethingthatillustratethatmyresearch,despitebeing explorative,stilltosomeextentistheory driven. Inthesecondsub questionidescribe theparticularwaysinwhichdesign thinkingwasdeployedthroughthe project.hereby,iusetheoryondesignthinkingandanalyzeaccordingtothedichotomyof mindsetvs.methods. 10 InthesecondpartofthisquestionIuseaninductiveapproachinorderto assigntheintervieweesprincipalstatusandallowthemtotelltheirstoryofhowtheyperceived thecollaboration.thislastpartispurelyinductive,andthusnotdrivenbytheory. Inthethirdandlastsub questioni investigatethe hidden implications fromdesignthinking.thelinkbetween innovation,design,andlearningisbasedonliteratureprovidingmewiththeanalyticalconcepts needed. 11 Inparticular,Iusetheconceptofsharedmentalmodestounderstandhowdesign thinkinginfluencesorganizationallearning. 9 Inchapter6,Idescribethetheoreticalbasisof'designthinking'.Inhere,Irefertoathirdmodeofreasoning:Abduction.Ifinditimportantto stress,thatidonotinferfromabductivereasoninginthisthesis.wemustdistinguishtheepistemologyofdesignthinking,fromtheepistemology, thatibasethisthesison. 10 Seesection3.2fordetailsonmindsetandmethods. 11 BesidesthetwomodelsthatIcombine(Beckmann&Barry2007;Kim1993),theparticularconceptof'sharedmentalmodels'(alsoKim1993)are themainstructuring'devices'inthelastpartofmyanalysis. Sub question1: "WhywasTheGoodKitcheninitiated andwhatcatalyzedtheprocess?" Sub question2: "Inwhatwayswasdesignthinkingappliedduringtheproject,andhow didmanagementandkitchenstaffconceiveandexperiencedesignand designers?" Sub question3: "Inwhatwaysdiddesignthinkinginfluencethesharedmentalmodelsof TheGoodKitchen?" 16
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 2.2Casedesign:ClassifyingthecasestudyofTheGoodKitchen Iconductacasestudy 12 ofaservice designprojectexecutedinholstebromunicipality(dk)from 2007 2008.Theprojectpurposewastochangethemunicipalmeal service"fromindustrial cateringserviceto[a]restaurant" 13 anddevelopanupdatedfoodprogramforholstebro'sseniors. Thepurposeofthisstudyistounderstandthedynamicsinherentinthisoneparticularcase. Casestudyresearchisfurthermoreawell suitedstrategyfordevelopingtheory,especiallyin relationtocomplexornovelphenomena(george&bennett2005:21).iconsidertgktobeboth complexandnovel. 2.2.1Objectandsubjectofacasestudy Whenstudyingacaseweneedtoestablishaframe,since"ifyouwanttotalkabouta"case",you alsoneedthemeansofinterpretingitorplacingitinacontext"(thomas2011:513).inother words,westudyacase,notforwhatitisinitself,butbecauseitisacaseofsomething(thomas 2011:512).Thisleadsmetodifferentiatebetweenobjectandsubjectofstudy. TGKismysubjectofinquiry.Istudythecomplexityanduniquenessofthisparticular project. 14 Myobjectofstudyisdesign drivenpublic sectorinnovation.thatisinnovationtaking placeinthepublicsectorconsciouslydrivenbydesignthinking.iperceivethisphenomenonasa potentialvehicletoinitiatechangeinapublicsectorcontext. 15 Inthebeginningofmyresearch,IperceivedTGKtobeanexampleofhowdesignthinking candrivechangeinapublicsectorcontext.later,asmyresearchprogressed,idecidedtolookat thesubtlechangesfromdesignthinking,thelearningimplications.thisillustratesthedynamic relationbetweenobjectandsubject(thomas2011:515).byaddingalearning perspectivetomy study,theobjectwasnolongeronlyrelatedtothecreationofnew(visible)solutions(innovationperspective),butalsodescribingthemoresubtleandintangiblechangesfoundintheshared mentalmodelsofthemunicipalkitchen(learning perspective). 2.2.2TheGoodKitchenasakeycase TGKreflectsakeycaseofhowdesignthinkingcandrivechangeinapublic sectororganization.we studyakeycasebecauseitholdthecapacitytoexemplifytheobjectofstudy,notbecauseit 12 Simons(2009)defineacasestudyas:"(...)anin depthexplorationfrommultipleperspectivesofthecomplexityanduniquenessofaparticular project,policy,institution,programorsystemina reallife context."(simons2009:21). 13 AccordingtoHatch&Bloom swebsitedescribingtheproject:http://www.hatchandbloom.com/work/service design?show=asy(webpagewas accessedonmarch20th2012). 14 WithreferencetoSimons'definitionofacasestudy(Simons2009:21). 15 Bothchangeas'thecreationofnovelandbettersolutions'butalsoas'thebuildingofnew,sharedunderstandings formanorganisational learningperspective'. 17
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 providesuswithgeneralizeableinsights.studyingakeycasemeansthatwegenerateexemplary knowledgeasopposedtogeneralizableknowledge(thomas2011:514). 16 TGKwasoneofthefirstprojectsofitskind,andneitherkitchenstaffnorleadersin HolstebroMunicipalityhadbeenexposedtotheprinciplesofdesignthinkingpriortotheproject, whichmadeitinterestingtoinvestigate,howorganizationmembersrespondedtotheexposureof designthinking. 2.3Dataselectionandprocessing ThissectionaccountsforhowIselected,collected,andprocessedthedatathatformsthe empiricalbasisofmyresearch. 2.3.1Empiricalinformationfrominterviewing IntotalIconductedeightinterviewsinordertogeneratetheneededempiricaldatatoanswerthe threesub questions.intheinitialresearchphase,iconductedtwobackgroundinterviews.lateri conductedsix 17 interviewswithvariouspersonsinvolvedintgk.theintervieweesarelistedin appendix1. Backgroundinterviews Firstly,ImetwithKKR,aprojectmanagerfromtheDanishDesignCentreworkingwithdesignand welfareinnovation.iconductedthisinterviewintheinitialphaseofmyresearch,andthusonly hadnotnarroweddownmyproblemarea.theinterviewwasunstructured,andasaconsequence hereof,resembledaconversation(bryman2004:320).iusedthisinterviewtoprovidemewitha catalogueofideasaswellasinsightsintodisciplineofdesign drivenpublic sectorinnovation.in thisinterview,iwaspresentedtothedesignindustry'spointofviews. Secondly,IinterviewedPSA,whoisworkingintheadministrativedepartmentresponsible fortgkinholstebromunicipality.thisinterviewwasconductedasatelephoneinterview,but similartothefirstbackgroundinterview,thiswasalsoconductedasanunstructuredinterview.in thetimebetweenfirstandsecondbackgroundinterview,ihadformulatedaresearchquestion draft.iusedthisinterviewtotestthenotionsreflectedinthedraft,butalsotogetanideaabout, howawelfareleader,whohasbeeninvolvedinadesign driveninnovationproject,seespotentials 16 Hereby,IrejectYin's(2003)ideaaboutacasebeingrepresentativeoratypicalrepresentationofagivenphenomenon:"Inshort,thenotionof typicalitymaygiveanunwarrantedimpressiontoanyreaderthatthesignificanceoftheanalysisrestsintherepresentativenessofthesubject.it doesnot."(thomas2011:514). 17 IinterviewedPSAtwice.Seeappendix1fordetails. 18
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 andbarriersfromthisdiscipline. Semi structuredinterviews InterviewswereconductedwithfivepersonsinvolvedinTGK.Isampledtheintervieweesonthe basisoftheirrelevancetotheresearchquestions.iwantedrepresentativesfromboth managementlevelinthemunicipality'sadministrationaswellasrepresentativesworkinginthe kitchen.inadditiontothis,iwantedaccountsoftheprojectfromthedesignagency spointof view. Allinterviewswereconductedassemi structuredinterviews.semi structuredinterviews offertheintervieweethechancetoexpressherself/himselfindividually,andatthesametime structuretheconversationaroundanumberoftopics(bryman2004:320 324).Thisinvolvesa veryflexibleinterview situation,wherethesequenceofquestionswasamendedduringthe interview. Ipreparedaquestion guidepriortoeachinterview.bryman(2004)suggeststhataquestion guideisdeveloped"fromtheperspectiveofyourinterviewee"(bryman2004:324).reasonedin thispoint,theguideswereadjustedtotheorganizationalpositionofeachinterviewee.allsix interviewswererecordedandtranscribed,andquestion guidesareenclosedinappendix9a e. 2.3.2Dataprocessing:Codingandmodeofreasoning Codingreferstotheprocessofmakingsenseofqualitativedata inmycase thetranscribed interviews(bryman2004:399).throughthecodingprocess,dataisbrokendownintosubcomponentsandattributedmeanings. Firststepofthecodingprocesswastoreadthroughalltranscriptionsandsortthetext accordingtothetopicsofeachsub question.nextstepinvolvedassigningcategoriestothedata. ThecodingprocessdifferedaccordingtothedifferentmodesofreasoningthatIdeployin answeringthethreesub questions 18 : Sub question1:theinitialcodingphasewasdonelooselybytheuseofthemesthatrelatedto eitherreasonforinitiatingtheprojectaswellasassertionsabouthowtheprocesswascatalyzed. Sub question2:firstly,icodedaccordingtothedichotomyofmindsetvs.methods.insecondpart ofthequestion(addressingpreconceptionsandexperiences),ideployedaninductivemodeof 18 Iexplainedthedifferentmodesofreasoninginsection2.1. 19
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 reasoning,meaningthatcodingwasdonedifferently:first,iusedbothopen coding(toidentify preconceptions),followedbyselectivecoding,wheretheinitialcategorieswerere groupedinto newcategories 19 (Bryman2004:401 403). Sub question3:iusedthenotionof'sharedunderstanding'(kim1993)tostructuremy investigationoflearningimplicationsfromtheproject.,andthiswasalsostructuringmycoding. Thecode trees,belongingtoeachofthethreesub questions,weredevelopedduringthecoding process.allthreecode treesareenclosedinappendix2. 2.3Discussingmattersofvalidityandreliability Inordertoensurevalidity,Iinvolvedtheintervieweesinmyresearchprocessbyhavingthem approveonallthecitationsthatiusedirectlyasexcerptsinthetext. 20 Ididthisinordertoavoid potentialmisunderstandingsarisingfrommyinterpretationoftheinterviews.however,the intervieweesdidnotseetheentireanalysis.also,nochangesweremadeinthecitations. AllinterviewswereconductedinDanish,butexcerptsthatIusedirectlyinthetextare translatedintoenglish.sincealltranslationinvolvessomekindofinterpretation,thisispotentially alsocompromisingthevalidity. MydecisiontointerviewpeoplefromdifferentorganizationalpositionsinHolstebro Municipalitywasalsogroundedinconsiderationsaboutvalidity.Byincludingdifferentaccountsof theprocess,isoughttoensurethattheempiricaldata,onwhichigroundedtheanalysis,covered asmanyperspectivesandexperiencesaspossible. Reliabilityreferstotheideathatresearchshouldbereplicable(Bryman2004:273).Becausesocial researchiscontext dependent,thiscriterioncanbehardtomeet.anotherchallengeofreliability inqualitativeresearchisthatweinvestigateaphenomenoninconstantchange theworld.from thiswesee,whyitmayseemdifficulttoensureahighdegreeofreliabilityinqualitativeresearch. Beingexplicitaboutapproachandmethodsdeployedthroughoutmyresearchmaynot strengthenthereliability,butitenhancestheleveloftransparency. 19 Categoriescorrespondsto'Assertion1 4'insection5.2.2. 20 AllinterviewswereconductedinDanish,whyIlatertranslatedalltheexcerptsuseddirectlyinthetext. 20
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 3.Analyticalframework ThischapterexplainsthetheoriesthatIdeployinmycasestudyofTGK.Thechapterisdivided intofourparts.thefirstpartexplainsthereasonsforbuildingananalyticalframeworkthat combinestheoryfromdifferentresearchfields.thefollowingthreepartsseparatelyaccountfor thethreefieldsofresearchthatilateruseinthetheorysections. Theoriesarelenses,whichappliedtoagivensocialphenomenon,willexplainorhighlightcertain aspectsofthatphenomenon;theyarelensesthatweseetheworldthrough(bryman2004:17). Furthermore,Iperceivetheoryasconsistingofpreliminaryandchangingassumptionsthatdirect myresearch(eriksson&kovalainen2008:41).appliedistheorynotrigidorstable,butredefined throughoutaresearchprocess.thisflexibleviewontheoryallowsmetocombinedifferent theoriesinacommonframework,andiredefinetheory,wheniapplyittonewcontextsandby supplementingonetheorywithconceptsfromothertheories. Twopointsshouldbemadeaboutmydecisiontocombinetheoryinacommonanalytical framework.firstofall,thetheoriesdonotoffercompetingexplanationsofmyobjectofresearch, sincetheydonotdescribetheexactsamephenomenon.instead,theyaddressdifferentaspectsof design drivenpublicsectorinnovationandthusoffercomplimentaryexplanations. 21
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Thesecondpointisthatnoneofthetheoriescanstandalone,sinceonesingle theory/theoreticalfielddoesnotofferacomprehensiveaccountofalltheaspectsthatiaddressin mythreesub questions.iuseamultiplelensframework,since"eachtheorymakesauniqueand valuablecontributiontounderstandingthephenomenonunderexplanation.(...)becausenoone theoryoffersalltheanswers,itmakessensetoconsider,whateachhastooffer."(tracey& Morrow2006:11). Figure3.1illustrateswhatlensesIapplytoeachofthethreesub questions. Figure3.1:Multi lensanalyticalframeworkandsub questions 3.1Theorypartone:Innovationinthepublicsector Thissectionconstitutesthefirstbuildingblockoftheanalyticalframework.SinceTGKreflectsan exampleofhowdesignthinkingcandrivechangeinpublicsectorservices,iusetheoryonpublicsectorinnovationinfirstpartoftheanalysis(chapter4)toaddressthefirstsub question:"why wastgkinitiatedandwhatcatalyzedtheprocess?"besidespresentingthereadertosomegeneral reflectionsaboutpublic sectorinnovation,thissectionexplainsthetheorythatiuseinchapter4, whenianalyzetheargumentsforinnovationaswellasthecatalystsofinnovationinrelationto TGK. 22
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 3.1.1Presentingpublic sectorinnovation Definitionsoninnovationarenumerous(Bason2010:33). 21 Innovation,asaconcept,originatesin businessandmanagementliterature.consequently,definitionsofinnovationareoftenconnected toprivatesectorcontexts.however,innovationhasbeentranslatedintoadefinitionmatchingthe particularitiesofthepublicsector. 22 Bason(2010)definespublic sectorinnovationas:"theprocess ofcreatingnewideasandturningthemintovalueforsociety"(bason2010:34). Firstofall,thedefinitionemphasizeshowinnovationisaprocessmovingfromideato implementationandherebydiffersfrominvention(hartley2005:27). 23 Secondly,andparticular forthepublicsector,itstresseshowvalueiscreatedforsociety notshareholdersorcustomers. Theprevailingmyththatthepublicsectorsuffersfromalackofinnovationisafallacy (Albury2005:52;Bommert2010:15).Numerousexamplesofinnovationsshowthatthepublic sectordoesinnovate 24,butinnovationsarerarelyfosteringaradicalchange(Bason2010;Albury 2005;Digmannet.al2008). Whendefiningthedegreeofchangebroughtaboutbyinnovation,aknowndichotomyis incrementalvs.radicalinnovation.incrementalinnovationsare"minorchangesandadaptations toexistingservicesorprocesses"(albury2005:52).theyareoftenlocalinitiatives,butmanifold.in contrast,radicalinnovationsconstitutefundamentalchange. 25 Theyarelessfrequent,but demonstrateentirelynewsolutions. 26 (Mulgan&Albury2003:3)Thecurrentlandscapeofpublicsectorinnovationisthereforebestdescribedas'randomincrementalism'withreferencetothe manyincrementalinnovations(bason2010:19).bommert(2010)callsthisa'deficiency',meaning thatthepublicsectorisunabletocreatethe"necessaryqualityandquantityofinnovationsin ordertomeettheemergentandpersistentsocial,economicandenvironmentalchallenges" (Bommert2010:20).Radicalinnovationisneededtomatchradicalsocietalchallenges(Bommert 2009).Designthinkingissuggestedasonepotentialanswertothisneedforfundamentalchange (Bason2010). 21 AnotherdefinitionisYoungFoundationdefiningpublic sectorinnovationsimplyasnewideasthatwork(mulganet.al.2007:8). 22 Mulgan&Albury2003:3;Digmannet.al2008:24. 23 Thisisageneralassumptionofinnovationandthereforenotparticularforinnovationinthepublicsector. 24 ExamplesfromDenmarkcanbefoundat:www.velfærdensinnovatører.dk;www.ddc.dk/velfærdsinnovation 25 Transformativeorsystemicinnovationsdemonstratechangesresultingfromnewtechnologiesororganisationalforms(Albury2005:52; Mulgan&Albury2003:3).Examplesareisbiotechnologyandcellphonetechnology. 26 Examplesare'Fairtrade',Grameen(micro creditbank),andlinuxsoftware(mulganet.al.2007:47). 23
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 3.1.2Whyinnovationinpublicsectorservicesisneeded Inliteratureonpublic sectorinnovation,ihavecomeacrossdifferentargumentsofwhy innovationinpublicsectorservicesisneeded 27,howevertwomainargumentsarefoundtobe prevalent:1)wickedsocietalproblems/challengesand2)changesincitizens'demands. Wickedsocietalproblemsrelatetopersistentandemerginglarge scalesocial,economicand environmentalproblems,e.g.demographicchange,unemploymentandclimatechanges (Bommert2010:19).Suchproblemsarelocatedatthemacro levelofsociety.inaddition,the financialcrisis 28 hasbroughtaboutanelementofurgencyexacerbatingthesituationfurther,and radicalinnovationisproposedthekeycomponentincopingwithsuchradicalchallenges (Bommert2010:15;Harris&Albury2009). Changesincitizens demandandexpectationsformthesecondargumentofaneedfor innovationinpublicsectorservices.inasurvey 29 from2010,investigatingthedevelopmentin citizen'sexpectationsasperceivedbyleadersinthepublicsector,86pct.answeredthatthey experiencedanincreasinglylargercleavagebetweenthecitizenry sexpectationsandtheservices offered(mandagmorgen2010b:25).thissecondargumentofaneedforinnovation,pivots aroundcitizenbehavior.itis,accordingtoalbury,atendencythatcannotbedealtwithby improvingefficiencyinthepublicsector,sinceitreflectsthatcitizenscontinuouslyexpectmore andmoreinreturnfortheirtaxmoney(albury2005:51).anothersideofthisargumentrelatesto theincreasingdemandforpersonalizedservices.atendencywealsofindintheprivatemarket. Thischangeindemandisqualitativeinnature,sinceonesizedoesnotfitallanymore.Intotal,this callsforafundamentalchangeinpublicsectorservices(albury2005:51;albury&mulgan2003). Byinvestigatingthedifferentwaysinnovationisarguedfor,Igaininsightintothediscourse ofthediscussionsaboutthefutureofwelfaresociety.additionally,byquestioningtheneedfor innovation,wemoveawayfrominnovationasabuzzwordandapproachthesubstanceofwhy innovationhasbecomeahottopicforgovernmentsandinpublicsectorservices.inrelationtomy casestudyoftgk,iamcurioustolearn,whethertheseargumentsforinnovationplayedarolein thedecisiontoinitiatetheproject.intheanalysis(chapter4)ithereforeinvestigate,whetherthe decisionwasinfluencedbyanyofthetwoidentifiedarguments. 27 Inbusinessliterature,innovationiswhenanewproducts/service/wayoforganisingiscreated,whichprovidesacompanywithcompetitive advantageresultinginwealthcreation(schumpeter). 28 However,surveysinvestigatingexamplesofpublic sectorinnovationsindicatethat70%oftheinnovationswerenotinitiatedasresponsetocrisis (Mulgan&Albury2003:7).Furthermore,thesestudiesshowthatwheninnovationwasadrivenbycrisis,problemsweregroundedinorganisational settings. 29 N=1058 (Mandag Morgen 2010b: 25) 24
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 3.1.3Catalystsofinnovationinpublicsectorservices Literatureoninnovationispackedwithdifferentdichotomiesandlabelsthatwecanusetodefine agiveninnovation. 30 However,sinceIamoccupiedwithunderstandingthedecisiontoinitiate TGK,Ifocusonthecatalystsbehindtheproject.Thenotionofcatalystsofinnovationisclosely connectedtohowwetraditionallyperceivea'catalyst' apersonorathingthatcausesa change 31.Inotherwords,somethingorsomeonethatfuelsaprocess,movement,etc.By investigationscatalystsofinnovation,weaskwheretheinnovationcamefrom.iexplainthe notionofcatalystviatwodimensions:1)internalvs.externaland2)top downvs.bottom up. Internalvs.externalcatalystsreferstothenotionthatinnovationcanbecatalyzedfromthe outsideofanorganization.ininnovation literatureawell knowdichotomyisthatbetweenclosed andopeninnovation. 32 However,sinceclosedinnovationcoversprocessesisolatedtoclosed 'laboratories',suchlabelisnotveryusefulwhenstudyingthepublicservices(digmannet.al.2008: 37).Thepointisthatopeninnovationistoobroadacategory,sincemostinnovationinpublic servicesinsomewaycanbecharacterizedasopen.incontrast,innovationcanbecatalyzedby internalagents,andstillbelabeledasopeninnovation.alsoinspirators,consultants,ornewly hiredpersonnelcanimposeinnovationexternally.(digmannet.al.2008:50 52) Bason(2010)referstoacommonsituationinpublicsectorservices,whereinnovationsare drivenby(willful)isolatedindividualswithlittleornoformalknowledgeaboutinnovation processes.such'randominnovations'(bason2010)rarelyinvolveexternalagents(bason2010: 15),butsometimesdo. 33 Often,innovationsinpublic sectororganizationsareinitiatedinternally. AreportbytheDanishMinistryofFinanceform2005showsthatideasoriginatefrominsidethe organizations(danishministryoffinance2005).inotherwords,leadersorfront linestaffsare oftentheonescatalyzinginnovation. Top downvs.bottom up:a(vertical)dichotomyexistsbetweentop downinnovations, wherechangeiscatalyzedfromgovernmentlevel(policies,reformsetc.)orfromtop management,andbottom upinnovations,whereinnovationisdrivenbye.g.front linestaff (Mulgan&Albury2003:4). 34 Public sectorinnovationistraditionallyperceivedasoriginatingfrom thetop,butsurveysshowthatideasemergefromalllevelsofpublic sectororganizations(borins 2001). 30 Seeappendix13foranoverviewoverdifferentdichotomies 31 TheFreeDichotionary:http://www.thefreedictionary.com/catalyst 32 E.g.Chesbrough's(2003)modelforopeninnovationandHippel's(2005)bookaboutlead userinnovationandthedemocratizationofinnovation. 33 Oneexampleis'GreenPartnerships'[Grønnepartnerskaber](MandagMorgen2012:66). 34 Behn1995. 25
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 3.2Theoryparttwo:Designthinking Theoryondesignthinkingformsthesecondbuildingblockoftheanalyticalframework.Iuse designresearchliteratureaswellasliteraturespecificallyaboutdesignthinking,wheniaddress thesecondsub question:"inwhatwayswasdesignthinkingappliedduringtheproject,andhow didmanagementandkitchenstaffconceiveandexperiencedesignanddesigners?" Besidesofferingthereaderabriefintroductiontodesignthinking,thissectionexplainsthe twolayersofdesignthinking.inrelationtotgk,iamoccupiedwiththepracticalapplicationof designthinkingaswellaspotentialpreconceptionstowardsdesignanddesigners 35.Present sectionthereforelaysthetheoreticalfoundationthatideployinchapter5,whichcomprises secondpartoftheanalysis. 3.2.1Presentingdesignthinking Idistinguishbetweenthetermsdesignanddesignthinking.Designreferstothetraditionaldesign disciplinesfocusedatdesigningaproduct(tangibleorintangible). 36 Incontrast,emergingdesign disciplinesarecentered,notonshapingaproduct,butondesigningforapurpose.(sanders2006: 30;Sanders&Stappers2008:11).Designthinkingthusreflectsachangeinhowdesignis perceivedanddeployed. Designthinkingsupplementsmanagementandorganizationaltheory(Kimbell2009a:5),and isproposedakeycomponentenablinginnovation(lockwood2010:xvi) alsointhepublicsector (Bason2010:125).Designthinkingarethusseenasacreativealternativetothetraditional spreadsheetwayofthinking(merholtz2009).lockwood(2010)offersacomprehensivedefinition ofdesignthinking,whichencompassesmanyofthedecisivefeaturesofdesignthinking,thati identifylaterinthischapter.seetable3.1. 35 Thelastpartofthesecondsub question:...andhowdidmanagementandkitchenstaffconceiveandexperiencedesignanddesigners?,is investigatedfromapurelyinductivemodeofreasoning,andthusisnotsupportedbytheory. 36 Examplesarearchitecture,productdesign,industrialdesign,informationdesign,graphicdesignetc. 26
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Table3.1:Definingdesignthinking "Designthinkingisessentiallyahuman centredprocessthatemphasizesobservation,collaboration,fastlearning,visualization ofideas,rapidconceptprototyping,andconcurrentbusinessanalysis,whichultimatelyinfluencesinnovationandbusiness strategy.theobjectiveistoinvolveconsumers,designers,andbusinesspeopleinanintegrativeprocess,whichcanbeappliedto product,service,orevenbusinessdesign.itisatooltoimaginefuturestatesandtobringproducts,services,orevenbusiness designtomarket.thetermdesignthinkingisgenerallyreferredtoasapplyingadesigner'ssensibilityandmethodstoproblem solving,nomatterwhattheproblemis.itisnotasubstituteforprofessionaldesignortheartandcraftofdesigning,butrathera methodologyforinnovationandenablement." Lockwood(2010:xi) InspiredbyBrown 37 (2008),Lockwood(2010)distinguishesbetweenadesigner'ssensibilityand methods.beckman&barry(2007a)discernbetweendesigntheoriesanddesignmethods (Beckman&Barry2007a:26).Regardlessofdifferentlabels,ajointperceptionofaduallevel(of abstraction)existswithindesignthinking,wherebydesignpracticesareblendedwithcognition (Bason2010:139). Designthinkingisononesidementalandintangible.Itsintellectualbasisissubtractedfrom traditionaldesigndisciplines,thedesignattitude(kimbell2009a).however,designthinkingalso involvesdoing.thepractice aspectofdesignthinkingcoversmethodsofvisualizationand modeling,butalsomethodsthatbelongtoethnographyandothersocialsciencedisciplines (Kimbell2009a:4;Julier2008:102).Inthefollowing,Iexplaindesignthinkingbythedichotomy differentiatingmindsetfrommethodology. 3.2.2Themindsetofdesignthinking Adesignthinker'smindsetdiffersfromthatoftraditionalmanagementandbusiness. 38 Furthermore,designthinkingisnotnecessarilyinvolvingaestheticsandfunctionality;valuesthat weusuallyrelatetotraditionaldesign.designthinkingthereforetakesapositioninbetween businessanddesign(martin2009). Iexplainthemindsetofdesignthinkingaccordingtofourtraitsidentifiedinvarious literatureondesignthinkingintable3.2: 37 Brown2008:2. 38 Iacknowledgethatitisoversimplifyingtorefertoaunitarybusinessmindset. 27
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Table3.2:Designthinkingasmindset Validity orientation:designthinkingfavorsin depthknowledgeoverreplicableknowledge. Modesofreasoning:Abductionsupplementsdeductionandinduction. Problem framingandsatisfactorysolutions:designthinkingdoesnotblack boxproblems,butworktowards satisfactorysolutionsinsteadofoptimalsolutions. Human centeredness:designthinkingoperateswithawideversionofstakeholder involvementandemphasizes diversityanddivergentthinkers. Validity orientation:designersareoccupiedwithachievingin depthknowledgeabouttheirobject ofstudy,incontrasttogeneratingknowledgethatcanbereproducedconsistently(leavy2010:9). Thedesignthinkerthereforeoftenabandonsquantitativeresearchinfavorofqualitativemethods offeringinsightsaboutusersandcontexts(martin2010;leavy2010).however,sincedesign thinkingtakesupapositionin betweenbusinessanddesign,designthinkingdoesnotrejectthe valueofreliabilitythatweusuallywouldconnecttothespread sheetworldofbusiness andin presentcontext:thepublicsector.(leavy2010:9;leavy2011:24). Athirdmodeofreasoning:Deductionandinductionaretraditionallogicsgeneratingknowledge analytically.however,designthinkingaddathirdmodeofreasoningtotheequation;thatis abductionandthuscombinesallthreemodes(martin2010;leavy2010).abductionbridgesthe gapbetweenanalysis(splitting)andsynthesis(puttingtogether)(bason2010:137). Abductionisthelogicofwhat might be,andenablesustogainknowledgeaboutthe future. 39 (Cross2006:37;Leavy2010:9).ReferringtoPeirce,theoriginatoroftheterm,Martin (2010)statesthattodeveloptrulynewthoughts,concepts,orideas,wecannotsolelyrelyondata fromthepast(martin2010:40;leavy2010:9). Abductionisanabstracttheoryonhowwecandrawconclusionsthatarenotbasedonpast knowledge.however,whatisbeingproposedinliteratureondesignthinkingisa lighter version ofabduction,referringtothenotionofexploringnewsolutionsunrestricted. 39 Inhisbook"TheSciencesoftheArtificial",Simon(1969)describestheopposingnatureofnaturalsciencesandthesciencesoftheartificial (design)asfollowing:"thenaturalsciencesareconcernedwithhowthingsare...design,ontheotherhand,isconcernedwithhowthingsoughtto be." 28
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Problem framingandsatisfactorysolutions:theadherencetovalidityrelatestothedesignerly wayofworking.designthinkersdonotblack boxproblems."inadesigner'sworld,objectsand technologiesarenecessarilycontingent;theydon thavetobethatway"(kimbell2009a:3).design thinkingisnotaboutfindingtheoptimalsolutiontoagivenproblem.wemayevensay,thatina designthinker'sworld,problemsarenevergiven,butonlyframedbydifferentlimitingfactors. Fromadesignthinkingperspective,boundedrationalityisapremise(Hatchuel2001).Not knowingeverythingmeansthatthequestofthedesignthinkeristosearchforasatisfactory solution(cross2006:103). Human centeredness:designthinkingisfundamentallyahuman centeredapproach,bringing togetherdesigners,executives,front linestaff,usersetc.inacollectivecreationprocess. 40 The challengeofdesignthinkingistohavepeople"articulatethelatentneedstheymaynotnowthey have"(brown2009:40)rolesaremixed,andtheprofessionaldesignerisfacilitator(sanders& Stappers2008:13).Thusdesignthinkingisnotprivilegingtheworkofthedesigner(Kimbell2009a: 1).Designthinkerscanbefoundoutsidethedesignstudios,since"(...)designhasbecome somethingtooimportanttobelefttodesigners"(brown2009:8). 3.2.3Designthinkingasanappliedmethodology Thissectionexplainsthetoolboxofadesignthinker.Thatis,thespecificmethodsthatarefound inprocessesstructuredaccordingtodesignthinkingprinciples.methodsarethevisiblesignsor specificactivities,whichparticipantsinadesignthinkingprocessgothrough.innovationis commonlyvisualizedinstage gatemodels 41,andmodelsofdesign driveninnovationoftenadhere tosamemodels.anoverviewonthedifferentmodelsisenclosedinappendix10,illustratinghow differentaccountsofdesignthinkingactuallyareverysimilar. 42 However,regardlessofwhatshapewelikeaprocesstotake(linearornon linear 43 ),itisthe buildingblocksofthoseexactprocessesthatconstituteadesignthinker'stoolbox.thosearethe methodsofdesignthinking. Afterreviewingliteratureondesignthinking,IhavefoundthatBason(2010)offersa comprehensiveaccountofadesignthinkingtoolbox,developedtofitapublicsectorcontext. 44 40 Bason(2010)denominatesthedesignthinkingasaprocessof"co creation"(bason2010). 41 TheDanishDesignCentre's"DIN model"[design driveninnovationmodel]isoneexampleofastage gatemodel. 42 However,Verganti sversionofdesign driveninnovationdiffersfromotheraccountsinthatitisbuildaroundthediscursivenotionof designof meaning (Verganti2009) 43 Variousdesignthinkingmodelssharetheassumptionthattheprocessandits'sub elementsareiterative(bason2010:175;stickdornet.al.2010: 124). 29
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 (Figure3.2)Inthefollowingtext,Iexplaina(generic)innovationprocessofdesignthinking, dividedintofourparts:knowing,analyzing,synthesizing,andcreating,asillustratedbyfigure3.2. Next,Iaccountforthefourmainphasesoftheprocess.Sub phasesandconcretemethods suggestedarelistedintable3.3. Figure3.2:Thedesignthinkingprocessillustrated (Bason2010:141) Phaseone:Methodsforknowing:Knowingisthefirstphaseinthedesignthinkingprocess,and relatestotheactivitiesaimedatachievinginsightintothesubjectmatter.threesub processesare foundinthisinitialphase(bason176 179): Challengingtheproblem.Howaproblemshouldbeapproachediscontingent.However, suggestedfactorstoidentify,arechampionsoftheproject,resourcesandmotivationsfor change,sourcesofpotentialresistanceandbarriers. Projectscopingisabouttheactualdesignofthedesignthinkingprocess.Involvesproject planning(timeframe),keyactivities,settingtheprojectteamandbudgeting.another activityistoidentifystakeholdersand'wildcards' 45. Citizen centeredresearchallowsustoseetheworldfromtheeyesofcitizens,butonly possiblethroughinteraction.alsoateamshouldmapexistingknowledge,aswellas investigatepotentialblindspots. 44 Stickdornet.al.writesabout'service design',whichiunderstandasdesignthinkingappliedtothedesignofservices. 45 Peoplewhocansupplytheprojectteamwithnewanglesetc. 30
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Phasetwo:Methodsforanalyzing:Theanalysisphasecoversthreesub processesaimedat translatingdataintostructuredknowledge(bason2010:180 187): Patternrecognitionistheinitialstepinsortingdata.Data(madetangiblethroughprint out ofinterviews,picturesetc.)isstructured(e.g.onwhiteboard)accordingtothemes,stepsina serviceprocess,segmentsetc.theprocessispurelyinductiveprocess. Visualizationisdoneinordertopresentdecision makersandotherstakeholderstothe interimfindings. Identifyinginsightsisaboutconfrontingstakeholders,management,front linestaffswith theinterim(structuredandvisualized)findings.thissub processistoalargedegreeabout interpretation,becausestakeholdersareinvolvedandaskedtopointoutthe'strategicmeat' ofthefindings. Phasethree:Methodsforsynthesizing:Synthesizingisthephasewherethefirststepsofcreation istaken(bason2010:187 196).Synthesizingisaboutputtingtogetherandaboutstartingtomake senseoutofthepreliminaryfindings.brown(2009)referstothe"convergentphaseofmaking choices"(brown2009:82): Idea generationisthepartoftheprocessmostlikelytobeassociatedwithinnovation,and canbeconductedinnumerousways. Selectionreferstotheprocessofscreeningideasandselectingthefewthatwewantto pursue.criteriaforevaluatingideasnaturallyaredependingonthespecificcontext,project, etc. Concept developmentreferstothesub processofmovingfromideas,one linersorpost its tomorecomprehensiveaccountsofpotentialsolutions.conceptsoftenaredevelopedto encompassseveralsolutions,andoftendecidedinternally(intheorganization),but manifestedinawrittendescriptionencompassingfactorssuchas'objective';'content'and 'valueproposition/benefit'thatcanbeusedexternally. Phasefour:Methodsforcreating:Inadesignthinkingprocessconsiderableemphasisisputon thephasebetweenconceptdevelopmentandimplementationofanewsolution.creatingthus referstothephase,wherenewsolutionsarerefinedandtested,beforetheyareimplemented (Bason2010:195 199): 31
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Prototypingis(inapublicsectorcontext)alargelypracticalwaytoexplorefuturesolutions andamendingthemaccordingly.prototypingisfurthermorehighlytangible. Testingisthesub processofmovingfromprototypingtoreal lifesettings,forexampleina geographicallyselectedsite.testingislittleaboutmethod,butmuchaboutbeingsensitive totheunforeseenelementsinreal life. Implementingrefersthefinalphaseintheprocess(besidesscaling),andisprimarilyabout leadershipanddirection,andlessaboutdesignthinking.however,toolsfromdesign thinkingcanproveuseful.asanexample,managerscanusesomeoftheworkthatwasdone inthevisualization andprototype phasestoevokesupportintheorganization. Table3.3isacondensedversionofdifferentaccountsofadesign driveninnovationprocess.the modelisbasedonbason s(2010)modelofdesignthinking,butinorderproposeamore comprehensiveaccountofpotentialmethodsthatcanbeusedundereachphase,ihaveconferred withothermodelsaswell. 46 46 Seeappendix10foranoverviewofdifferentversionsofdesignthinkinganddesign driveninnovation. 32
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012...isabout...donethrough(methods)...involving 1 Challenging theproblem understandingwhatthe problem/opportunityis. ("fuzzyfront"endof innovation) kick offworkshop(s)creating: problemtrees theoriesofchange projectteam. Possiblydoneintwo rounds,wherea groupofexternal agentsareinvited. Phase1:Knowing 2 Projectscoping 3 Citizencentered research designingtheprocess. understandingthelives andcontextsofcitizens. decision making: timeframe&keyactivities settinggoalsaboutvalueoutcome resources +identifyingstakeholders Research,suchas: assessmentofexistingdata andmappingcurrentknowledgegaps involvementofexternalexperts observation in depthqualitativeinterviewsw/citizens: o Contextualinterviews o Retrospectiveinterviews culturalprobes quantitativesurveys projectteam,with inputfrom management. projectteam, externalexpertsand citizens. Phase2:Analyzing 4 Pattern recognition 5 Visualization 6 Identifying insights structuringdataby uncoveringpatternsand structuresofbeliefs, behavior. seeingpeopleand servicesinareallife context. collaborative interpretationof findings. Inductiveapproach: Structuringdata(transcribedinterviews,photosvideoclips,etc)into: themes stepsofaserviceprocess segments(groupsofcitizens) specifictoolstovisualizepeopleandcontexts personas servicejourneys presentingstakeholders totheinsightsgeneratedfrompattern recognition(4)andvisualization(5). E.g.byshowingvideomaterials.Illustratestheoftenpowerfulout side in view. workshopwith projectteam. projectteemand. citizens(service journeys). projectteam.top andmediumlevel decision makersand strategists.also front linestaff. Phase3:Synthesizing 7 Idea generation 8 Selection 9 Concept development developingnewideas anddescribingpossible futures. evaluatingideastofind thethreethatis pursued. movingfromsimple ideastowell described solutions. (...andre evaluated) ideagenerationprocessessuchas mindsetting/thinkinginsideadifferentbox consciousobstacle[benspænd] temporaryanonymity innovationlabs Evaluationmethodssuchas accordingtosetofcriteria coordinatesystem 'bulleteye' dot voting/butterflyexercise Thedevelopmentofconcepts e.g.throughadescriptionof(asminimum): objective content valueproposition(orbenefits) (someorganizationshavefixedmodelsorstandardsforthis) projectteam,people fromotherpartsof theorg.andpeople fromoutsideofthe org. projectteam. projectteam. Phase4:Creating 10 Prototyping 11 Testing 12 Implementing Movingintangible conceptsintothe physicalworldand makingthemtangible. real lifetrialsof prototypes. puttingasolutioninto practice. Illustrating,building,writingandplaying: physicalmodels story telling story boards serviceprototypes Table3.3:Co creation:amodelofapplieddesignthinking (Bason2010:140) Pilotsassmall scalereal lifesetting e.g.asmallergeographicalsite maybesystematically(throughrandomizedcontroltrialset ups) leadershipanddirection implementationisprimarilyamanagementchallenge projectteamand citizenstoobtain immediatefeedback. projectteamand citizens.(real life setting=real life people) Projectteam, management. 33
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 3.3Theorypartthree:Organizationallearning StudyingtheprocessthatledtothebirthofTGKisnotonlyinterestingfromthepointthatit createdanovelandbettermeal service.itisalsointerestingfromthepointthatdesign driven innovationtouchesthedeeperlayers orsharedunderstandings ofanorganization.inorderto understandwhatdesignthinkingdoestoanorganization,iuseliteratureaboutorganizational learning,wheniaddressthethirdsub question:""inwhatwaysdiddesignthinkinginfluencethe sharedmentalmodelsofthegoodkitchen?" Thissectionexplainsthelinkbetweendesignthinkinginpublicsectorservicesand organizationallearning.inacademia,thislinkisnotverywelldescribed.asaconsequence,i suggestthatwecombinetwomodelsinordertocreatethenecessarylinkbetweendesign thinkingandorganizationallearningandinparticular,thenotionofsharedmentalmodels.from this,isuggestthatwecombinethefollowingtwomodels: Beckmann&Barry's(2007a;2007b)model:'Innovationasalearningprocessembedding designthinking'.(figure3.3) Kim's(1993)OADI SMMmodel,andinparticularthepartregardingsharedmentalmodels. (Figure3.4) Beckmann&Barry's(2007a;2007b)modelprovidesuswithaqualifiedstartingpointby suggestingthatweseeinnovationasinvolvingtwosub processes:acreationalprocess(designprocess),wherenewsolutionsaregenerated,anda(experiential)learningprocessthattakes placeparalleltothedesignprocess.however,themodelhasthesubstantialshortcomingthatitis concernedwithindividuallearningonly. 47 Tocopewiththis,Iintroduceasecondmodeltotheequationthatsharesthesame theoreticalfoundation 48 asbeckmann&barry'smodel,butallowsustolinkdesignthinkingto learningonanorganizationallevel. 49 ThemodelisKim's(1993)OADI SMMmodel.Isubtractthe notionofsharedmentalmodelsinorganizationsfromthemodel,andsuggestthatweusethisto understandthelinkbetweenorganizationallearninganddesignthinking. 47 Inthearticle(2007a),thelearningperspectiveisintroducedas"modelsofhowpeoplelearn"(Beckmann&Barry2007a:25).Also,by emphasizing'individuallearningstyles',itisclearthatlearningrefersto'individuallearning' notorganizationallearning(beckmann&barry2007a: 29) 48 Experientiallearningtheory(Beckmann&Barry2007a:28;Kim1993:38,40).Kim(1993)referstoLewin andnotkolb.thisprobablyowestothe fact,thatlewiniswidelyconsideredtobethe'fatherofsocialchangetheories.iarguethatsincebotharerootedinexperientiallearningtheory, theyarecompatible. 34
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 3.3.1Innovationasalearningprocessembeddingdesignthinking Beckman&Barry(2007a)suggestageneric 50 modelcombiningdesignthinkingwithamodelof howpeoplelearninanintegratedperspectiveoninnovation(beckmann&barry(2007a:25). Seefigure3.3. Figure3.3:Innovationasalearningprocessembeddingdesignthinking (AdaptedfromBeckman&Barry2007b) Asillustratedinfigure3.3.aprincipalfeatureofthemodelisthatinnovation(asaprocess)is comprisedbytwoprocessesorstreams:adesignthinkingprocessandalearningprocess.itis furthermorenoteworthythatbeckmann&berry's(2007a)perspectiveondesignthinkingisvery muchinlinewithhowiaccountfordesignthinkinginsection3.2.however,sincepresentmodelis groundedinexperientiallearningtheory,thenotionthatdesignthinkinginvolvesaconstant movementbetweenanalysisandsynthesis, 51 aswellasbetweentheconcreterealmsofpractice andtheabstractrealmsoftheoryand(beckmann&barry2007a:27)shouldbehighlighted. 52 This owestothetheoreticalfoundationofexperientiallearningtheorythatiexplainnext. ThelearningpartofthemodelisgroundedinKolb'stheoryonexperientiallearningtheory, wherelearningisdefinedasahighlyiterative"processwhereknowledgeiscreatedthroughthe 50 Themodelisgenericandthusapplicableacrosssectors.Thisallowsmetouseitinapublicsectorcontext,eventhoughisexemplifiedina businesscontext.(beckman&barry2007a:29) 51 Alsodescribedinsection4.3.2:Abductionallowsthedesignthinkertobridgethegapbetweensplitting(analysis)andputtingtogether(synthesis) (Bason2010:137) 52 ThetitleofKim's(1993)articleonthesubject. 35
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 transformationofexperience"(beckmann&barry2007a:28 29).Learningisaprocessofchange thatarisesfromexperience(beckman&barry2007a:29),orwhatisdescribedelsewhereasa "cyclicalinterplaybetweenthinkinganddoing"(carrollet.al.2003:575).individuallevellearning occursthroughacircularprocessof"concreteexperiences,formingabstractconceptsand generalizationsbasedonthosereflections,andtestingthoseideasinnewsituations,whichleads toanotherconcreteexperience"(kim1993:38).inshort,thisapproachtolearningishighly practicalandemphasizesthatlearningisnotonlyamentalprocess,butinvolves(social)processes ofdoing. Iusethisperspective,becauseIamoccupiedwithunderstandinghowTGK,hasinfluenced onlearningintheorganization,andfurthermore,becauseoftheverypragmaticprocessoftgk, whereprojectparticipantswereactivatedinworkshops,kitchenactivitiesandotherexperiential processes;traitsoftheprocessthatresembleshowlearningisperceivedfromanexperiential learningperspective. However,thismodelhastheshortcomingthatitonlyaccountsforlearningonanindividual level.inchapter6,whenianalyzethelearningimplicationsrelatedtotgk,ifocuson organizationallearning.inordertoaccommodatethisshortcoming,ibringinaversionof experientiallearningtheorythatoperatesonanorganizationallevel,inwhichorganizational learningisunderstoodasemanatingfromtheindividualmembersoftheorganization(defillippi& Ornstein2003:25,29 30;Carrollet.al.2003:575). Ielaborateonthisfurtherinthenextsection,whereIintroduceasecondmodel:Kim's (1993)OADI SMMmodel(figure3.4).CombinedwithBeckmann&Barry'smodel,thismodel enablesustoinvestigatetheorganizationallearningimplicationsfromdesign driveninnovation, andinparticularhowindividuallearningisinterrelatedwiththesharedmentalmodelsof organizations. 3.3.2Organisationallearningandsharedmentalmodels Kim(1993)definesorganizationallearningasthesituation,whereanorganization scapacityto takeeffectiveactionisincreased"(kim1993:43).organizationsthuswanttobuildandenhance organizationallearningbecauseitincreasestheircapacityto"copewithrapidlychanging environments"(carrollet.al.2003:575;(spicer2020:4). 53 Changesinexistingsharedmentalmodels(orunderstandings),orthebuildingofnewones, areindicatorsoforganizationallearning(spicer2002).theemergenceofnewunderstandings 53 Spicer(2002)notesorganisationscanalsolearnincorrectlyorintegrateinappropriateorharmfulbehaviour(Spicer2002:6). 36
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 reflectsamorefundamentallearningthanasituation,whereexistingunderstandingsare amended(spicer2002:8). Kim's(1993)OADI SMM 54 modelisbasedontheassumptionthat"thementalmodelsof individuals'headsarewherethevastmajorityofanorganization'sknowledgelies"(kim1993:44). Inasimplifiedversionofthemodel,Iillustratehowthesharedmentalmodelsofanorganization evolve,whenindividualslearnandherebytransformtheir(own)individualmentalmodels.as illustratedinfigure3.4,individuallearningisimpactingonandinfluencedbyindividualmental models,andindividualmentalmodels(frameworkandroutines)areagaininfluencingand influencedbysharedmentalmodelsoftheorganization(kim1993:43).thekeypointhereisthat individuallearningandorganizationallearningassharedmentalmodels,aremutuallyconstituted viachangesinindividualmentalmodels:whenindividualslearn(throughpracticalexperiences),it impactsontheirorganizationaswellastheotherwayaround. *Weltanschauung[worldview];**StandardOperatingProcedures(SOP) Figure3.4:Thelinkbetweenindividuallearningandorganisationallearningassharedmentalmodels. (AdaptedfromKim1993:44) Animportantpointtomakeisthatorganizationallearningisnotsimplyanadditiveofindividual learning.kim(1993)referstothemistakeofanthropomorphizing 55 organizationallearning.just likeanorganizationismorethanacollectionofindividuals,soisorganizationallearningmorethan thesumofindividual'slearningreservoirs(kim1993:40,44). Sharedunderstandingsorsharedmentalmodelsreflectthecollectiveworldviewofan organization,andtheydetermineorganizationalaction(kim1993:44;defillippi&ornstein2003: 30).Changesinsharedmentalmodels,ortheuptakeofentirelynewsharedunderstandings,are 54 Alsoreferredtoas'IntegratedModelofOrganisationalLearning'(DeFillippi&Ornstein2003:30). 55 Anthropomorphicmeanstotakehumanshape. 37
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 reflectedontwolevels:inassumptionsandbeliefs,andinorganizationalroutines.(kim1993; Spicer2002) Kim(1993)referstothedeepleveloforganizations'mentalmodelsas'weltanschauung'. Thislevelcontainstheassumptionsandbeliefsthatdefineorganizationalroutines(Kim1993:45). Aparticular'kind'oflearningappliestochangesintheassumptionsandbeliefsofanorganization. Spicer(2002)referstodifferentwaysoflabelingthisleveloforganizationallearning:higherlevel, active,doubleloop,generativelearningetc.thepointisthatlearningatthislevelinteractswith existingassumptionsandbeliefs.(spicer2020:7) Organizationalroutinescontaintheinformationneededforanorganizationanditsmembers toconductspecifictasks(spicer2002:7).andsimilartoweltanschauung,aparticularkindof learningisalsocausingchangesinexistingorganizationalroutinesorcreatingentirelynew routinesornewwaysofworking.this'kind'oflearningisinterchangeablylabeledoperational learning,single loop,adaptiveetc.(spicer2002:7;kim1993:45). 3.3.3Summinguponalearningperspectiveondesignthinking Sincemycasestudyisgroundedinindividualsaccountsofhowtheyhaveexperiencedtheprocess leadingtothedevelopmentoftgk,iuseaperspectiveonorganizationallearningthatincludes individualsaswellastheirlearningexperiences. Kim's(1993)OADI SMMmodel,andinparticularthenotionofsharedmentalmodelsof organizations,formsausefulframeworkforunderstandinghowindividuals'learningexperiences impactedonthesharedunderstandingsofthekitchen,furthermoresincetgkreflectsdesigndriveninnovationinpractice,weneedaframeworkallowingustounderstandtheparticular learningexperiencesfromdesignthinking.beckmann&barry(2007a)offerausefulframeworkfor this,andsuggestthatweperceiveinnovationasadualprocesscomprisedbybothdesignand learning. ThisthirdchapterestablishedthetheoreticalfoundationthatIbuildthefurthercasestudyon. Theanalysisisfromherestructuredaroundthreesub questions,whichdirectourattention towardsdifferentaspectsoftgk.thisframeworkincludeslensesofferingustheopportunityto understandsuchdifferentaspectsofthecaseas: Argumentsforandcatalystsofinnovation(sub question1 analysispart1) Designthinkinginpractice(sub question2 analysispart2) Organizationallearningfromdesign driveninnovation(sub question3 analysispart3) 38
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 4.AnalysispartI: Argumentsand catalystsofinnovation Thischapterinvestigatesthereasonsforinitiatingtheprojectaswellasthecatalystsdrivingthe process.thischapterisdirectedtowardsansweringthefollowingsub question: Sub question1: "WhywasTheGoodKitcheninitiated andwhatcatalyzedtheprocess?" Weneedmoreinnovationinthepublicsector.Nobodyseemstodisagreewithsuchapostulate.If weadoptyoungfoundations'definitionofinnovationas"newideasthatwork"(mulgan2007:8), itmakessensetostudyacaseliketgk,becauseitrepresentsinnovationthatworked. 56 By uncoveringthereasonsforinitiatingtheprojectaswellasthedrivingforcesbehindit,wegain insightintothedecisive,earlyphaseoftheproject. 56 Iexplainprojectoutcomesandeffectsinsection1.3. 39
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 TGKwaspartlyfundedbyEBSTasapilot projectdemonstratingservice designdeployedin publicsectororganizations.obviously,financialsupportmadetheprojectattractiveforboth HolstebroMunicipalityaswellasthedesignagency,H&B. 57 Still,investigatingthereasonsto initiatetheprojectisinteresting,sinceidonotbelievethatthefundingargumentinitselfoffersus asubstantialanswertowhytheprojectwasinitiated. Inthefollowing,IwillapproachandexplaintheinitiationofTGKfromtwosides: Thefirstsection(section4.2)exploresthereasoningbehindinitiatingtheproject.This sectioninvestigatesonamoreabstractlevel,whytgkwasstarted. Thesecondsection(section4.3)shedslightontheactualcatalystsofinnovation.Whator whofuelledtheprocessthatledtothebirthoftgk? BeforeexploringtheinitiationofTGK,thenextsectionexplainsthematchmakingbetween HolstebroMunicipalityandH&B. Thefinancialset upoftgkinvolvedthatthepublicsectororganizationshouldfinancethemanhoursspentduringtheproject. 58 Inreturn,EBSTcoveredthecostsfromdesignconsultancy.After submittingtheapplication,tgkwasacceptedasademonstrationproject. 59 Fromthetotal amountofapplications,fivekeychallengeswereselectedandputonlineonebst'swebsite,and designagenciescouldthenrespondtothechallengesbysuggestingideasastohowtheycouldbe accommodatedbydesign. 60 H&Bsubmittedaprojectdescription,andwerelatermatchedwith HolstebroMunicipality. Thiswayofmatch makingbetweenpublicsectororganizationsandprivatecompaniesisnot unusual,whenthepurposeisinnovationanddevelopmentofnewproductsandservices.areport from2010evaluatingpublic privatepartnershipsforinnovation[indanish:opi],describeshow theydiffersubstantiallyfrom'ordinary'private publicpartnerships[indanish:opp]: "Whatisspecialaboutpublic privatepartnershipsforinnovation(...)isthattherelationbetweentheparticipants cannotbecharacterizedasabuyer supplierrelationwiththeintentiontosupplyanalreadyknownsolution.on thecontrary,theparticipantsaredevelopmentpartners,whomtogetherexplorenew,innovativesolutionsto commonlydefinedproblems."(designit2010:5) 57 H&B'shourswerefinancedbyTheDanishEnterpriseandConstructionAuthority.TheMunicipalityfundedthehoursspentontheproject themselves. 58 HolstebroMunicipalityagreedtospend50 60man hoursorapp.dkr.30.000ontheproject,accordingtotheprojectdescription(appendix9). 59 Appendix9. 60 Appendix3,l.17 24. 40
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Accordingly,weshouldnotthinkofthepartnershipbetweenHolstebroMunicipalityandH&Basa traditionalbuyer supplierrelation.bothorganizationssharedacommongoalofdevelopinga futuremeal service,andbothoperatedonnewgrounds.managementandkitchenstaffwere exposedtodesignthinkingforthefirsttime 61,andequally,wasH&Bworkingonalargepublic sectorprojectfortheirfirsttime 62. 4.1SocietalargumentsforinnovationspresentinHolstebro FromtheliteratureonpublicinnovationIidentifiedtwomainargumentsforwhyinnovationin socialservicesisneededasexplainedinsection3.1.thefirstargumentreferstotheideathat wickedsocietalproblemscreateaneedforredesigningpublicsectorservices.thesecond argumentreferstochangesincitizens'demandsandexpectationstowelfareservices.i elaboratedonthetwoargumentsinsection3.2. Thenextsectionthereforeinvestigates,whethertheseargumentsinfluencedonthe decisiontoinitiatetgk.iwonderifthemanagementreallydidtakeintoconsiderationthatsociety suffersfromanapparentneedforinnovation,whenthedecisiontoinitiatetheprojectwasmade? Thissectionisthereforenotaddressingpersonalmotivationsforinnovation.Iseparatethelevels ofanalysis,andidiscusscatalystsofinnovationinsection4.2. 4.1.1Argumentone:Asenseofurgencyfromsocietalproblems Asexplainedinthetheorysectiononpublicsectorinnovation,oneofthemainargumentsofwhy societyneedsinnovationisthatdemographicchangeswillputsubstantialpressureonsociety,and thuscreateaneedforinnovation.however,noneofthetwowelfareleaders(psaandanm)thati interviewedmentionedthis,wheniaskedthemtodescribethereasonsforinitiatingtheproject.i hadassumedtheopposite:thattheywouldrefertoe.g.thatthesharenumberofseniorcitizens soonwillstarttoincreasesubstantially.asasocietaldevelopmentthiscallsfornewsolutions potentiallyalsointhefieldofmeal services. Ifurthermoreaskedtohowthemunicipalkitchenwasdoingeconomicallypriortothe project,sinceacostintensivemeal serviceprogramcouldbeonereasontoinnovate.fromthe interviews,iwasinformedthattheeconomicalshapetheholstebrokitchenwasbalancedpriorto theproject,andoneintervieweewasdirectlyopposingtheideathatthefinancialwell beingofthe kitchenhadanythingtodowiththedecisiontoinitiatetheproject. 63 61 Appendix5,l.147 148. 62 Appendix5,l.186 187. 63 Appendix6,l.206 299. 41
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 However,asenseofothersocietalchangeswasdefinitelypresent.Bothinregardstothe arrivalofprivatecompaniesproducingwelfareservicesandthusposingachallengetoapublic meal service,butalsoinregardstothearrivalofanewgenerationofseniors: "(...)weareextremelychallengedbythedevelopmenttakingplaceinsocietyaroundus.wehavetobeableto matchprivatesuppliers,wehavetobeabletomatchnewgenerations,andwecannotjustsithereinourown littleglassbell,cooking,waitingandhopingforthingstobealright."(appendix5,l.705 709) Thisawarenessofsocietalchangescanalsobefoundintheprojectapplication,wherethe followingexcerptfrompageoneassertsthatfuturegenerationsofseniorswillhaveother lifestylesthanseniorstoday.life stylechangeswhichwillimpactone.g.theirfoodculture: "(...)weanticipatethatfutureseniors(consumers)willexpectothermenus[thantoday]sincemanyofthemhave beentravelling.somethingwhichwebelievewillinfluenceontheirfoodculture.thisissomethingwewouldlike toinvestigatefurther".(appendix9,p.1) TGKwasinitiatedinthemidstofoneofthebiggestreformsinDenmarkinrecenthistory.From January1st2007,275 64 municipalitieswerereorganizedinto98newentities.thisreformalso influencedonholstebrowherethree 65 municipalitiesbecameone.naturally,areformthissize involvedconsiderableorganizationalchallenges.butdidthisreformcreateaneedforchange?a positiveanswerwouldmeanthatwecanlinktheoccurrenceofamunicipalreformwiththe decisiontostarttheproject. InthefirstinterviewwithPSA,headofsecretariatinthedepartmentofhealthandsocial services,iaskedhertodescribethereformsituationinthemunicipalityaroundthetimewhenthe decisionwasmade.psadescribedhowshehadpresentedtheprojectideatothetransition committee[overgangsudvalg],whichatthattimewasinchargeofthereforminholstebro,and bothcommitteeandthenewcolleagues,cominginfromtheothermunicipalkitchens,had respondedpositivelytotheproject: "Todoaprojectlikethisinatime,whenwearegoingthroughsuchamassivere organizationprocess...itcanbe bothdangerous(...).ontheotherhand,itcouldturnouttobeanincrediblestrength,becauseaprojectlikethis reallygaveussomethingtounitearound." (Appendix5,l.241 251) 64 33ofthe275municipalitieswereleftunaffectedbythereform,mergingtheremaining242into65newmunicipalities 65 ThenewHolstebroMunicipalityconsistedafterJanuary1st2007oftheformerMunicipalitiesUlfborg VembandVinderupbesidetheold HolstebroMunicipality.AsofDecember312011,HolstebroMunicipalitywaspopulatedby57.136citizens.http://www.holstebro.dk/Indbyggertal 2018.aspx 42
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Fromthisandotherinterviews,Ididnotfindgroundstoperceivethemunicipalreformin2007as anythingelsethanaconvenientcontextforinitiatingchange. 66 Bason(2010)listsplanned,political reformsasonefactorthatcanbringaboutinnovation(bason2010:14).however,thereformdid nothavedecisivecharacter,butneitherwasitperceivedabarrier.tgkwaswelcomedasa positiveoccasiontore organizethemunicipalmeal serviceinthenewholstebromunicipalityina timeofturbulenceduetothereform. 4.1.2Argumenttwo:Increasedexpectations "Mygrandmotherwasoldatthetimesheturned60.Grandmothersarenotoldatthatagetoday.(...)Wemust rememberthatpeoplehavedifferentpreferencesanddesiresinregardstotheirfoodandmeals,(...).wesimply needtobeabletomatchthecitizensandtheirneedsinawholenumberofways."(appendix5,l.389 404) Theexcerptisfromoneinterview,IconductedduringmyvisitinHolstebro.Itobviouslytouches uponakeyargumentfoundinliteratureonpublicsectorinnovation.thatis,howcitizensexpect morefromthetaxmoneytheypay,andalsohowcitizensadditionallyexpectmoreindividualized welfaretmatchtheirindividualneedsandpreferences(albury2005:51;mm232010:25). Asimilarargumentisfoundonpagetwointheprojectapplication,wherethepurposeofthe projectis"tobeabletomatchfuturecitizen'sgrowingandincreasinglymodernexpectations, needsanddemands." 67 4.1.3Summingup:Theneedforinnovation Tosumupthisfirstpartoftheanalysis:Yes,thedecisiontoinitiateTGKwastosomedegree linkedtoanawarenessofaneedforchange.changesinthepreferencesofthefuturegeneration ofseniorcitizenswereofparticularconcern,aswellasageneral,yetabstract,awareness regardingtheneedtoadjusttoanever changing(globalised)world.ontheotherhand,ididnot findconcernsregardingdemographicchangesorsimilararguments.neitherdidifindexpressions ofaneedforchangegroundedineconomicalissuesorbudgetconstraints. 68 Whatweshouldbearinmindisthatthisprojectwasinitiatedasearlyas2007.Eventhough anagendaconcerninginnovationinthepublicsectorwasexistingbackthen,itislikelythatsome ofthereferencesthattheintervieweessubscribedtoo,whenbeingaskedaboutreasonstoinitiate theprojectarebasedonmuchnewerexperiencesorreadings.however,inorderto 66 Foranexampleseeappendix6,l.311 315. 67 Appendix9,p.2. 68 Appendix6,l.206 299. 43
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 accommodatethismatterofvalidity,ihaveenclosedrelevantcitationsfromtheinitialproject applicationthatwassubmittedtoebstinaugust2007. 69 4.2Motivationforinnovation.Coincidenceorintention? Wherethefirstpartofthesectionwasfocusedatidentifyingwhetherornot,therewasageneral awareness orsharednotion aboutaneedforinnovation,thissectioninvestigateswherethe innovationcamefrom.caninnovationoccuroutoftheblueandhappenbycoincidence? Oftentimes,publicinnovationiscriticizedforbeingrandom(Bason2010:1).Wasthisthecasein Holstebro?Iusetheconceptofinnovationcatalyststounderstandthesubjectmatter. 4.2.1Theentrepreneuraschangecatalyst EarlyinmyresearchitbecameclearthatTGKasaprojecthadbeenrestingheavilyonafew individuals'shoulders.theprojectwasnotinitiatedinthetop management,andneitherdidit ariseamongthefront linestaffinthekitchen,fromnewtechnology,politicalreform,orspecific efficiencydemands.tgkwastoalargedegreecatalyzedbyoneverydedicatedinnovator(bason 2010:39). Inthefollowing,Iadoptthenotionofinnovationcatalystsandarguethatweshouldseethe roleofoneentrepreneurasaccountingfortheuptakeoftgk(digmannet.al.2008:45).digmann et.al(2008)describehowthey theauthors havenotcomeacrossonesingleexampleof innovation,involvinganentrepreneur[ildsjæl](digmannet.al.2008:49). 70 TGKisnotan exception.however,iamconvincedthatthewomaninchargeofrunningtheproject,theheadof secretariatinthedepartmentofhealthandsocialservicesinthemunicipality,psa,fitswellunder thecategoryofbeingatrueentrepreneur[indanish:ildsjæl]. Entrepreneursarenotnecessarilytheinventorsassuch.Buttheyarepivotalagentsif innovationsaregoingtobesuccessful.however,inthecaseoftgk,psa,wasnotonlythe entrepreneur,butalsotheinitiatoroftheprocess: "Isaidtoxxxx[AMN]:"Thisisexiting.Itinvolvesthatwehavetojumpinwithoutknowingwhetheritissafeor not.andwehavetoembarkonsomeprocesses,whichwedonotknowtheoutcomesof.becausethisisthe natureofinnovation(...)."(appendix5,l.55 59) 69 Appendix9. 70 Similarpointcanbefoundinareportfrom2010onpublic privatepartnershipsforinnovation,concludingthatinnovationisheavilyrelyingon entrepreneurs.(designit2010:14). 44
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Inaninterview,LLJ,innovationdirectorandpartneratH&B,emphasizedtheimportanceofthese dedicatedsoulsforaprojecttobesuccessful.sheidentifiedpsaassuch 71,andexplainedhowa personlikepsaisofdecisiveimportance,whenh&bentersintonewpartnerships: "Weareveryconsciousaboutthechemistrybetweenus[andanexternalpartner].Ifwedon'tfeelthatthereis anychemistryatthefirstmeeting,wedon'treallywanttopursuethatprojectanyfurther". (Appendix3,l.999 1001) Imetsomeverydedicatedpeople,whenIwenttoHolstebrointhefall2011toconduct interviews.however,especiallyonequotestoodoutfromthefirstinterview,ididthatday. Precedingthefollowingexcerptwasaquestionabouttheactualhoursspentontheproject.I askedpsaastowhetherthe50 60hours 72 writtenintheoriginalprojectdescriptionhadbeen equivalenttothetimethatshehadactuallyspent: "[Laughing]Well,notatall.Iusedtosaythatthishasbeenoneofmyspare timeoccupations(...).andthesame forxxxx[amn],thetimeshehasspentonthisaswell.shetoowouldlaughaboutittoday..." (Appendix5,l.224 226) Oneofthecharacteristicsoftheentrepreneurisastrongsenseofintuition.Notalwaysableto explainwhy,sheknowstherightdirection.also,sheisabletocreateconfidenceandthrustso thatpeoplearoundherfeelsafeevenintheuncertaintimesofchange(digmannet.al.2008:47 48).ThesetraitswerereflectedinmytalkswithPSA.Theexcerptstopickfromwereplentiful,but thefollowingexpressesastrongsenseofintuition: "Well,Ihadseentheprojectproposalonthewebsiteaboutservicedesigninpublicservices.Atthattime,I thoughtthatthiscouldbesomethingreallyinterestingfromatheoreticalpointofview,butialsosensedthatthis playingfieldwasjustaplaceforustobe".(appendix5,l.33 36) Curiosityandvisionsareothertraitsoftheentrepreneurialinitiator.Theabilitytoovercome obstacles[benspænd]andturnthemaroundtore framecurrentstateofthingsisanother entrepreneurialfeature(digmannet.al.2008:47).municipalmeal serviceisaserviceareanot overwhelmedbyattentionfromneithercitizens,politiciansnormunicipalmanagement.psa expressedtheabilitytolinksuchcolorlessservice areatoabroadersocietalagendaofhealthy lifestyleandmodernfoodculture: "Thedevelopmentinsocietyhasshedlightonfoodandnutrition.AndthenIwasthinkingthatinthemidstofthis, thetiming[toinitiatetgk]wasperfect.justtheterm"municipalmeal service",can'tyouhearit?it'slikethegrey eminence,justwalkingaroundanddoingtheirwork..."(appendix5,l.278 279) 71 WhenbeingaskedabouthowshehadexperiencedthemanagementiHolstebro,innovationdirectorandpartneratH&B,LLJ,repliedthatPSA "wasextremelycommitted"(appendix3,l.273 274) 72 Appendix9,p.2. 45
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Tocatalyzechangeamongagroupofemployeeswhoarenotoverlykeenaboutbreakingroutines, canbeasizeableobstacle.eventhoughthekitchenstaffgraduallybecamemoreandmoreexited abouttheprojectasitprogressed,thestartwasnoteasy.butsheddinglightontheirdailywork throughexternalcommunicationhelpedconvincethefrontlinestaffoftheproject. 73 Mulgan& Albury(2003)describethetwomostimportantmotivatorsinpublicinnovationasprideand recognition(mulgan&albury2003:24). 4.2.2Dedicatedcolleaguesandpartners Obviously,onepersondidnotcarrythroughtheentireproject.ThatTGKendedasanexampleof successfulpublicinnovation,shouldneverbeascribedsolelytothepresenceofonecommitted entrepreneur. TGKwasconductedasapartnershipbetweenthemunicipalityandadesignagency,H&B. ThedesignersfromH&Bwerenaturallyinthefavorableyetdifficultpositiontoapproachthe municipalkitchenandits'peoplefromtheoutside.digmannet.al.(2008)identifiesthe"external glanceandtheroleoftheconsultant"asapotentialcatalystcontributingtoinnovation(digmann et.al.2008:61).however,despitetheobviousvaluefromanexternalglaceintoanorganization, H&Bcannotbeascribedaninitiatingroleintheproject,sincetheydidnotbecomeinvolvedinthe projectuntilaftertheproject applicationhadbeenacceptedbyebst. 4.3Summingup:Awarenessofsocietalchangeandadedicatedinnovator Tosumup,thispartoftheanalysiswasconductedinordertofindananswertothefirstofthree sub questions:"whywastgkinitiatedandwhatcatalyzedtheprocess?".investigatingthe backgroundofwhichtgkgrewfrom,tellsussomethingaboutthefoundationalpremisesofthis successfulcaseofpublicinnovation. Firstly,theprojectwasfundedthroughagovernmentalprogram.Thisisnaturallyapivotal partofthecontext.however,eventhoughfundingwasanimportantfactorinthemakingofthe project,someoneinholstebrohadtotaketheleadandactuallyinitiatetheproject. Ageneralconsciousnessaboutsocietalchangesandchangedpatternsinlifestyleand preferencesoffuturegenerationsofseniorswereofdecisiveimportanceatthetimethedecision topursuetheprojectwastaken.thestructuralreformthatchangedthemunicipallandscapeat thewakeof2007wasperceivedasapositiveoccasiontoengageinaprocesstowardschange. 73 Appendix4,l.563 567. 46
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Inlarge,theprojectwascatalyzedinternallybyonededicatedinnovator,withaclear understandingofbothpotentialpitfallsofworkingwithasometimesrigidcultureofamunicipal kitchen,butalsoastrongintuitiveideaaboutthepotentialsfromservice designandhowthis approachcouldbringchangetoanoftenoverlookedwelfareservice.furthermore,thisperson understoodthatrecognitionandpositivecommunicationwereimportantaspectstobuild motivationfrom.theprojectwasnotacaseoffrontlineinnovation,butinsteadanexampleof 'soft'top downinnovation,sincetheprojectwastakenuppartlyduetoagovernmentalprogram, partlyduetoonededicatedintermediatemanager. 47
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LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 5.AnalysispartII: Designthinkingin practice Fusshassurroundeddesign andinparticulardesignthinking inrecentyears.itisamain concernofmanydesignprofessionalstoconstruedesignthinkingasanaccessibleapproach. Herebytheystrivetotakeawaysomeofthemysterythatpeopleoftenassociatewithdesign.This isasharedambitionforprincipaldesignplayersinthedanishdesignindustry.index:designto IMPROVELIFE iscommittedto"demystifyingwhatisknownas"designprocess"". 74 Danish DesignCentreheldaconferenceinOctober2010withthetitle"DesignThinking:What'sthe fuss?",andthevisionofthedesign2020committeestatesthattheirvision 75 isrealizedtheday "designwillbeasnaturaltodanesascaringfortheenvironment"(thevisionofthedesign2020 Committee2011:12). 74 Accordingtotheirwebsitewww.designtoimprovelife.dk,inthemenu"About:Designthinking".AccessedonMarch20th2012: http://www.designtoimprovelife.dk/index.php?option=com_content&view=article&id=1&itemid=17 75 "(...)tomakedenmarkasociety,wheredesignisusedtoimprovepeople'slives"(design2020committee2011:8). 49
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Thischapterisacontributiontotheeffortofdemystifyingdesignthinking.Weneedto addressthefussfor(atleast)tworeasons:firstly,toasseswhetherdesignthinkingisrightfully celebratedasavaluabledriverinthedevelopmentofnewsolutions,wemustknowwhathides behindtheterm.secondly,byconfrontingthefussinesswemaybreakdownpotentialbarriers mentalaswellascultural standinginthewayofreleasingthesuggestedpotentialofdesign thinking. TGKreflectsonewaytodeploydesignthinkinginapublicsectorcontext.Thischapterthus dissectsthedeploymentofdesignthinkingexemplifiedbytgk.inthischapter,iseektofindan answertothefollowing(second)sub question: Sub question2: "Inwhatwayswasdesignthinkingappliedduringtheproject,andhow didmanagementandkitchenstaffconceiveandexperiencedesignand designers? Inrelationtothefirstargument,thefirstpartofthechapterisfocusedontheparticular deploymentofdesignthinking.relatedtothesecondargument,thesecondpartexplores preconceptionsaboutdesignanddesignersaswellasactualexperiencesfromapublicsector pointofviewonly. 5.1Thepracticalapplicationofdesignthinking Thissectioninvestigatesthepracticalapplicationofdesignthinking.Inordertodemystifythe term,idissectthedifferentelementsoftheprocessoftgk.istructurethisaccordingtothetwo levelsofdesignthinkingexplainedinsection3.2.thatis,mindsetandmethods. 5.1.1Designthinkingmindset applied Thefollowingsectioninvestigatestheideaofadesignthinkingmindsetinareal lifecontext.itis anexerciseinmakingtheintangibletangibleinthesensethatmindsetcoversimplicitprinciples underpinningadesignthinkingprocess.thequestisthereforetofindoutwhetherthefeatures constitutingthe(theoretical)constructofaproposeddesignthinkingmindset,canbeconfirmedin thecaseoftgk.iinvestigatethisaccordingtothefourtraitsthatihavedeductedfromliterature ondesignthinking:validity orientationandin depthknowledge;abductionasathirdmodeof reasoning;problem framingandsatisfactorysolutions;andhuman centeredness. 76 76 Seetable3.2. 50
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Validity orientationequalsin depth,contextualknowledge Designthinkingequalsastrongemphasisonvalidityandfocustowardsachievingin depth knowledgeaboutacertainphenomenon(martin2007:7).inordertodecide,whetherthisfirst partofadesignthinker'smindsetwaspresentinthecaseoftgk,wethereforeneedtolookatthe deployedresearchstrategies. Ihavefoundthattin depthknowledgehasbeenattainedthroughtwoprincipalresearch methods:observationalstudiesandqualitativeinterviews. Ilearnt,duringtheinterviewsessionsthatthequalitativeuser interviewshadmadeit possibletomaptheseniors'lifepatterns. 77 Headofsection,AMN,emphasizedhowtheuserinterviewshadprovidedtheprojectteamwithanin depthunderstandingoftheircustomers,and thattheinterviewshadgenerated"storiesaboutthepeoplethatwedelivermealsto." 78 Also,observationsandshorterinterviewswiththekitchenstaffwereconductedinorderto shedlightonthedailyroutines.fromthedesigner'spointofview,workingonaprojectabout municipalmeal servicehadrequiredalotoffactualresearch, 79 alsointotheparticular geographicalcontext: 80 "(...)AplacelikeHolstebro,wherethingsarerunabitlikeinabartereconomy[naturalieøkonomi].Onemayhave adaughter,whohasalargekitchengardenandthereforesuppliesthevegetables.oraneighbor,whohasafarm andthereforebringsovereggs."(appendix3,l.362 364) Abductionandthequestionofwhatmightbe? Anapparentabstracttraitofdesignthinking,whichmayseemhardtooperationaliseandapplyto areal lifecase,isthatdesignthinkingsubscribetoabduction.martin(2009)explainsthe abductivereasoningindesignthinkingasfollows:"(...)designersliveinpeirce sworldof abduction;theyactivelylookfornewdatapoints,challengeacceptedexplanations,andinfer possiblenewworlds".fromthisoperationalisation,iarguethatthiswasactuallywhatthe designersdidduringtheproject. Firstly,newdatapoints ornewsourcesofinformation wereincludedintheprocess.by interviewingtheseniorsandobservingthekitchenstaff,h&bretrieveddatafrom'datapoints' thathadnotearlierbeentapped.headofsecretariat,psa,mentionedduringourfirstinterview, howh&bhadaccessedvaluable'silentknowledge'byinvolvingthekitchenstaff. 81 77 Appendix5,l.319 323. 78 Appendix4,l.154 155. 79 AccordingtoLLJ,innovationdirectorandpartner,H&B(Appendix3,l.601 603). 80 ApointemphasisedbyKimbell(2003a:3)explainingthecontingencyofknowledge. 81 Appendix5,l.357 363. 51
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Secondly,acceptedexplanationswerechallenged.Whenthedesignersquestionedthe weeklymeal delivery,theychallengeacceptedexplanations. 82 Anddespiteresistancewasthe kitchenstaffgivennew'chef like'uniformsthatchallengesthewaythestaffusedtothinkabout themselves. 83 Thirdly,newworldswereinferred:Therestaurantanalogywasintroducedtotheproject teaminordertodirecttheirmindstowardsotherrelatedfieldscombiningmealsandservices. Alsothisreflectsavehicletohelpinspireandmakethekitchen staffandmanagementwonder abouthowthingsmightbe. Problem framingandsatisfactorysolutions Problem framingmeansthatproblemsareneverdefined,butapproacheddynamicallysothatit latercanberedefinedorreframed.inaddition,designthinkingdoesnotpursueoptimalsolutions, butinsteadseekasolutionthatsatisfiesgivencriteriaorlimitingfactors. TGKwas,asIaccountedforinchapter4notinitiatedasadirectresponsetoaproblem. However,sincetheprojectwassupportedbygovernmentalfunds,therewerecertainrulesand criteriathathadtobefollowed.designerandinnovationdirectorath&b,llj,waspositiveabout thisanddidnotseeitasalimitation.instead,sheperceiveditasanadvantage,inthesensethatit definedaspaceforhertoworkwithin: "EBSThadsomecriteria,whichIthinkwerereallygood.Wehadtodoitinhalfayear,ithadtobepossibleto implement,andithadtobecost neutral.thosewerereallygoodframetoworkwithinasadesigner.cooland challenging.veryconcrete..."(appendix3,l.133 138) Anotherfindingsupportingthisdesignerlywayofworkingwithproblems,wasthatthekitchen staffandmanagementweresurprisedabouttheinsightsthattheprojectbroughtup,e.g.that someseniorswereembarrassedtohavethedeliveryvanstandingoutsidetheirhouses. 84 Secondly,didbothkitchenstaffandmanagementexpressthattheyweresurprisedtoseehow deeptheprojecthadimpactedonthekitchens'waysofworking. 85 Somethingthattellsusthatthe solutionspacewasnotgiveninitially,butdevelopedthroughouttheproject. Human centeredness Designthinkingpivotsaroundhumans,whytheinvolvementofadiversegroupofstakeholdersis acommondenominatorfoundinliteratureondesignthinking(e.g.brown2009). 82 Appendix3,l.566 567. 83 Appendix5,l.590 595. 84 Appendix4,l.335 341. 85 Appendix5,l.630 632;appendix4,l.134 136. 52
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Kitchenworkers,seniors'aprofessionalchefandthemunicipalmanagementwereall partakingintheprocess,eitherasparticipantsinworkshops 86 orasintervieweesorsubjectsof observation. 87 FromtheinterviewsIdidwiththeprojectparticipantsaswellasbylookingatthe differentprojectactivities(seetable5.3),itisclearthattheprocesswasstructuredtoinvolve multiplestakeholders. Summinguponthepresenceofadesignthinkingmindset Intheprevioussection,Iinvestigatedtowhatdegree,ifany,TGKreflectedadesignthinking mindset.thenotionofadesignthinkingmindsetisgroundedinanextensivereadingthrough literatureaboutdesignanddesignthinking,andthusshoulduntilnowprimarilybeseenasa theoreticalconstruct.however,asapartofmyendeavorofdemystifyingdesignthinking through theexaminationofareal lifecase study thissectionshowsthatdgkdoesreflectallofthefour definingtreatsorprinciplescomprisingthemindsetofdesignthinking. 5.1.2Designthinkingmethods applied ThissectioninvestigatestheactualmethodsandtoolsusedduringthedevelopmentofTGK.The purposeistocontributetothedemystificationofdesignthinkingbytheuseofareal lifecase: TGK.IapplyBason's(2010)modelofdesignthinkingtosupportthisendeavor. Inthefigurebelow(figure5.1),weseehowTGKfollowedaprocessthatwereoveralldivided intofourphases,similartowhatwassuggestedinbasons'model. 88 Ihavekeptthelabels denominatingthefourphasesaccordingtobason(2010),andiaccountforthespecificproject activitiesbelongingtoeachofthephasesinthefollowing. 86 Appendix3,l.516 520. 87 Appendix3,l.228 230;appendix5,l.459 462. 88 AlsosimilartothedesignthinkingprocessassuggestedbyBeckmann&Barry(2007b). 53
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Figure5.1:TheprocessofTGK illustrated AdaptedfromBason2010:141.Phase descriptionsaretranslatedfromtheinitialprojectpresentation, Appendix12. Theknowing processisprecededbya'framing phase'(bason2010:176).differentfactorsdefine howaproblemisframed(bason2010:176).basedonthefirstpartoftheanalysis(seesection 4.4),wecandefinethe'framingfactors'as:firstly,ageneralconsciousnessaboutsocietalchanges andchangespatternsinlifestyleandpreferencesoffuturegenerationsofseniors,andsecondly,a dedicatedinnovatorhelpedtocatalyzeanddrivetheproject.bason(2010:176)referstosimilar factorsasmotivationsforchangeand'championsoftheproject(bason2010:176). Table5.1illustratesthefourphasesthatTGKwentthrough,phasesverysimilarto thosefoundinbason smodel(2010).however,somediscrepanciesexistastohowthedifferent phasesaredefined.inthefollowingsection,iarguewhy. 54
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Phase1: User,stakeholder andprocessanalysis Thoroughandethnologicallybasedidentificationofseniors'needs,wants,and demands,includingthenon realizedandnon articulatedneeds.additionallywere differentexpertsinterviewed,andemployees'needsandworkprocessesanalyzed. Phase2: Ideadevelopment Phase3: Designdevelopment Phase4: Implementation Thisphasesinvolvedanumberofideadevelopmentworkshopswithrepresentatives fromallcitizengroupsaswellascooperatingpartners.differentcreativeidea developmentmethodsweredeployed,includingradicalanalogies. Thedifferentdesignsolutionsweredevelopedthroughsystematicallyiterations betweendesign andfeedbackstudies,amongotherthingswiththehelpfromuserworkshops,collaborativedesign processesaswellasuser friendlinesstestwith prototypesandmock ups. DesignsolutionswereimplementedinbetweenMarch May2008concurrentwith theissuingofthespringmeal servicemenu.inrelationtotheimplementationhasthe ElderCouncilinHolstebroMunicipalityactedasambassadorsandcontributedto ensuringthatthemanynewinitiativeswerewellreceivedbytheseniors. Table5.1:ThefourphasesofTGK (AdaptedandtranslatedfromEBST2012) Methodsforknowing Methodsforknowingcoverstheinitialphaseofadesignthinkingprocess,aftertheframingprocess,.Asahuman centeredapproach,designthinkingishighlyfocusedatabroadrangeof stakeholders.(bason2010:179)thephaseofsubtractingrelevantknowledgefromstakeholders wasdonethroughtwomethods: Qualitativeinterviews Observationstudies(H&Busestheterm'fieldstudies') Bothkitchenstaffandseniorsweresubjectsofinvestigation. 89 Initially,H&Bplannedtostarttheir investigationinthehomesoftheseniors.however,llj,innovationdirectorandpartner,h&b explainedinaninterview,howh&bhadcometorealizetheimportanceofstartinginthekitchen inordertoshowthestaffinterestandwintheirthrust: 90 "Itshouldn'thavecomeasasurprise.Lookingbackit'scommonplace.(...),weshouldstartinthekitchenandthe staffworkingthere.toshowthem...likeabasiccourtesy,theyaretheonecookingthemeals,right?" (Appendix3,l.223 226) Afterconductingshortinterviewswithkitchenstaffandobservingtheirdailyroutines,H&Bturned theireyesontheseniorsandconducted24qualitativeinterviewswithseniorswhowere 89 Appendix3,l.228 230. 90 Appendix3,l.492 494. 55
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 subscribingtothemeal service 91.Asdescribedintable11,thisphasewasalsonamedUser, stakeholder andprocessanalysis. Methodsforanalyzing Methodsforanalyzingformsthesecondphaseandcoversdifferentpartsoftheprocessof translatingknowledgeintostructuredknowledge(bason2010:180).theanalysisphaseisdivided upinthreesub processes:patternrecognition,visualization,andidentificationofinsights.thefirst twosub phaseswastakencareofbyh&b,wholaterpresentedtheirfindingstotheprojectteam aswellasabroaderrangeofstakeholders,wherebytheymergedthesub processof'identification ofinsights'withthe'synthesizing'phases. InnovationdirectorandpartneratH&Bexplainedinaninterview,howithadsurprisedthe publicsectoremployeesthattheanalysispartwasrathertime consuming,andthatthispartof theprocesswas'hidden': "Idon'tthinktheyhadexpectedtheretobesomuchanalysisinvolved.Ittookarelativelylongtimebeforewe startedtoproducesomething.[aftertheanalysis](...)westartedtoproducesomethingfortheworkshops,we werehaving..."(appendix3,l.260 262) Thisphaseisalsonotexplainedintable5.1,whereEBSTpresentstheprocess. Methodsforsynthesizing Thesynthesizing phaseisinbason's(2010)modelexplainedasthethirdphase followingthatof analyzing(bason2010:186).synthesizingisaboutputtingthingstogether.accordingtobason (2010)thisisdonethroughthreesteps:'Ideageneration','selection',and'conceptdevelopment'. Thisisoverallwhatintable5.1,isdescribedas"Phase2:Ideadevelopment".Inthisphase,H&B facilitatedaworkshopbringingtothetableawiderangeofdifferentstakeholders.duringthis workshop,thefindingsfromtheanalysisphasewerepresented.thisworkshopalsoincludedthe introductionoftherestaurantmetaphor. Methodsforcreating Thecreational phaseisinbason's(2010)modelexplainedasthefourthphase followingthatof synthesizing(bason2010:186).intable5.1phase4:implementationcorrespondsmoreorlessto 91 Appendix5,l.317 323. 56
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 57 Basons'(2010)creationphase.However,whereBason(2010)countsintheimplementationphase, thisisaphaseonitsown,accordingtohowebstpresentstheprocess. However,akeyfeatureofthisprocessisthatthepotentialsolutionsaremadetangible. Differentmethodsweredeployedinordertomakedesignthinkingconcrete.LLJ,innovation directorandpartner,h&b,describesthisphaseasfollows: "AndthisiswhereIthink,thatbyusingdesignthinking...Youhavetohavesomeprototypes,somemock ups,and youhavetodouser involvementduringtheprocess.asadesigner,itismybiggestfearthatwheniletgoofmy baby,ithastobeabletosurvive(...)otherwise,itisnotasuccess..."(appendix3,l.152 158) Thus,tobeabletotestandevaluatepotentialsolutions,wasimportantinordertoensure,that TGKwouldbeasuccess evenafterthedesignershadleftthebuilding. Summingup:Thedesignthinkingprocessandthedeployedmethods Ihavestructuredthedeployedmethodsandtools dividedintobasons'(2010)fourphasesof designthinkinginapublicsectororganization.fromthemethodsusedintheprocessoftgk,we seethatmethodsareconstitutedbyamixofononeside:anthropologicalmethodsaimedat analyzingandsubtractingsilentknowledgefrombothkitchenstaffaswellastheseniorcitizens. Andontheotherside:traditionalcreativemethodsforgeneratingideas.Ihaveillustratedthe differentmethodsaccordingtothefourphasesintable5.2: Methodsfor knowing Qualitativeinterviews Observationalstudies Methodsfor analyzing Data processing(h&bhomework) Pre paringforworkshop... Makingofpersonas Editingvideo clips Methodsfor synthesizing Idea generationworkshopw/kitchenstaff,homecareunitrepresentatives,seniorcitizensrepresentatives, localpoliticians&designers(h&b) Presentationofanalysisfindings...throughvideo clipsandpersonas Introductiontoandworkingwithradicalanalogies Methodsfor creating Proto typing Mock ups...evaluatedbykitchenstaffandseniors. Table5.2:MethodsdeployedintheprocessofTGK,accordingtoBason's(2010)modelofdesignthinking DataissubtractedfrombothinterviewsanddifferentpresentationsofTGK.
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 5.2Workingwithdesigners:Assertionsfromapublicsectorperspective Thissectioninvestigatesthepreconceptionsaboutdesignanddesignersthatexistingintheminds ofthekitchenstaffandmanagementpriortotheproject.also,iaccountforhowthepublicsector agentsexperiencedtheactualcollaborationwiththedesigners.iamcurioustoknow,whetherthe logicsofthepublicsectorclashedwiththoseofdesign,potentiallymakingcollaborationbetween thetwopotentiallycomplicatedandstrenuous. Inthissection,Irefertodesign notdesignthinking.sincedesignisamorecommonly knowntermthandesignthinking,ithereforedecidedthatdesignwasabetter suitedtermtouse inaninterviewwithe.g.akitchenworker. 5.2.1ThehybridstatusofHatch&Bloomasin betweenindustries Fromtheoutside,apartnershipbetweenadesignagencyandamunicipalkitchenmayseemlikea somewhatoddmatch.inliteratureoncreativeindustries,anoften usedantagonismisjuxtaposing thetraditionalbusinessworld/thehumdrumindustrieswiththecreativeindustries(caves2000:4; Hesmondhalgh2007:20).Thelogicbehindthisdichotomyis(amongothers)thatindustriesare drivenbydifferentmotivationsandoperatewithdifferentperceptionsofvalue.however,h&b cannotbeconsideredacorecreativebusiness.theydescribetheirconsultancyconceptasone combiningdesignresearch,innovationmanagement,andcommunication(ebst2009:18).likethe backboneofdesignthinking,theyoperateinbetweenworldsofbusinessanddesign. WemaythenseethehybridformofH&Basreflectingaworld,whereindustriesare 'melting'together.notonlyisdesignthinkinginessenceadvocatingforaninterdisciplinarywayof generatingsolutions.h&bthemselvesemploysaverydiversegroupofpeople creativesaswell asnon creatives andsupplysservicesthatarespanningfromgraphicdesigntoservicedesignetc. Thedichotomyofhumdrumvs.creativebusinessescanthereforeonlybeseenasanideal typical construction.byinsteadseeingitasacontinuum,h&bwouldbesomewhereinthemiddle. Withthisinmind,Iamcurioustounderstand,whatexpectationsandpreconceptions,the publicsectoremployeeshadinregardstoh&bpriortotheproject,aswellasunderstanding,how theyactuallyexperiencedthecollaboration.whatcharacterizedtheirattitudetowardsthese peopleworkinginthishybriddesignagency? 58
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 5.2.2Assertionsaboutdesignanddesigners Fromtheinterviews,Ihavesubtractedfourkeyassertions,whichsumsuphowthepublicsector agentsperceiveworkingtogetherwithdesignersfromh&b.sincetheprojectwascompleted (successfully)yearsbeforeiconductedtheinterviews,itislikelythattheinterviewees' perceptionshavebeen'polluted'bylaterexperiences,andthusarebiased.thisisapremiseofthis study. However,withthisinmind,Idistinguishbetweenpreconceptionsandexperiences.I understandpreconceptionsastheattitudestowardsdesignanddesignersexistinginthemindsof thepublicsectoragentspriortotheproject.incontrastareexperiencesreferringtothe perceptionsformedafterexperiencingworkingwithdesignanddesigners. Thefourassertionsare: Assertionone(pre conception):designersmakeprettybrochures Assertiontwo(pre conception):designersarecreativeswithaquantapproachtothings Assertionthree(experience):Designersoperatewithaspecialperceptionoftimeandspace Assertionfour(experience):Designersarereallygoodpartners(welikethem) Assertionone:Designersmakeprettybrochures SincenoneofthepublicsectoragentshadworkedwithdesignerspriortotheinitiationofTGK,I wascuriousaboutpotentialpreconceptionsaboutthisparticulargroupofprofessionals.the interviewsdisplayedthatthepublicsectoragentshadveryfewideasaboutwhattoexpectfroma designagency.thedailymanagerofthekitchen,amn,described,howsheusedtolinkdesignto brochures,leafletsandgraphicdesign: "Toheartheword'designers'mademethinkaboutbrochuredesign.Thatwouldhavebeenmyfirstthought: "Okay,let'shavesomenicematerial[brochuresetc.]made".Ididn'tthinkatallaboutuserinvolvementand service design(...)thatwasdefinitelynotwhatihadinmindatfirst."(appendix4,l.92 96) Myinterviewswiththekitchenstaffinformedmethatatraditionalperceptionofdesignersas creativesoccupiedwithdesignofphysicalartifactslikeclothing,furnitureand astheexcerpts aboveillustrates brochures. 92 WhenIinterviewed,LLJ,innovationdirectorandpartneratH&B, sheconfirmedthis. 93 92 Appendix5,l.144 14;appendix6,l.200 202. 93 Appendix3,l.247 258. 59
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Assertiontwo:Designersarecreativeswithaquantapproachtothings Aninherentaspectofthepublic privatepartnershipinvolvedthemeetingoftwodiversework cultures.iwantedtoexplorethis,sinceiwascurioustoknow,whetherthiswaspurelyaprejudice ofmyown.inaninterviewwiththedailymanagerofthemeal service,amn,iaskedhertohow shehadperceiveddesignerspriortomeetingtheteamfromh&b.apreviousjobinanadvertising agencyhadformedherpreconceptionstowardsdesigners: "Someyearsago,Iworkedatanadvertisingagency,(...).Igotareallygoodimpressionofadvertisingpeople.And thenithoughtthatdesignershadtobeabitlikeadvertisingpeople.thekindofpeoplewithenergyandwhere thereisactionallthetime.fascinatingpeople..."(appendix4,l.102 105) IaskedthesamequestiontothePSA,headofsecretariatinthedepartmentofhealthandsocial services.sheexplainedhowshepriortotheprojecthadthoughtofdesignersascreativepeople withaskeworquantapproachtothings. 94 BeinginvolvedintheprocessofTGKhadonly confirmedherperception. 95 FromtheinterviewsIlearnt,thatbothwelfareleadersandstaffsharedthepreconceptionof designershavingaquantapproachtotheirwork,comparedtotheirownwayofworking,andthat thistoalargeextentwereconfirmedintheproject. Assertionthree:Designersoperatewithaspecialperceptionoftimeandspace Thisthirdassertionrelatestotheactualexperiencesfromworkingtogetherwithdesigners.In ordertounderstandhowthemunicipalleaderperceivedthedifferencesbetweentheirownway ofworking,andthedesignerlywayofworking,iaskedheadofsection,anm,toexplainthisfrom herpointofview: "Wearevery,verydifferent.Ifyoutakeagenerallookatpeopleworkinginkitchens,you'llseethatweliketo thinkinside the box,rigorous,everythinghasbestructured,likethis...[knockingthetablethreetimes].wework afterschedules,recipes,andtiming.wearejustverydifferentfromthem."(appendix4,l.110 115) Furthermore,PSA,mentionedhowshehadhadconcreteexperiencesthathadremindedherthat thedesignerlywayofworkingdifferedfromherown'municipalworld'.whereamunicipal organizationisdrivenbydeadlinesandahierarchicalstructures,thedesigner,atleastthiswas howsheputit,operateswithatotallydifferentperceptionoftimeandspace,e.g.thataphonemeetingcouldtakeplaceat9pm. 96 94 Appendix3,l.168 178. 95 Appendix3,l.186. 96 Appendix3,l.187 190. 60
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Assertionfour:Designersaregoodpartners(welikethem) Besidethechallengingaspectofthepartnership,thewelfareleadersexpressedanoverlypositive attitudetowardsthedesigners,whenlookingbackattheproject.amn,headofsection,explained thatshehadbeenpositivelysurprisedtolearn,howwelltheymatchedonapersonallevel. 97 A similarperceptionwasexpressedbytheheadofsecretariatinthedepartmentofhealthandsocial services: "Somewhereoranotherit'shardformetocomeupwithsomethingthatreallyannoyedme.Wejusthadsome reallygoodpartners[inh&b]."(appendix5,l.5) SimilarexpressionswerefoundintheinterviewsthatIconductedwiththekitchenworkers.Avery positiveattitudetowardstheteamfromh&bcharacterizedthepicturethattheypaintedofthe collaboration despitedifferencesinwaysofworking. 98 5.3Summingup: IanalyzedTGKaccordingtothetwolevelsofdesignthinking:mindsetandmethods.Inregardsto mindset,allfourtraits 99 ofadesignthinkingmindsetwasfoundreflectedintheprocessoftgk.in relationtothespecificmethodsdeployedduringtheprocess,ifoundthattgkdisplayedmanyof thetoolssuggestedinliteratureondesignthinkinganddesign driveninnovation. Thesecondpartoftheanalysissectionaddressedpreconceptionsaboutdesignand designersaswellasactualexperiencesfromworkingwithdesigners seenfromapublicsector pointofview.ifoundthatprejudicesaboutdesignpivotedaroundtwoassertionsfromthepublic sectoragents'pointofview:firstly,thatthepublicsectoragentstoalargedegreeshareda traditionalunderstandingofdesign.alsothemanagementandkitchenstaffshadanticipatedthat thedesignershadaquantapproachtowork.evaluatingthecollaborationwiththedesigners resultedinadditionallytwoassertions.firstly,anassertionsuggestingthatdesignerswayof workingcontrastedthespreadsheetstructurefoundinamunicipalkitchen,andsecondly,an assertionaboutafriendlyandacceptingnatureofdesigners. 97 Appendix2,l.128. 98 Appendix8,l.190 192;appendix7,l.220 222. 99 Seesection3.2.2fordetailsonmindset. 61
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 62
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 6.AnalysispartIII: Learningfrom designthinking Asmyresearchprogressed,Istartedtothinkabouttheconceptofcoretasksofpublic sector organizations.whattriggeredmyattention,wastheideathatdesignthinkingchallengeswhat welfareorganizationsperceiveastheircoretask(s).anotionthattouchesonafundamental discussionaboutthefutureofwelfaresociety,wherepoliticiansandleaders,inpresenthoursof crisis,struggletodefinewhattaskstocutoutofthewelfareportfolio,andwhichtopreserve. Onewaytoframethis,istoinvestigatewhetherdesignthinkingholdsthepotentialto changethe(invisible)mentalmodelsofanorganization,whichdefinethecoretasksofan organization. InspiredbyBeckman&Barry(2007a),thissectionlinksandexploresthelearning implicationsfromdesign driveninnovation.morepreciselyiamoccupiedwithanalyzingifand howtheprocesscreatedanewsharedmentalmodelinthemunicipalkitchen.iapply 63
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 organizationallearningtheoryinordertoaddressandanswermythirdsub question: Sub question3: "Inwhatwaysdiddesignthinkinginfluencethesharedmentalmodelsof TheGoodKitchen?" Thissectionisdividedintothreesections.Firstpartanalyseschangesinthedeeplayersofthe organization.secondly,ianalyzechangesinproceduresandroutines.thethirdpartsumsupthe findings.next,idiscusstheconsequencesfromapplyinganorganizationallearningperspectiveto TGK. TheprocessofTGKactivatedthecollectiveknowledgeoftheorganization,byinvolvingboth kitchenstaffandmanagementinthedifferentworkshopsthroughouttheproject.sincetgkasa processheavilyemphasizinginteractionanddoing(beckmann&barry2007a),iuseexperiential learningtheoryandinparticular,theconceptofsharedmentalmodels,asmyperspectiveon organizationallearning. Sharedmentalmodelsreflectorganizations'collectiveworldviews,andwecanunderstand organizationallearningeitheraschangesinorasthebuildingofentirelynewsharedmental models(kim1993;spicer2002). Aparticularprojectelementillustratestheconnectionbetweendesignthinkingand learning:therestaurantanalogywasintroducedbyh&bduringanidea developmentworkshop. Jointly,theintervieweesreferredtotheanalogyasatrueeye opener. 100 Asacontrastingthought world,theanalogychallengedtheexistingmentalmodelsofthemunicipalkitchen(carrollet.al. 2003:576).Furthermoreandduetoits'simplicity,therestaurantanalogyisanexampleofhow designthinkingdoesnothavetobeabstruseormysterious. 101 (Seetable6.1) Table6.1:Therestaurantanalogy explained "Duringaworkshopwearetalkingaboutsomedifferentpictures,abouthowweseethem,andwhatwe experienceandwhatwethinkishappeningonthem(...)atsomepointoranother,allthishasaconnectionto ourrestaurantanalogy.(...)fromthis,youhavethisaha experienceandthis,howdoyousay...somekindof alteredfocusandhigherconsciousnessthatwecanusetodefine,howwewouldliketgktobelike.and throughthisthought process,people[kitchenstaff],whoarenotusedtositlikethisanddiscussthings...they areofferedthiscommonthoughtworld(...)areallyexitingwaytoguideverydifferentpeopleintothesame lineofthoughtandthenhavethemaddinwithdreamsandideasabouthowtheywouldlikethingstobe." (Appendix5,l.100 114) 100 Appendix5,l.93 108;appendix3,l.531. 101 Whichrelatestothesecondsub questionofthisthesis:designthinkinginpractice.seechapter5. 64
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Asmyanalysisismainlybasedoninterviewswithagentsinvolvedintheproject,Iapproach organizationallearningfromatheoreticalperspectivethatallowsmetoemphasizeindividuals learningexperiences.vera&crossan(2003)definesorganizationallearningas"theprocessof changeinindividualsandintheirsharedthoughtsandactions"(vera&crossan2003:123). Analyzingorganizationallearning enabledbythedesign drivenprocessoftgk therefore involvesthatiaccountforchangesinhowleadersandfront linestaffthoughtandactedin relationtotheirwork. 102 Inrelationtothis,organizationallearningisunderstoodastheinstitutionalizationofchanges inhowthemembersoftheorganizationact( andtoacertaindegreethink)(vera&crossan 2003:123).Iput"toacertaindegreethink"inparenthesis,sinceIpresumethatchangesinhow peoplethinkeventuallyresultinbehavioralchanges. Acriticalaspectconcernsvalidity.Understandinglearningaschangesinhowpeoplethinkandact, presumesthaticanaccessinformationabouthowagentsusedtothinkandactbeforetheproject wasinitiated.howelsecanwetellwhetherthingshavechanged? Preferably,Ihadconductedtheinterviewsbeforetheprojectwasinitiatedaswellasafter. Sincetheprojectwascompletedin2008suchresearchstrategyisnotpossible.However,from conductingmultipleinterviewswithpeopleleadingaswellasworkinginthekitchen,ihavelearnt thatthestoriestoldareactuallyveryconsisting. 103 Inordertoaccommodatethispotentialpitfallofvalidity,Iencloseinterview citations directlyinthetext,inordertolettheintervieweesspeakforthemselves. 104 Thedistinctionbetweenindividualandorganizationlearningisfurthermorerelatedtothevalidity concernexplainedabove.individuallearningispresent,whenindividualschangetheirwayof working andthus,wayofthinking.organizationallearning,ontheotherhand,presumes consistencyinhoworganizationmembersact(andthink) 105.Howcanweotherwisetalkabout changesasbeinginstitutionalized,iftheyarenotshared,butmerelydiffusedandsporadic? Consequentially,Iaimatfindingsupportfortheenclosedcitationsinatleasttwoofmy interviewees.individuals'abilitytoinfluenceanorganizationisconsiderablylargerinsmall 102 Referringtothedefinitionoforganizationallearning,astheprocessofchangeinindividualsandintheirsharedthoughtsandactions(Vera& Crossan2003:123). 103 Naturally,therearenuancesinhowgreatlythedifferentactorsemphasiseparticularsituations,aswellasnuancesintheimportancethey ascribetothem. 104 Forlimitationreasons,Ialsorefertoextractsinthetranscribedinterviews. 105 Asmentionedearlier,Ipresumethatchangesinhowwethinkeventuallyresultinbehaviouralchanges. 65
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 organization,comparedtoamedium orlargeorganization(kim1993:40).asasmall organization,weshouldpayattentiontoindividuals'perceptions,whenstudyingthemunicipal kitcheninholstebro. 6.1Sharedunderstandings level1:changesinassumptionsandbeliefs Assumptionsandbeliefsrefertothedeeperlayersoftheorganizationsuchastheculture,deeprootedassumptions,artifacts,andinexplicitbehavioralrules(Kim1993:45).Thissectionis thereforeaboutinvestigating,howtheprocessleadingtothebirthoftgkchallengedthedeeprootedassumptionsandbeliefsoftheorganization. Aftercodingtheinterviews,Ifoundthatchangesinassumptionsandbeliefswereexpressed aroundfourtopicsrelatedtothekitchen'sidentityaswellasstaffs'professionalidentity: Fromproducerofmeals toproducerofservices Frommakingmealsforseniorcitizens toservingguestsandunderstandingtheirneeds Fromanonymity toactiverelation building Projectchallengingcoretasksandprofessionalidentity Inthefollowingfoursub sections,iaccountforeachtopicdescribingthechangesinthedeeper layersoftheorganization. 6.1.1Thekitchenbecomingaserviceproducer Changewasamongotherthingsmanifestedinanemergingservice awareness.asanexample, hadthekitchenstaffcometorealize,howtheseniorsperceivedthemealtimetobeahighlightof theirday.arealizationthathadmadescalesfallfromtheireyes. 106 Inthesameinterview,itwas stressedthattherestaurantanalogyhadcontributedtotheemergingunderstandingofthe kitchenasaservice provider. 107 Anotherinsightwasthatthekitchenstaffintheirdailyworkstartedtothinkaboutthereal people,theywerecookingfor.headofsection,amn,expresseditlikethis: "Thisunderstandingofwhoitiswe'recookingfor.Thatisawholenewrealization.It'snotlikewejustcook,and theminutethemealshaveleftthedoor,thenwestoptocare.wehavetoknowwhathappensafterwardsandthe feedbackweget.weactuallydothinkaboutmrs.jensen,whenwemakethegravy."(appendix4,l.545 549) 106 Appendix5,l.583 588. 107 Appendix5,l.728 735. 66
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Also,sheexpressedhowH&Bhadopenedthekitchenstaffs'eyestowardsinvitingtheircustomers insidethewallsoftheorganization.somethingthatshethoughthadhelpedthembecomemore service minded. 108 Becomingaservice provideralsoincludedgettingtoknowaboutthepeople,whoseneeds thekitchenprovidesfor.exemplifiedthroughtherestaurantanalogy,thekitchenstartedto perceivetheircustomers theseniorcitizensinholstebro asguests. 6.2.2Servingguestsandunderstandingtheirneeds Duringtheproject,observationalstudiesanduser interviewswithseniorswereconvertedintoa numberofpersonas, 109 inordervisualizetheparticulartastes,resourcesandneedsofthe differentsegmentsofseniorsthatthekitchenserves.oneoftheinsightsthatwerehighlightedin interviewswithrepresentativesfromtheprojectteamwasthatsomeseniorswereembarrassed tohavethedeliveryvanparkedoutsidetheirhomes.forthem,itasavisiblesigntonolonger beingself reliant,andsomethingthattheywouldliketokeepprivate. 110 Aprojectinitiativemeant thatthedeliveryvansweregivenamakeover,andtodaylookless'municipal'andmore interesting. 111 Anotherinsightwasthattheseniorswerelackingtheopportunitytoservedinnerorsnacks, whenfamilyandfriendsvisit.toretainasself sufficientaspossible,theseniorswishedto preservetheirsociallife.amn,headofsection,explainedhowtheintroductionofguest meals weredirectlylinkedtothekitchenstartingtofocusontheneedsandwantsofits'customers: "(...)Listentothecustomer,whenthecustomerforexamplesays:"Well,Ineedtoinviteguestsover,becauseasI woman,ihavealwayscooked,andi'mreallysadthaticannotdothisanymore." (Appendix4,l.160 165) Today,seniorshavepossibilitytoorderextraportionsinadvanceincasesomeonedropsby. Membersofthekitchenstaffinadditionhighlightedtherestaurantanalogy.BJE,thedaily operationsmanagerinthekitchen,reflectedupontheeffectsofworkingwiththerestaurant analogy: "(...)Wordsthatcouldneverpassourlipspriortotheproject...Beforeweusedtoaddressthem'users'.Butthey [H&B]calledthem'guests',ourguests.Insomewayoranotheritbecamemorepersonalforthepeoplewecook for,eventhoughthereare600ofthem."(appendix7,l.290 293) 108 Appendix4,l.264 267. 109 A'persona'isafictivecharacterbuiltfromresearchaboutusers.Apersonausuallyrepresentsagroupofusers. 110 Appendix3,l.540 545;appendix4,l.338 340. 111 Appendix4,l.341. 67
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Togetherwiththeanalogy,thekitchenwasintroducedtoawholenewvocabulary,converting seniorsintoguests. 112 Asthisintervieweenotes,wordsarepowerfulsincetheyimpactonhowwe think. 113 Besideslearningabouttheseniorcitizensandadoptingthenotionofperceivingthemas 'guests'theprojectalsoinvolvedthatthekitchengaveupitsintroversionandstartedtobuild relationshipswiththeseniors. 6.2.3Replacinganonymitywithactiverelationbuilding Athirddimensionofdeepchangereferstothekitchenbuildingrelationshipswiththeseniors.Ina interviewwithnutritionassistant,tdk,iaskedhertoexplainwhatshesawasthereasonforthe kitchentooffertheseniorssmallgive away's,suchascookiesandflowers,aroundchristmasand Easter: "Well,Ithinkthatweshowthem[theseniors]thatwecareforthem,andthatwerespectthemeventhoughwe cannotseeeachother.(...)sosomeoneisthinkingaboutthem.thatisthesignalwewouldliketosend.thatwe arehappytohavethemasourcustomers."(appendix8,l.232 241) Sheexplainstheimportanceofshowingahumansideofthekitchen,somethingthatissupported bytheintroductionofmonthlynewsletters,wherepicturedandwrittenportraitsofthekitchen staffinformtheseniorsaboutthe'real'peoplepreparingtheirmeals.sincemostseniorshave theirmealsdelivered,andthereforeneverphysicallyvisitsthekitchen,thisisawaytoofferthe seniorsapeekinsideinthekitchen. Ingeneral,thischangeisheavilyreflectedinsomeofthetangibleprojectoutputs.Besides smallgiveawaysandnewsletters,thekitchennowenclosesemptypost cardseverytimetheysend outanewmenutotheseniors 114.Thepost cardsarefortheseniorstowritecomments,critique orpraiseson,inordertoletthekitchenknowhowtheylikethefood. 6.2.4Challengingexistingperceptionsofprofessionalidentity Ingeneral,thekitchenhasundergoneafundamentalchange.Anewvisualidentity,post cards, newslettersandmenusaresomeofthetangiblesignsofchange.however,thisfourthdimension ofdeepchangediffersfromthefirstthreeinthesense,thatthisdimensionisnotreflectedinany tangibleproject relatedoutcomes Thisdimensionofchangeinthedeeplayeroftheorganizationisinterestingfromthepoint thatsubstantialchangesinhowthestaffthinksabouttheirownprofessionalismandprofessional 112 Appendix,l.292. 113 Thisnew,commonvocabularywasinaninterviewdescribedasacodex(Appendix5,l.690 693). 114 Thekitchensendsoutnewmenus3 4timesayear followingtheseasons. 68
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 identityinfluenceontheorganizations'capacitytoacteffectively,e.g.abilitytoadapttotheneeds offutureseniorcitizens,somethingthatislinkedtohowiexplainedorganizationallearningin chapter3.3(carrollet.al.2003:575;spicer2020:4).additionally,thispointissupportedintheory suggestingthatweseeorganizationallearningasamatterofidentityformation.elkjaer(2003) explainsthisasasituation,wherepeopledevelopandformtheiridentitiesthroughpartakingin organizationalactivities(elkjaer2003:43). Duringmyinterviewswithbothmanagementandstaff,Iaskedthemtoassesshowtheir participationintheprojecthadinfluencedonthewaytheyperceivedtheirownprofessional identity.eventhoughthismaybeasomewhatabstractquestion,allintervieweesprovidedme withclearanswersandconfirmed,whatiexpected:thattheprocesshadmadethemreconsider someofthecoreaspectsoftheirwork.somehowever,wereofferingamorethoroughaccountof whattheseaspectscovers.others,liketdk,nutritionassistantworkingintgk,offeredmethis answer: "(...)Forsomereasonyou[herself]feelthatwhatyou[herself]aredoingismorevaluable." (Appendix8,l.262 263) Iaskedthesamequestiontothedailykitchenmanager,BJE.Shealsoconfirmedthattheproject hadimpactedonhowsheseesherjobtoday.inparticular,shementionedthattheprojecthas madeherbecomemorequality conscious,andmadehersethigherstandardsforherwork. 115 Furthermore,IaskedAMN,headofsection,toassesswhethershethoughtthattheproject hadinfluencedonhowthekitchenstaffperceivetheirjob.sheconfirmedthattheprojecthad challengedagroupofprofessionalsthatshedescribesasculturallystubbornandheady: "(...)Thisischanged.(...)Ibelievethatthey[kitchenstaff]thinkthatitisgoodtodosomethingtoupholdtheir workplace,andvi[management]oftentimestellthem,thatitisimportanttohavecustomers,andthatwehave toprovideforthem[customers]andcontinuouslydevelopourselves.andtheydotakepartinit." (Appendix4,l.409 415) Alsosheexplainedhowthecontentofthekitchens'servicehadchangedconsiderably: "Theservicethatweofferhaschanged.(...)Nowwehavechangedthedietsoffersandtakemuchmorecareof theindividualsenior.ifforinstancesomeonecallsuswithaspecialinquiry,wehavealookatit.theroomfor whatispossiblehasincreasedalot."(appendix4,l.419 425) Laterintheinterview,AMN,assertedthateventhoughshehadalwayslikedherjob,theproject hadmadeherfeelmorehappyandproudabouttheorganization,sheisrunning: 116 115 Appendix7,l.393 394. 116 Appendix4,l.473 482. 69
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Alsothekitchenstaffexpressedthattheirworklifehadbeenenhancedbytheproject.One expressedthatsinceherjobhadbecomemoreinterestingaftertheprojectwasstarted,sheliked itbettertoday. 117 Thedailymanagerinthekitchen,BJE,hadasimilarexperience,andexpressed thathavingmorechallengingworktaskstodaysatisfiedher. 118 Fromtheinterviews,Ilearntthattheprojecthasinfluencedconsiderablyonhowboth kitchenstaffanditsmanagementperceivestheirownprofessionalidentity.consistently,they expresshowtheirworkhasbecomemoremeaningfulandhowtheyalsovaluethechallenges fromnewtasks.however,icannotconclude,whethertheperceptionofcoretaskshaschanged, butitisclearthattheprojecthasstrengthenedthecommonperceptionofwhatthecoretasksof thekitchenare.asanexample,hasageneralawarenessabouttheimportanceofputtingthe needsofthecustomerinthecentre,emerged. 6.2.5Summingup:Impactsfromdesignthinkingonassumptionsandbeliefs Intheprevioussections,IdiscussedhowTGKhascausedratherfundamentalchangesinthedeep layersoftheorganization.however,changeswerealsofoundinhowthestaffperceivestheir professionalidentity.readingfromtheinterviews,thiswasaratherconsistentchange,andi thereforeincludeitintotheaccountoforganizationallearning. 6.3Sharedunderstandings level2:changesinroutinesofoperation Theprojectbroughtaboutchangesinthedailyroutinesandwaysofworkinginthekitchen. Earlier,Iaccountedforthechangesthatoccurredinthedeeplayersoftheorganization.The secondpartofsharedmentalmodelsis,accordingtokim(1993)theknow howandroutinesofan organization(kim1993:41).thesemaychangeduetochangesintheenvironmentordueto changesinthefoundationalassumptionsandbeliefs.onewaytoinvestigateorganizational learninginthecaseoftgkisthustoelucidatechangesinroutinesandworkingprocedures. AfterIcodedtheinterviewsaccordingtochangesinproceduresandroutines,Ilearntthatsuch changesweremanifestedlargelyaroundtwothemes: Changesinmenu,recipesandinhowmealsaredecorated. Changesinjob functionsandareasofresponsibility 117 Appendix7,l.28 29. 118 Appendix8,l.31 44. 70
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 6.3.1Qualityfocusinvolvesotherwaysofworking Ingeneralthekitchenhasbecomemorequality consciousandmorefocusedonenhancingthe meal experienceoftheircustomers.thishasinvolvedanumberofchangesinhowthemealsare cookedandserved. Oneofthetangible,newinitiativesinvolvedthedevelopmentofawholenewmenuconcept,wherethemenuisdecidedaccordingtotheseasons.Thedailymanagerofthekitchen, BJEexplainedhowthemenunowreflectsthetimeofyear,so"(...)youcantastewhatseason, we'rein"(appendix7,l.20). Alsotheprojecthasworkedonmakingthemealsmoreappetizing.Manyeldersstruggle withlittleappetiteandunderweight,andbymakingthemealsappearsavorier,thekitchen addressesthisproblem.thedailykitchenmanagerdescribesthisnewfocusonfood aesthetics: "(...)Somethingwethinkawholelotabouttoday...Thatis:"Howisthecolorcombinationofathefood?Howisit placedintheboxes?arewedecoratingthefoodwellenough?"(appendix7,l.118 120) Athirdmanifestationofchangedworking proceduresregardsaqualityenhancementofthemeals producedinthekitchen.h&bbroughtinaprofessionalchefearlyintheprocess,whoboth assessed'stateoftheart'inthekitchenandinadditionactedasacoachandtrainerhelpingthe kitchenstafftodevelopamoretastyandappealingmenu. 119 DuringmyinterviewwithTDK,nutritionassistant,wetalkedaboutthewaysinwhichthe projecthadimpactedonherdailywork.shenotedhowtheyhavestartedtopaymuchmore attentiontothequalityofthemealsandexplainsthatover cookedvegetablestodaywouldbe discarded. 120 Otherroutineswerechallengedaswell: "WestartedtousedoublecreamandthatthingcalledLurpak[Danishbutterbrand]insteadofmargarine. Actually,weknewthisalready,butagain...Itwaslike:"Arewealoudtodothis?Canweaffordit?No,weare usedtodoingthingslikethis,solet'skeepitthatway."thatkindofthingwasturnedupsidedown." (Appendix8,l.63 66) Asawaytoensureacontinuousfocusontasteandquality,thekitchennowholdsaweeklytaste panelsession,wherethestaffevaluatesthepreviousweek'sdishes,andtoday,thispanelisapart ofthekitchensself checkingprocedures. 121 119 Appendix5,l.424 427. 120 Appendix8,l.104 107. 121 Appendix4,l.626 631. 71
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 6.3.2Empowermentofkitchenstaff Theprojecthasalsocreatedchangesintheorganizationofthekitchen.Ageneralchangeisthat moretaskshavebeendelegatedtothekitchenstaff.partnerandinnovationdirector,llj commentedonthisaspectoftheprojectduringtheinterview.itwasherexperiencethatthe projecthadresultedingreaterdistributionoftasks,meaningthatkitchenstaffhadreceived greaterresponsibilityaftertheprojectwasinitiated: 122 "(...)Asanexamplethedegreeofwhichthestaffisinvolved...Thatisareallygoodexample.Forus,yousee,it madenosense,thatthey[kitchenstaff]juststoodthereasmachines,packingandwrapping.notallowingthem totakepartinsomeofthefunstuff."(appendix3,l.554 657) ThiswasalsoreflectedintheinterviewsIconductedwithmembersofthekitchenstaff.Oneofthe kitchenassistantsexpressedthatshefoundherjobmoreinterestingnowthanpriortothe project.todayshetakespartinorderinggroceriesandorganizestheweeklytaste panel. 123 The dailymanagerinthekitchen,bjealsomentionshowherownworkroutineshavechangedforthe betterasaresultofachangedorganizationalstructure.todaysheislessinvolvedinthedaily productioninthekitchen,andthusspendsmuchmoretimeonplanningtheforthcomingmenus, describingthecoursesandwritingnewsletters 124.Somethingshereallylikesdoing. 6.4Summingup:Substantialchangesinsharedunderstandings Thispartoftheanalysisdealtwiththelearningimplicationsfromdesignthinkingasexemplifiedby thecaseoftgk.iaccountedfortheemergenceofanew,sharedunderstandingintwosteps. Firstly,Iexplainedthechangesthathaveoccurredinthedeeperlayersoftheorganization, changesthatwererelatedtotheriseofaservice awareness.gettingtoknowabouttheseniors needsandwantshasalsobroughtaboutchangesinhowkitchenperceivestheircustomers or guests.anotherdimensionrelatestothefactthatthekitchenhastaken upthenotionofbuilding relationstoitscustomers.changesinthedeeperlayersarealsoreflectedinhowmanagement andstaffhaveamendedperceptionsofprofessionalidentities. Changesinroutinesofoperationaremanifestedintwoprincipalways.Newwaysof workingsfollowedanewlygainedservice awareness.alsohastheworkinthekitchenbeen organizeddifferently,sothatmoretaskstodayaredistributedandthusisthestaffgivengreater responsibility. 122 Appendix3,l.654 668. 123 Appendix8,l.9 11. 124 Appendix7,l.18 19;36 37. 72
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Thedesign drivenprocessthatiinvestigateinthisthesis,notonlyleadtothedevelopment ofanewmeal serviceconceptthatweknowastgk.alsotheprocessbroughtabout organizationallearning,reflectedinthecreationofanew,collectiveunderstandingofwhatit meanstobeamunicipalkitchen;anorganizationsupplyingseniorswiththeirdailymeals.the processillustrateshowapublic sectororganizationcanchangeandbecomeamorethrust worthy andwhole heartedservice providerthatserves,knowsabout,andbuildsrelationswithits customers.alsowesawhowaprocessliketgkcausedchangesinthewaythepublicsector employeesperceivetheirprofessionalidentity.thelearningimplicationsfromdesignthinking wereinotherwordssubstantial. 73
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LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 7.Conclusion Designthinkingreflectshowdesignhasundergoneafundamentalchange.Designthinkingdiffers fromthecommonunderstandingofdesign,andinformsusthatdesignisnolongersolelyabout designersimposingstyleandbrilliantdesignontheirsurroundings.today,designisdeployedin settingsthatwenormallywouldnotassociatewithcreativityordesign.asaresulthereofhasthe disciplinediversified,andconsequentlyredefinedtheterm.designthinkingisdesignredefined. Perceivedasadriverofinnovation,thoseinfavorofdesignthinkingarguethatitcanbe usedtodevelopradicalandnovelsolutionstofuturewelfareservices.fromthisweseewhy Governmentsandleadersinthepublicsectorhavestartedtopayinteresttothisnewdesign practice. ThisthesisisacasestudyofTheGoodKitchen,aprojectexemplifyingthedeploymentofdesign thinkinginapublicsectorcontextwiththepurposeofcreatingabettermeal servicetosenior citizensinthecityofholstebro,denmark.iconductanin depthstudyofthiscase,sincewe herebyareofferedtheopportunitytogetbelowthesurfaceofdesignthinking,andfroman appliedperspectiveseewhatdesignthinkinginvolves.foronething,thisisneededinorderto addressthehypethatsurroundsdesignthinking.followingthis,thereseemtobeageneral perceptionofthetermasabstract,inaccessibleandevenunscientific ideasthatarepossibly 75
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 fuelledbythesudden flash of insightmysteryassociatedwiththetraditionalandmoreartistic versionsofdesign. Acentralassumptioninthisthesisisthatweshouldnotonlypayattentiontothetangibleoutputs frominnovationdrivenbydesignthinking.togetbeneaththesurfaceofdesignthinkinginvolves consideringthemoresubtlechangesfromdesign.withthisinmind,ichosetoexplorechanges fromdesignthinking,insteadofretainingafocusoninnovationandoutputs.followingresearch questionhasguidedmythesis: WhatwerethereasonsforinitiatingTheGoodKitchen, andinwhatwaysdiddesignthinkingbringaboutchange? Startedin2007,TGKwasoneofthefirstcasestodemonstratethedeliberateuseofdesign thinkinginpublicsectorservices.owingthis,iinvestigatewhyandbywhomtheprojectwas initiated.combinedwiththeambitiontounderstandalsothehiddenimpactsfromdesign thinking,thisprovidesuswiththebasisforatripartiteresearchdesign,displayedbythefollowing threesub questions: Sub question1: "WhywasTheGoodKitcheninitiatedandwhatcatalyzedtheprocess?" Sub question2: "Inwhatwayswasdesignthinkingappliedduringtheproject,andhowdidmanagementandkitchenstaffconceive andexperiencedesignanddesigners? Sub question3: "InwhatwaysdiddesignthinkinginfluencethesharedmentalmodelsofTheGoodKitchen?" 7.1Sub questionone:reasonstoinnovateandcatalystsofinnovation ThisfirstpartoftheanalysisexploredtheinitialreasonstoinitiateTGKaswellasthecatalysts thedrivingforcesoftheprocess. TGKwasfundedthroughagovernmentalprogramaimedatbuildingknowledgeaboutthe potentialsfromapplyingdesigninapublicsectorcontext.financialsupportwasadecisive elementinthedecisiontoproceedwiththeproject,butnaturallysomeonehadtotakeupthe ideaandcarryitintoeffect.myresearchshowsthattgkwasinitiated,notasapartofalarger municipalstrategy,buttoalargedegreebycoincidence.randomly,theheadofsecretariatinthe departmentofhealthandsocialscienceshadcomeacrossthegovernmentalprogramaimedat service designprojectsinpublicsectororganizations.however,thecompletionoftheprojectwas 76
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 incontrastaresultofadeliberateandstructuredworktowardsimplementinganewmeal service concept. Also,Iwascurioustofindoutwhetherapossibleawarenessofaneedforinnovationhad influencedonthedecisiontoinitiatetheproject.atopicthatoccupiedthekitchenmanagement wastheideathatfuturegenerationsofseniorswillsubscribetootherpreferences,tastesand needs,thanseniorstoday.afindingthatconfirmsthepresenceofthesecondargumentfor innovationidentifiedinliteratureonpublicsectorinnovation. 125 Furthermore,Ianalyzedthedrivingforcesbehindtheproject.Ifoundthattheprojecttoa largedegreewasrestingonafewindividuals shoulders,andinparticularcatalyzedinternallyby onededicatedinnovator,accordingtobason(2010),acommonsituationthepublicsector(bason 2010:15).TGKfurthermorereflectsasoftversionoftop downinnovation,sincetheprojectwas takenuppartlyduetoagovernmentalprogram,partlyduetoadedicatedintermediatemanager. 7.2Sub questiontwo:design thinkinginpractice Secondpartoftheanalysiswasaimedatexposingthecontentofdesignthinking,sinceitiswidely understoodasabstractandinaccessible.also,thispartinvestigatedhowthepublicsectoragents perceiveddesignanddesignerspriortotheproject,aswellashowtheyactuallyexperiencedthe collaborationwithh&b,thedesignagencyinvolved. IanalyzedTGKaccordingtothetwolevelsofdesignthinking:mindsetandmethods.In regardstomindset,allfourtraits 126 ofadesignthinkingmindsetwasfoundreflectedinthe processoftgk.theprocessinvolvedmethodsaimedatattainingin depthknowledgeaboutthe people using themeal service;kitchenstaffandseniors.also,inordertoimaginehowafuture meal servicecouldbelike,newdatapointsweretapped,acceptedexplanationschallengedand newworldswereinferred. 127 Theprojectadditionallymirroredadesignerlywayofframing problems.theprojectwasfurthermorecompletedwithinasetofcriteriadecidedbyebst,which reflectsthatnokeyproblemwaspre defined,onlyframed.lastly,inregardstomindset,the projectwasbuiltuparoundtheinvolvementofadiversegroupofpeople,aswellasastrongfocus onusers. Inrelationtothespecificmethodsdeployedduringtheprocess,IfoundthatTGKdisplayed manyofthetoolssuggestedinliteratureondesignthinkinganddesign driveninnovation.in particular,theprojectstronglyemphasizedqualitativeresearch.fromtheinterviews,ilearntthat 125 Seesection3.1.2 126 Seesection3.2.2fordetailsonmindset. 127 ThisrelatestoMartin s(2009)operationalizationofabduction. 77
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 thosemethodshadgeneratedeye openinginsights.anothermethodofprincipalimportancewas therestaurantanalogy,whichtheprojectparticipantslargelyexperiencedasalucidvehicleto movefocusawayfromevery daykitchenroutines,andstimulatethoughtsanddreamsabout,how afuturemeal servicecouldbelike. Thesecondpartofthissub questionaddressedpreconceptionsaboutdesignanddesigners aswellasactualexperiencesfromworkingwithdesigners seenfromapublicsectorpointof view.ifoundthatprejudicesaboutdesignpivotedaroundtwoassertionsfromthepublicsector agents'pointofview:firstly,thatdesignlargelywasassociatedwithstyleandvisualdesigns,not surprisinglyreflectingthecommonunderstandingofdesign.asecondpreconceptionwasthatthe publicsectoragentsanticipateddesignerstohaveaquantapproachtowork,aprejudicethatwas laterconfirmed. Evaluatingthecollaborationwiththedesignersresultedinadditionallytwoassertions. Firstly,anassertionsuggestingthatdesignersoperatewithacertainperceptionoftimeandspace, contrastingthespreadsheetstructurefoundinamunicipalkitchen,andsecondly,anassertion aboutafriendlyandacceptingnatureofdesigners. 7.3Sub questionthree:learningfromdesignthinking Inthelastpartoftheanalysis,Iintroducedanorganizationallearningperspectivetotheequation. SinceIendeavoredtounderstandchangesresultingfromtheproject asholisticallyaspossible a naturalconsequencewastoinvestigatethesubtlerandlesstangibleeffectsfromdesignthinking. Duetoaprimarilydeductiveapproach,Icodedmyinterviewsaccordingtothetwolevels comprisingorganizations sharedmentalmodels.intotal,ifoundthattheprojecthadcreated suchsubstantialchangestotheorganizationthatanewsharedunderstandingofwhatcomprises thecoreofmunicipalmeal serviceforseniorshasemerged. Inregardstothesharedassumptionsandbeliefcomprisingthedeeplayerofthemental models,changeswereevidentinregardstofourparticulardimensions.besidesbecomingservice andcustomeroriented,thekitchenhasalsochangedthewayitconnectswithitscustomers. Lastly,Ifoundthattheprojectalsohasmademanagementandkitchenstaffsreconsidertheirown professionalidentities. Also,Iinvestigatedpotentialchangesintheorganizationalroutines.Thosepivotedaround twomaintopics.enhancedquality focushasinfluencedonthedailyroutinesinthekitchen. Weaklytastepanelsandfoodstylingaresomeoftheevidentexamplesofthischange.Secondly, 78
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 workisdelegatedtoamuchlargerdegreetoday,thanpriortotheproject,offeringthekitchen workersmoreresponsibilityandagreatervarietyintasks. 7.4Finalconclusion Thiscase studyillustratesdesignthinkinginpractice.myambition,amongothers,hasbeento accountfordesignthinkingsothataterm,widelyperceivedasinaccessibleandabstract,became moregraspableandlucid.afterstudyingdesignthinking,bothonaveryabstractlevel,asprovided byacademiaondesignresearch,aswellasonaconcretelevelthroughaclosestudyofdesign thinkinginpracticeexemplifiedbytgk,ihavecomealittleclosertounderstandingthesubject matter. FrommystudyofTGKitisevidentthatthequalitativemethods,whichgeneratedin depth contextualandeye openinginsights,mixedwiththedifferentprojectactivitiesinvolvingadiverse groupofstakeholders,weresomeofthedecisivefactorsoftheproject.ifurthermorebelievethat thestrengthofdesignthinkingliesinits'practicalandinclusiveapproachtoproblemsolving a suggestedtraitthatstandsinstarkcontrasttothecommonperceptionofdesignthinkingas abstractandinaccessible.designthinkingisnotrocketscience,butnorisitunscientific.basedon myfindings,ithussuggestthatweunderstanddesignthinkingaswhen(traditional)design competenciesaretranslatedintoaproblemsolvingframework,andsupplementedwithmethods andresearchcriteriafromsocialsciences. Oneconclusionsofthisthesisisthatanewsharedunderstandingemergedfromtheprocess oftgk.this,ibelieve,tellsussomethingaboutthemagnitudeofchangethatdesignthinkinghas thepotentialtocreate.itisfurthermoreinterestingfromthepointofviewthatsuchfundamental changesarewidelybelievedtobeprimerequisitesforradicalchangeinorganizations.however, sincethelinkbetweendesignthinkingandorganizationallearninghasnotreceivedmuch attentionfromacademia readingfromthequantityofarticlesonthesubjectmatter further researchisneededintowhatdesignthinkingdoestotheorganizationhostingit. IfinditrelevanttostressthatIbynomeansconsiderdesignthinkingtobeaperfectcurefor themagnitudeofwickedproblemsthatsocietytodayisfacing.inthenextchapter,idiscuss potentialgroundsforfurtherresearchandaddressimportantfactorsimpedingdesignthinking frombeingwidelyadoptedbypublicsectororganizations. 79
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LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 8.Foodforthoughtand groundsforfurther research Since2007differentprogramssupportingtheendeavortocreateinsightsintodesignofservices andinparticularpublicsectorservices haveresultedinaconsiderablebodyofcaseexamples. 128 Forthatmatter,thegovernmentalprogramssubsidizingthepublic sectordesignprojectshave fulfilledtheirgoal. 129 Butifwescanthecurrentlandscapeofdesigninpublicsectorservices,we seethatfewprojectstodayareexecutedindependentofgovernmentalfunding. Thischapterdiscussesthepresentstateofdesign drivenpublicsectorinnovation,and suggeststhatweconductfurtherresearchintopotentialfactorsimpedingdesignthinkingfrom beingindependentlyadoptedbythewelfareorganizations.alsoisuggestgroundsforfurther 128 InnovationCentreCopenhagen(2011).DanishDesignCentrehasacollectionofcasesontheirwebsite:http://www.ddc.dk/cases.Case compilationsarealsoavailableatthedanishenterpriseandconstructionauthority'swebsite:http://www.ebst.dk/servicedesign_er(e.g.ebst 2009;EBST2010).WebsiteswereaccessedonFebruary12th,2012. 129 TheDanishGovernment(2007). 81
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 researchintotheconsequencesandbenefitsfromdeployingdesignthinkinginapublicsector context. 8.1Fussimpedesdesignthinkingfrombeingadoptedinarisk averseenvironment Thelackofradicalwelfareinnovationisbyscholarslinkedtotherisk aversecultureofpublic sectororganizations(digmannet.al.2008:77;boomert2010:20).thelogicisthatsincethe publicsectoristax fundedandthusaccountabletothecitizenry,itsorganizationsaremore sensitivetowardsfailure,andthereforelessinclinedtoengageinriskyactivities.innovation involvesuncertaintyinthesensethatoutcomesareseldomclear,simplybecausewerarelyknow preciselywhatagiveninnovationprocessgenerates.arisk averseculturemaythusimpede radicalinnovationandalsotheuptakeofnewframeworksforchange,includingdesignthinkingas itislargelysurroundedwithfussandperceivedasabstractandinaccessible. WhatIamsuggestinghereisthatweconsiderwhetherastereotypicalunderstandingof designthinkingexacerbatestheperceivedrisksthatpotentialadoptersassociatewiththis framework.foronething,weneedtofurtherinvestigatehowthepublicsectorleadersperceive designthinkingandinparticulartherisksthattheyassociatewiththispractice.byconsidering publicsectororganizationstobecharacterizedbyarisk averseculture,weseewhytheendeavour ofdemystifyingdesignthinkingissuchanovertconcernofthedesignindustry. 130 Asecondfactorthatmayexplainwhydesignthinkingisnotawidelyadoptedinthepublic sector,relates nottonatureofthepublicsector buttotheveryfoundationofdesignthinking.i elaborateonthisinthefollowingsection. 8.2Disseminationischallengedbythenatureofdesignthinking Adominantconcernindiscussionsaboutpublicsectorinnovationpivotsaroundhowalready developedsolutionsarespreadtootherregions,municipalitiesetc.,sosociety'smoneyisnot spentonreinventingthewheel acritiqueofthemanylocalandisolatedinnovationprojects.we mayseetheuptakeofdesignthinkingasdependingonwhetherthepracticeisableto demonstratesolutionsthatcanbescaledandtransferred. Inthefollowing,Iarguethatsolutionsdevelopedfromdesignthinkingaredifficultto transferandscalebecauseoftheverynatureofdesignthinking.inparticular,isuggestthatthisis conditionedbythecontext dependencyofdesignthinking.eventhoughfurtherresearchis neededbeforewecanassessthelinkbetweenthenatureofdesignthinkingandthedifficultiesof 130 Seechapter5. 82
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 disseminatingittoothercontexts,thereisreasontoconsiderwhetherthevalidity orientationof designthinkingactuallyhampersitfrombeingusedwidely. Theargumentisthatdesignthinkingisstuckintheenvironment,wheretheinitialsolution wasdeveloped,becausedesignthinkingissostronglyoccupiedwithcontexts,in depthknowledge andtheinvolvementoflocalstakeholders.fromthispointofviewdesignthinkingcreates solutionsthatarecontext specific,asopposedtogeneric. However,eventhoughthedisseminationofdesignthinkingmaybechallengedbytheriskaversecultureinpublicsectororganizationaswellasitscontext dependency,otheraspectsof designthinkingmaybeparticularwell suitedinapublicsectorcontext. 8.3Advantagesofdesignthinking:safetyandinclusion Endeavourstodemystifydesignthinkinghavegeneratedcasecompilationsandreportsinrecent years.butsincefewdesigndrivenprojectsinthepublicsectorareconductedwithoutspecial funding,thiseffortcannotbeseenasentirelysuccessful.however,inthefollowingipresentatwo mainargumentssupportingthatwereconsiderthepotentialsofdesignthinkinginapublicsector perspective,despitetheapparentdisadvantages. Designthinkingcreatespsychologicalsafety:Duringtheinterview sessions,itbecamecleartome thatthekitchenstaffandmanagementhadexperiencedtheprocessaspleasantandnot particularlychallenging. 131 Ofcoursethiscanbereasonedinthefactthatpeopletendtoforget unpleasantnessovertime,butanotherpossibleexplanationisthattheprocesscreatedan organizationalclimatecharacterizedbypsychologicalsafety.thatisaworkclimatewhere employeesaresafetospeakupwithoutbeingrejectedandwherefailureiswidelyaccepted(baer &Frese2003:50,53).Anopen mindedattitudetowardsfailurewasamongotherthings somethingstressedasanimportantprojectoutcomeintheinterviews. 132 Designthinkingengagesstaffinaplainandpedagogicmanner:AsIaccountedforinchapter3.1, design drivenprojectsaregenerallycharacterizedbyco creationinvolvingadiversegroupof stakeholdersthroughouttheentireprocess.wemayseethisfeatureofdesign driveninnovation asincreasingtheneedforasafeenvironmentevenmore,sinceprojectscondensethe 131 Appendix5,l.208 211;appendix8,l 34 37. 132 Appendix4,l.605 613. 83
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 collaborationsinateam(baer&frese2003:50).successislikelytodependonwhetherthe involvedstakeholdersfeelsafeandfreetospeakupandthuscontributetotheprocess. However,anotherargumentsupportingthatdesignthinkingiswell suitedtodrivechangein publicsectorservices,andinparticularinorganizationsproducingcorewelfareservices,isthat designthinkingishighlypracticalandinvolvesfrontline staffinthedevelopmentofnewservices. ThekitchenstaffsworkinginTGKhadnotbeenexposedtoinnovationprocessespriortothe project,andwasthereforenottrainedinnovators.inthisrespectdesignthinkingprovidesthe inexperiencedinnovatorswiththeinvolvementneededtocomprehendtheprocessasitproceeds. Changebydesignthinkingishighlyvisibleforthestaffs,sincetheyarecontinuouslyinvolvedas co creators.inthecaseoftgk,thestaffwerepresentedtothefindingsfromtheanalysis sessions aswellasinvolvedindifferentworkshopswheresolutionsweredevelopedthroughprototyping andmock ups.alsotheuseofpersonasdeployedtoexplainthestaffaboutthecomplexneedof thedifferentseniorsthatthekitchensserves,canbeseenasapedagogictooltodeliveracomplex andtheoreticalmessageinaplainandaccessibleway.duringtheinterviews,ifoundthatboth kitchensstaffandmanagementingeneralhadexperiencedtheprojectasbothpedagogicaland inclusive. 133 Toseedesignthinkingassomethingeducativeandpedagogicalstandsinstarkcontrasttothefuss surroundingdesignthinking.asaconsequence,isuggestthatwedirectourattentiontowardsthe learningimplicationsofdesignthinkinginordertobeabletoexplainpotentialtakers(inthepublic sector)aboutthepossibleoutcomesofadesigndrivenprocess.insteadofnewcasesexplaining specificoutputs,weshouldemphasizethepractical,pedagogicandengagingapproachtochange offeredbydesignthinking. 133 Appendix6,l.195 202;appendix8,l.187 192. 84
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LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Kimbell,L.(2009a).BeyondDesignThinking:Design as practiceanddesigns in practice.paperpresentedat thecrescconference,manchester,september2009, http://www.inovacaoedesign.com.br/artigos_cientificos/beyond_design_thinking.pdf Kimbell,L.(2009b).DesignPracticesinDesignThinking.SaïdBusinessSchool,UniversityofOxford, www.lucykimbell.com/stuff/designpractices_kimbell.pdf Leavy,B.(2010).Designthinking anewmentalmodelofvalueinnovation.strategy&leadership,38(3): 5 14. Leavy,B.(2011).Interview:RogerMartinexploresthreebigideas:customercapitalism,integrativethinking anddesignthinking.strategy&leadership,39(4):19 26. Lockwood,T.(2010).Designthinking,Integratinginnovation,customerexperienceandbrandvalue,New York:AllworthPress. Martin,R.(2009).TheDesignofBusiness:WhyDesignThinkingistheNextCompetitiveAdvantage,Boston: HarvardBusinessPress. MandagMorgen[MondayMorning](2010a).Detoffentligeskalsættespørgsmålstegnvedsigselv,no.16, April26,2010:17 19. MandagMorgen[MondayMorning](2010b).Advarselfravelfærdensfrontlinje:Danmarkerhavneti velfærdskløft,no.23,june15,2010:24 27. MandagMorgen[MondayMorning](2011).Velfærdsdanmarkskalinnoveresigudafudgiftsklemmen,no. 30,September12,2011:19 23. MandagMorgen(2012).Denaktiveborger,January,2012.https://www.mm.dk/den aktive borger 3 Martin,R.(2010).Designthinking:achievinginsightsviatheknowledgefunnel.Strategy&Leadership, 38(2):37 41. 88
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Merholtz,P.(2009).WhyDesignThinkingWon'tSaveYou.BlogpostonHarvardBusinessNetwork(HBR Network),October9(2009).http://blogs.hbr.org/merholz/2009/10/why design thinking wont save.html Moore,M.H.(2005).Breaking ThroughInnovationsandContinuousImprovement:TwoDifferentModels ofinnovativeprocessesinthepublicsector.publicmoneyandmanagement25(1):43 50. Mulgan,G.&Albury,D.(2003).InnovationinthePublicSector.PrimeMinister sstrategyunit.london: GovernmentoftheUnitedKingdom. Mulgan,G.et.al.(2007).SocialInnovation:Whatitis,WhyitmattersandHowitcanbeaccelerated. WorkingPaper.SkollCentreforSocialEntrepreneurship. http://eureka.bodleian.ox.ac.uk/761/1/social_innovation.pdf Rosted,J.&Høgenhaven,C.(2007).ConceptDesign Howtosolvecomplexchallengesofourtime. Copenhagen:FORA. Sanders,E.B. N.(2006).DesignServingPeople.CumulusWorkingPapers:28 33. Sanders,E.B. N.&Stappers,P.J.(2008).Co creationandthenewlandscapesofdesign,codesign,4(1):5 18. Simons,H.(2009).CaseStudyResearchinPractice.SagePublicationsLtd. Spicer,D.P.(2002).OrganizationalLearning&TheDevelopmentofSharedUnderstanding:EvidenceinTwo PublicSectorOrganizations,WorkingPaperNo02/04,April2002. www.brad.ac.uk/acad/management/external/pdf/workingpapers/booklet_02 04.pdf Stickdorn,M.&Schneider,J.(2010).ThisisServiceDesignThinking:Basics tools cases,amsterdam:bis Publishers TheDanishGovernment(2007).DesignDanmark.TheDanishGovernments'designstrategy,April,2007. TheDanishGovernment(2011).EtDanmarkderstårsammen[AunitedDenmark].TheGovernment Platform,November2011. 89
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Thomas,G.(2011).ATypologyfortheCaseStudyinSocialScienceFollowingaReviewofDefinition, Discourse,andStructure.QualitativeInquiry,17(6):511 521. Tracey,D.H.&Morrow,L.M.(2006).Lensesonreading:anintroductiontotheoriesandmodels,NewYork: GuilfordPress. Vera,D.&Crossan,M.(2003).OrganizationalLearningandKnowledgeManagement:TowardanIntegrative Framework.In:HandbookofOrganizationalLearningandKnowledgeManagement.Oxford:Blackwell PublishingLtd. Verganti,R.(2009).Design driveninnovation:changingtherulesofcompetitionbyradicallyinnovating WhatThingsMean,Boston:HarvardBusinessPress. Yin,R.K.(2003).CaseStudyResearch:DesignandMethods.SagePublications. Caseliterature Broksø,K.(2008,March).Nyedesignbollerpåældresuppen.NyhedsinformationforSocialog Sundhedssektor:p.15. DetGodeKøkken HolstebroKommuneogH&B.PresentationatCOK's2009conference 'Innovationsdøgnet',November2009.AccessedonSeptember5th,2011: Erhvervsogbyggestyrelsen[TheDanishEnterpriseandConstructionAuthority](2011).En helhedsorienteretservicedesignløsningtilældre.brochureabouttgk.accessedonseptember5th,2011: www.ebst.dk/file/19418/folder_holstebro.pdf H&B(2012a).Everyonedeservesagoodmeal!FolderaboutTGK.AccessedonJanuary13th,2012: www.hatchandbloom.com/sfs.php?fid=jwa http://www.slideshare.net/cokslides/det gode kkken holstebro kommune og hatch bloominnovationsdgnet 09 H&B(2012b).AboutTGK.AccessedonMarch2nd,2012:http://www.hatchandbloom.com/work/servicedesign?show=asy 90
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses CopenhagenBusinessSchool Copenhagen,April2012 Jensen,M.(2008,October16).Herkommervi medmadfradetgodekøkken.køkkenliv:p.8 13.Accessed onjanuary12th,2012:http://www.kost.dk/kokkenliv/artikler/2008/10/15220081002ebst(2012). TeknologiskInstitut(2009).(commissionedbytheDanishEnterpriseandConstructionAuthority(EBST)). Målingafinnovationioffentligeserviceydelser:Metoder,udfordringerogløsningsforslag.Analysisoffour demonstrationsprojects,november2009.accessedonjanuary12th,2012: http://www.ebst.dk/file/188539/maaling_af_innovation_i_offentlige_serviceydelser.pdf 91
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses WrittenbySigneRamstedtBertelsen,CopenhagenBusinessSchool Copenhagen,April2012 xcii Appendix1 Intervieweeinformation Interviewee (initials) Title Organisation Dateof interview Placeof interview Appendixno. Semi structuredinterview LotteLyngsø Jepsen (LLJ) Innovationdirectorand partner,projectmanager ofthegoodkitchen. Hatch&Bloom LLJ January6, 2012 Hatch&Bloom, Frederiksholms Kanal, København 3 AnneMarieNielsen, (AMN) Headofsectioninthe municipalmeal service section. Thegood kitchen, Holstebro Municipality AMN October11, 2011 TheGood Kitchen, Holstebro Municipality 4 PoulaSangill (PSA) Headofsecretariat. Departmentof healthandsocial services, Holstebro Municipality. PSA October11, 2011 Departmentof healthandsocial services, Holstebro Municipality. (2ndinterview viaskype) 5+6 BirgitJespersen (BJE) Dailymanagerand cateringofficer. Thegood kitchen, Holstebro Municipality BJE March9,2012 Telephone interview 7 TinaDamKristensen (TDK) Nutritionassistant. Thegood kitchen, Holstebro Municipality March9,2012 Telephone interview 8 Backgroundinterviews KaareKristensen (KKR) Projectmanager DanishDesign Centre June7,2011 DanishDesignCentre PoulaSangill, (PSA) Headofsecretariat. Departmentof healthandsocial services, Holstebro Municipality September19, 2011 TheGoodKitchen,Holstebro Municipality
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses WrittenbySigneRamstedtBertelsen,CopenhagenBusinessSchool Copenhagen,April2012 xciii Appendix2 Codetrees Sub question1:whywastgkinitiatedandwhatcatalysedtheprocess? Themes: DecisiontoinitiateTGK Catalystsofinnovation Sub question2:inwhatwayswasdesignthinkingappliedduringtheproject,andhowdidmanagement andkitchenstaffconceiveandexperiencedesignanddesigners? Themes: Designthinkinginpractice Attitudestowardsdesignanddesigners Decision making Argumentone: Societal changes Demographic changes Poli~cal/ structural reforms Economy:Budgetcuts?The kitchensfinancialwell being Argumenttwo: Increased expecta~ons Futureseniors: changes preferences Globalisa~on Catalystsofinnovafon: Internal vs. external Top down vs. Bogom up
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses WrittenbySigneRamstedtBertelsen,CopenhagenBusinessSchool Copenhagen,April2012 xciv Sub question3:inwhatwaysdiddesignthinkinginfluencethesharedmentalmodelsoftgk? Theme: Organisationallearning(asreflectinginchangesinsharedmentalmodels). Designthinking inpracfce Mindset Validityorienta~on Abduc~vemode ofreasoning Problem framing/ criteriaforsolu~ons Humancenteredness Methods Methodsfor knowing Methodsfor analysing Methodsfor synthesising Methodsfor crea~ng Ahtudetowards designanddesigners Preconcepfons Sub themeone: Design=graphic design Sub themetwo: Designers=crea~ves w/aquant approaches Experiences Sub themeone: Designersoperatew. theirown~meslots Designersarenice. Sharedmentalmodels Assumpfons andbeliefs Sub theme1: Becomingaservice provider Sub theme2:...servingguestsand understandingtheirneeds Sub theme3: ac~verela~onbuilding Sub theme4: challengingprofessional iden~ty Organisafonal roufnes Sub theme1: focuson quality Sub theme2:...tasksare distributed
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses WrittenbySigneRamstedtBertelsen,CopenhagenBusinessSchool Copenhagen,April2012 Differentversionsofdesign driveninnovation Appendix10 Literature Bason2010 134 : Designthinkingprocess(co creation) Verganti2009 135 : Processofdesign driveninnovation Stickdornet.al.2010 136 : Service designthinkingprocess Brown2009 137 : Processofdesignthinking Frameworkfordesign driveninnovation knowing analysing synthesising creating listening interpreting addressing exploration creation reflection implementation inspiration ideation implementation 134 Bason2010:141. 135 Verganti2009:13. 136 Stickdornet.al2010:122 124. 137 Brown2009:16. xcv
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses WrittenbySigneRamstedtBertelsen,CopenhagenBusinessSchool Copenhagen,April2012 Appendix11 Projectapplication,October24,2007 Demonstrationsprojekter vedr. servicedesign af offentlige serviceydelser Ansøgningsskema til beskrivelse af problemstillingen 1. Titel på projektforslaget "Glad for Mad" Holstebro Kommunes Madservice har et ønske om at øge kvaliteten af kommunens madservice-ordninger yderligere, så kommunen fortsat kan sikre sundhed og livskvalitet hos i sær de ældre borgere. Dette kræver bl.a., at kommunen er i stand til at kunne formidle og omsætte Madservice s passion for god sund mad til borgerne, således at de får lyst til at benytte sig af vort tilbud. Dette gælder både for hjemmeboende borgere, der modtager maden i deres egen bolig, og borgere, der benytter sig af tilbuddene i vore caféer. ( Vi har p.t. 5 caféer) Vi har følgende formål med projektet: Vi ønsker at øge madservice-kvaliteten yderligere Vi ønsker at levere måltider af en høj kvalitet og ernæringsmæssig værdi. Vi ønsker at sætte fokus på tilbud til borgere, der er småt spisende, for derved at kunne sikre dem gode ernæringsmæssige måltider, - måltider der kan friste dem til at spise lidt mere. Vi ønsker undersøge mulighederne for, hvordan vi kan imødekomme vore ældre borgeres forventninger og behov, såvel i.f.t. god kvalitet og oplevelse af god service. I denne sammenhæng har vi har en tese om, at kommende ældre borgere ( forbrugere) også vil forvente andre menu sammensætninger, idet mange af dem har haft en større tradition for at rejse, hvilket også forventes at have en afsmittende indflydelse på deres madkultur. Dette kunne være interessant at få undersøgt nærmere. Ovenstående vil vi gerne have hjælp til via servicedesign. 2. Projektansøger Holstebro Kommunes Madservice Social og Sundhed Holstebro Kommune. xcvi
3. Lokal projektansvarlig (navn, adresse, stilling, tlf., mail) 4. Problemstilling hvilken problemstilling ønskes der designfaglig bistand til at løse. LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses WrittenbySigneRamstedtBertelsen,CopenhagenBusinessSchool Copenhagen,April2012 Sektionsleder Anne Marie Nielsen Vesterbo 2 7500 Holstebro Tlf. 20287346 Anne.Marie.Nielsen@Holstebro.dk Som beskrevet i punkt 1 ønsker vi i endnu højere grad at undersøge mulighederne for hvordan vi kan imødekomme vore ældre borgeres forventninger og behov både i forhold til god madkvalitet og god service. Derfor handler det om at sikre en optimal sammenhæng mellem god service, god kvalitet, et højt ernæringsmæssigt niveau, og et æstetisk indbydende, lækkert måltid mad. Endelig ønsker vi at arbejde med et udviklingsfelt, der sætter fokus på fremtidens brugere og deres forventninger, ønsker og krav til det gode måltid. Forventninger, der tager afsæt i mange borgeres ønske om at leve sundt, leve godt og få nogle gode smagsoplevelser. I arbejdet med netop dette udviklingsområde, ser vi en spændende forløb med eksempelvis dialoggrupper, borgerpaneler og lign. Det er vigtigt for os, at kunne tilpasse vore tilbud til kommende borgeres forventninger og behov. 5. Baggrund for problemstilling beskriv kort hvorfor problemstillingen er relevant. Pensionister i Holstebro Kommune har idag mulighed for at vælge deres ugentlige leveringer af mad ud fra et menukatalog, hvori der er 35 hovedretter og 25 biretter at vælge i mellem. Vi har fokus på de gode råvarer, på kvalitet, ernæringsmæssige aspekter og service. Vi vil gerne kunne udvikle vore tilbud, såvel ved at løfte kvaliteten, inddrage ny viden, samt sikre en god formidling af vore tilbud. Hvad vil kommende borgere forvente, og hvordan kan vi på den bedste måde imødekomme deres forventninger og behov.? 6. Målgruppe - hvem er målgruppen for projektet. 7. Formål - hvilken forandring skal projektet medføre på lang sigt? Primært hjemmeboende pensionister i Holstebro Kommune. ( herunder indgår også en mindre gruppe borgere der er bosiddende i plejeboligenheder) Formålet er: at øge de ældres livskvalitet og sundhed at give de småtspisende ældre appetitten, hvilket skal ske i sammenhæng med Holstebro Kommunes planlagte indsatsområde: Styrk appetitten - måltider til småtspisende ældre at vi kan matche kommende borgeres stigende og mere moderne forventninger, behov og krav Projektet skal gerne på lang sigt medføre, at der sættes fokus på ældre borgeres ernæring samt medvirke til at skabe glæde ved et godt måltid mad. Det ernæringsmæssige aspekt er vigtig og matcher intentionerne i kommunens overordnede sundhedspolitik xcvii
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses WrittenbySigneRamstedtBertelsen,CopenhagenBusinessSchool Copenhagen,April2012 8. Succeskriterier - hvad skal gerne opnås med projektet på kort sigt for på lang sigt at kunne opnå det overordnede formål. 9. Interessenter i projektet - institutioner/kommunal ledelse, medarbejdere, borgere etc. Succeskriterierne er: at vi får øget kvaliteten på vores madservice yderligere at vi får belyst de ældres behov og forventninger, således at vore tilbud matcher såvel brugernes behov og krav, men også sikrer de ernæringsmæssige optimale standarder at medvirke til at sikre ældre borgere i kommunen et kvalitativt ernæringsmæssigt godt og lækkert måltid mad forarbejdet af gode råvarer at Madserviceenheden bliver mere synlige i debatten om kost og ernæring, samt det gode måltids betydning for borgerne at vi får lagt grunden til et udviklingsarbejde, der kan sikre en tilpasning til kommende borgeres forventninger, ønsker og behov. Projektets interessenter er borgerne, ledelsesrepræsentanter fra produktionskøkkenerne, den centrale forvaltningsdel i Social og Sundhed, medarbejdere fra produktionskøkkenerne og fra plejen. Ligeledes kan nævnes, at repræsentanter for kommunes Ældreråd og Handicapråd vil være relevante samarbejdspartnere. Politiske interessenter er Social- og sundhedsudvalget. 10. Implementering hvilke overvejelser gøres der for at kunne implementere projektets løsningsforslag. 11. Opbakning i kommunen til at få løst problemstillingen ved brug af servicedesign beskriv fx overvejelser, tilkendegivelser herom. 12. Hvilke og hvor mange ressourcer (timer/penge) afsættes til deltagelse i projektet. For at sikre, at projektets løsningsforslag bliver implementeret i praksis, er det vigtigt, at der skabes et helt konkret ejerskab til løsningsforslagene. Kommunikation og formidling er nøgleord i implementering af projektet. Et felt vi gerne vil arbejde målrettet med. Holstebro Kommune vil i vid udstrækning bakke op om at få problemstillingen løst ved brug af servicedesign. Der afsættes ca. 40-60 timer / 30.000 kr. derudover i det omfang det er nødvendigt. Der henvises endvidere til Holstebro Kommunes sundhedspolitik på Holstebro Kommunes hjemmeside www.holstebro.dk NB. Madservice tilbereder også skolemad og nogle af de erfaringer der kan tilvejebringes i ovenstående forventes også at kunne anvendes i.f.t. branding af skolemaden. Det udfyldte skema mailes senest 31. august 2007 til: Fuldmægtig Rikke Søndergaard, Servicestyrelsen, rso@servicestyrelsen.dk xcviii
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses WrittenbySigneRamstedtBertelsen,CopenhagenBusinessSchool Copenhagen,April2012 PowerPointpresentationofTheGoodKitchen,November2007 Appendix12 page1 page2 xcix
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses WrittenbySigneRamstedtBertelsen,CopenhagenBusinessSchool Copenhagen,April2012 page3 page4 c
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses WrittenbySigneRamstedtBertelsen,CopenhagenBusinessSchool Copenhagen,April2012 page5 ci
LEARNINGBYDESIGNTHINKINGINMUNICIPALMEAL SERVICES:ACASESTUDYOFPUBLIC SECTORINNOVATION Master'sthesis,MSoc.Sc.inManagementofCreativeBusinessProcesses WrittenbySigneRamstedtBertelsen,CopenhagenBusinessSchool Copenhagen,April2012 Dichotomiesinliteratureonpublicsectorinnovation anoverview Appendix13 Dichotomy Incremental vs. radicalinnovation Open vs. closedinnovation Economicvalue vs. publicvalue Random vs. strategicinnovation Science/technology driven vs. people centeredinnovation Internally vs. externallyinitiatedinnovation Top down vs. bottom upinnovation* *Externally:policy levelvs.organizationallevel. Internally:Topmanagementvs.middlemanagers/frontlinepersonnel References Albury(2005);Mulgan&Albury(2003);Bason(2010) Hippel(2005) Moore(2005);Bason(2010) Bason(2010):Albury(2005) Digmannet.al.(2008);Bason(2010) Digmannet.al.(2008) Mulgan&Albury(2003);Borins(2001) cii