Cense

Innovation to Impact

Mind Maps For Complex Projects

by

A mind map is a powerful, simple organizing tool that features a lot of information on a single page. We use mind maps and other visual tools to communicate relationships between ideas, people, project components and topics with our clients and partners. We present a short introduction to how and why you might want to use mind maps in your work.

A mind map is a visual representation of a project that links actors and actions together. This article focuses on using mind maps, not creating them.

Below is an example from software provider Lucidspark (which is a tool for creating mindmaps) that illustrates what a mind map is and how it can connect ideas and actions together.

Visualizing our Relationships

A search of Google (or any other search engine) will find thousands of visual examples of what a mind map is. There are few ‘essentials’ for mind mapping, which is among its most attractive features.

A complex project is one where there are many things happening at the same time, at different time scales, and involving many interdependencies and actors. That’s just a way of saying: there’s a lot going on.

It doesn’t matter how you organize your mind map only that it is useful. That means it provides information that you can make decisions with and act on. If it does that, it’s a good mind map.

Once we have that in place, the mind map allows us to examine the relationships between the nodes and topics to assess their fit. The expression ‘getting on the same page‘ reflects an ability for all of those looking at the document to have a similar representation of what’s on that page. The mind map allows us to verify relationships between entities, determine gaps or inaccuracies, and explore different ways of connecting things together.

There may not be a single ‘master’ map that is better than all, but there may be a map that is more useful than others.

How to Use Mind Maps

When we use this with clients and partners on projects we aim for the following:

  • To examine the assumptions involved in the project
  • To explore alternative relationships of fit and see if the map is the best representation of what we are looking at
  • To guide the project and keep the topics on track
  • To provide a building block for connecting ideas together (in ways that weren’t done previously)
  • To map out a system of relationships
  • To use colour and visuals to surface feelings, thoughts, and other emotional aspects of the project that might influence the strategy or outcomes

By creating a visual representation we see the whole project and the relationship context. Relationships are the key in any complex system. When we visualize these relationships it allows us to see how the actions in one relationship can affect others. Visual maps can aid us in anticipating possible effects.

(Note: We don’t use the term ‘unintended effects’ – just effects because in complex systems it’s too hard to predict cause and effect with any degree of accuracy).

We continually refer back to our maps to help ensure we are accounting for all relationships of importance throughout the project and not just those that have the most amount of activity within them. It’s incredibly difficult to track this in our heads or in something like a spreadsheet or text document.

Mind maps can be great tools to visualize a lot of information and get you and your collaborators on the same page when it comes to understanding what is going on in a complex system and program. Try it out — they are easy to create and simple to use.

If you want to use this approach to visualizing your programs and using this to help you innovate, contact us – we’d love to hear from you.

Perspective Taking Circles

by

The power of perspective is one of the things that differentiates high output and impact innovators from others. It’s easy to get lucky or have good timing, but it’s another to create value when those things don’t happen.

One of the ways we do this is by engaging in some perspective-taking. This simple exercise and question set can help build some of the ‘thought muscles’ that can help encourage us to see, imagine, and engage things differently for creative benefit.

The Exercise

This works best when physically in the same space and can work online as well. What you need is to create a space where people can re-position themselves against a central object that can be almost anything except a ball (because it looks the same from every angle). Place your participants around the object with a comfortable space to sit or stand.

You can do this virtually using a dynamic space like Kumospace or some other virtual reality-like environment. It can also work using a board like Miro or Mural with some designed object in the middle, but it is more awkward.

The idea is that everyone has a chance to literally see things from a different point of view.

This can be done as an observation exercise but is more enhanced when it is combined with drawing. Asking people to draw what they see — no matter what kind of skills or abilities participants have with sketching — is a great means to engage people in thinking more deeply about their perspective.

Once individuals have had time to observe and reflect on what they see, the next step is to have everyone share their perspective. This is where drawings are useful as people can speak to what they drew as drawing focuses us on certain elements and provides a means to account for those perspectives. It also allows others to point to the drawing and make specific, not general comments.

It’s that specificity that is key to illuminating and articulating differences of perspective.

Uses

The role of this method is to reveal how where we sit in a system — even a small one of people interconnected around a shared experience of an object — can have remarkably different perceptions of the same thing in the same space.

It begins to build cultural practices around creating space for exploring and sharing perspectives within an organization and can serve as a base for better organizational design and learning.

It’s simple, engaging, and revealing in its method.

Designing for Awful

by

One of the most profound, fun, and engaging techniques for creating an attractive service or product design is oddly focused on the exact opposite: Designing for Awful.

How to use this

This strategy is as simple as it is effective. When workshopping ideas allot some time to have participants develop ideas and designs for the worst possible version of the thing they are designing.

This is a flip of a traditional ideation session where people try to develop suggestions for what to focus on, whom, and what the best use of resources might be. In Designing for Awful, we do the opposite. It is used usually in tandem with ideation sessions that are focused on surfacing ideas in general.

This can be used to frame a service, product or describe the experience of doing something like a survey or participating in an event. It’s a simple, fun, and sometimes counter-intuitive way to surface assumptions, biases, and qualities in what we want, need and don’t want in our design.

Like any ideation-focused exercise, it must be managed appropriately. Individuals need to feel safe in surfacing ideas, free to discuss them, and preferably, offer an opportunity to share at least some of them anonymously. People generally have a lot of fun with this simple exercise.

Benefits

The benefits of this are many.

Firstly, it focuses on the things we tend to avoid — unpleasant feelings, experiences, or sensation — and thus, might be missed in consideration of our design.

It also overcomes an optimism bias. Design is largely a positive-oriented practice where we look to solve problems, not make them. Designing for Awful helps us to move around this bias by looking at what is not addressed.

This approach is also excellent for helping surface values in practice and in specific terms. To illustrate, it’s one thing to speak in a positive or affirmative tone such as a statement like “we value inclusivity.” Designing for Awful could lead us to be specific “Our service is inaccessible to someone with a mobility disability” or “it is sexist” or “our product can only be used by people who are right-handed.” By surfacing what makes something not work we are better able to see what will.

This approach is also excellent in helping, paradoxically, surface what we want by framing things in terms we don’t want. How often have you met someone who first tells you what they don’t want in something before they get to describing what they want?

This allows people to have a little fun and we find that some people are more bold and assertive with their creativity in the negative, than the positive and this technique lets that come out.

Lastly, the exercise can be a useful way to surface who needs to be at the table moving forward. We find that the need for having the voices of certain individuals, groups, roles, or departments in the discussion is better clarified when we consider how bad things would be without them.

Try this out at your next design session or team meeting as part of a check-in and you might find some laughs and some deep insight along with it.

If you want to inspire new thinking and better design in your organization for engagement and impact, reach out and contact us. This is what we do.

Seeing Futures: The Long Now Approach

by

No one can see the future, but we can gain a glimpse of what might come and how what we are doing today might take us there by using this technique or tool called The Long Now.

The Long Now involves taking an idea that might be on the horizon or emerging and envisioning what it might look like when adopted and carried into the future. The approach is inspired by long-term thinking and gets us to frame ideas that might be attractive, threatening or unclear today and builds a future for them over time.

Designing with the Long Now

Identify a trend that is emerging and is likely to affect the near-future (e.g., 6-12 months). This could be anything within a STEEP-V (Social, Technological, Economic, Environmental, Political or Values-based trends) framework or something similar.

Now imagine that phenomenon coming into being. This means that children born today will only know the world with this in their lives. They and everyone else will grow up with, interact with, adapt to, adopt, and work with this ‘thing’ in their lives.

Imagine what kind of barriers, enablers, and circumstances will accompany this new thing.

Then imagine what it will look and feel like in five year increments as it evolves along.

To illustrate, consider those people who first encountered the Internet in the early 1990’s and then what it looked like as the decade moved on to the dot-com boom and bust, the dawn of social media, the rise of the app and mobile handset and so on. That’s a retrospective look. What you are doing with The Long Now is creating a prospective, visionary look.

Sketch out a series of snapshots at 5-year intervals that allow you to highlight and uncover ways in which this idea will interact with the systems — technological, social, cultural, and environmental — around it. (Five Year intervals are chosen because it’s enough time to see change, but close enough to be able to stitch together patterns of plausible development between them)

What this approach can do is help see threats, opportunities, and identify possible pitfalls, benefits, and choices that could affect the design of something moving forward. It also is useful as a means of assessing the plausibility or viability of something that is emerging. Could it be a fad or does it have the means to be adopted into the fabric of everyday life?

Taking The Long Now approach provides a small window into a much larger, unknown world ahead to help strategize, design, and anticipate possible futures.

Evaluating Learning for Innovation

by

Learning is at the heart of innovation. Our definition of innovation is contingent upon it:

Learning transformed into value, by design

Traditional approaches to learning tend to focus on two things: recall and performance. Thus, we look at knowledge-based tests (consider most of what we took in grade school and college or university) or performance assessments (reviewed accomplishment on a specific task or problem set).

What is often absent from both of these is a consideration of the context and the learner themselves. It’s one thing to be exposed to information or demonstrations of how to do something, yet it’s entirely another thing to actually learn it.

Assessment of Learning: Questions to Ask

Our assessment of learning is inspired by this approach and informs the questions we ask about learning:

  • Exposure. What level of exposure did we have to the material or experience? How did this exposure treat our sense of understanding of the problem and the context? What salient information did we attend to during this exposure? How (or were) we attentive to what was presented to us and what was the context in which this was presented?
  • Connection. How is what we are exposed to related to what we’ve already experienced? In what ways does this new material fit with what we have previously learned? Where does this material or experience fit in shaping my goals, intentions, or general direction for myself or my organization?
  • Reinforcement. What activities allow me to apply what I’ve been exposed to in new ways and in practical ways repeatedly (including fitting with what I already know, whether a theory or practice-focused material)? What systems are in place to allow me to integrate what I’ve been exposed to into my current understanding of the situation? What activities have been set out to enable recall and re-visiting materials in the near and longer-term?
  • Application. What opportunities do I have to apply what I’ve learned into shaping a new understanding of a problem or steps toward addressing it? What opportunities are present to reflect and integrate this application of knowledge or skill into my existing repertoire of practice or understanding?

Without these, there is a decent chance we will undergo some form of performative learning — doing activities that look like learning but aren’t really effective. Taking workshops on topics that are not relevant to your work or set up too distant from the problems you’re seeking to tackle is one way. Filling your days with reading articles, watching webinars, taking courses, listening to podcasts, and viewing videos on some material without a means to organize and integrate that into your experience.

You will retain some, but probably not enough to warrant your time and energy. Furthermore, this kind of ‘filling’ of your attention actually serves to decrease the likelihood that you’re able to use this because of the sapping of energy from your brain. The more we expose ourselves to, the more energy is required and eventually we’ll be depleted enough that things won’t stick.

Ask yourself these questions above next time you’re looking to really, truly learn as an individual, team, or organization.

If you’re looking to learn more, do more with what you have, please contact us and we’d be happy to discuss ways we can help you be a better learner and innovator.

Better learning comes from better systems, by design. we can help you build them.