Bringing your whole self to your design critique practice is not only good for the soul, but good for the quality of a creative team's output. Resolve conflict, make awesomer work, and feel more satisfied and happy while doing it. Here's how.
How to Really Listen & Ask Powerful Questions - Professional Coaching DojoGeorg Fasching
This document provides an overview of professional coaching based on co-active coaching principles. It defines coaching as a thought-provoking process that inspires clients to maximize their potential. The coach's role is to help clients discover what they want to achieve, encourage self-discovery, elicit client-generated solutions, and hold clients accountable. Key coaching skills discussed include listening, asking powerful questions, and time-boxing sessions. The document also covers the three levels of listening, examples of powerful questions, and tips for practicing coaching skills with a partner.
This document discusses various questioning strategies and techniques for the classroom. It provides tips on using questions to engage students, check learning, scaffold understanding, and promote a culture of learning. Some highlighted strategies include targeted questioning, hands up vs no hands up approaches, building on peers' responses, student-generated questions, learning objectives as questions, Socratic questioning techniques, and using questions to structure class discussions and written feedback. The document emphasizes using questions to challenge students' thinking and promote higher-order analysis.
Building Better Online and Blended Classroom Discussions by DesignJason Neiffer
These are slides supporting our presentation, "Building Better Online and Blended Classroom Discussions by Design," by Jason Neiffer and Mike Agostinelli at the Extended Learning Institute at Carroll College, March 2015.
The document lists several choices but does not provide any context to explain them. It includes the cities of Denver and Seattle, a statement about not watching the Super Bowl, and a reference to crying on Sunday due to a football play from last weekend. The final line notes refusing to acknowledge or watch the Super Bowl.
This document outlines the process and activities for a STEM camp focused on design thinking. The camp uses design thinking to help students address challenges through defining problems, ideating solutions, and prototyping ideas. Key aspects include having students assume a beginner's mindset, state a challenge question, define the problem through research, brainstorm many solutions, create prototypes, and present their ideas. Students document their process and ideas on a wiki for sharing.
This document provides guidance on how to conduct effective design critiques in 3-4 sentences. It establishes that critiques should have clear roles for the presenter, audience, and facilitator. The feedback session should focus all participants on understanding the problem at hand before providing feedback. Constructive feedback should ask questions, build upon the design, and remain objective rather than being personal or critical. Laptops and phones should remain closed during the critique.
This document discusses debating the impacts of the Internet. It provides guidance on how to structure a debate, including developing ideas and asking relevant questions. The learning objectives are to generate new ideas and discuss issues raised. The outcome is that participants can have an interesting and challenging discussion to share ideas, discussion, and terminology.
This document provides guidance on job hunting skills and interview preparation. It discusses the purpose of a job interview as an exchange of information to determine fit. It includes activities on self-analysis and identifying strengths and weaknesses. The document advises that good interviewers will evaluate qualifications, experience, motivation, personality, skills, and career goals. Interviewees should be prepared to answer factual questions and sell themselves, while maintaining a positive demeanor.
How to Really Listen & Ask Powerful Questions - Professional Coaching DojoGeorg Fasching
This document provides an overview of professional coaching based on co-active coaching principles. It defines coaching as a thought-provoking process that inspires clients to maximize their potential. The coach's role is to help clients discover what they want to achieve, encourage self-discovery, elicit client-generated solutions, and hold clients accountable. Key coaching skills discussed include listening, asking powerful questions, and time-boxing sessions. The document also covers the three levels of listening, examples of powerful questions, and tips for practicing coaching skills with a partner.
This document discusses various questioning strategies and techniques for the classroom. It provides tips on using questions to engage students, check learning, scaffold understanding, and promote a culture of learning. Some highlighted strategies include targeted questioning, hands up vs no hands up approaches, building on peers' responses, student-generated questions, learning objectives as questions, Socratic questioning techniques, and using questions to structure class discussions and written feedback. The document emphasizes using questions to challenge students' thinking and promote higher-order analysis.
Building Better Online and Blended Classroom Discussions by DesignJason Neiffer
These are slides supporting our presentation, "Building Better Online and Blended Classroom Discussions by Design," by Jason Neiffer and Mike Agostinelli at the Extended Learning Institute at Carroll College, March 2015.
The document lists several choices but does not provide any context to explain them. It includes the cities of Denver and Seattle, a statement about not watching the Super Bowl, and a reference to crying on Sunday due to a football play from last weekend. The final line notes refusing to acknowledge or watch the Super Bowl.
This document outlines the process and activities for a STEM camp focused on design thinking. The camp uses design thinking to help students address challenges through defining problems, ideating solutions, and prototyping ideas. Key aspects include having students assume a beginner's mindset, state a challenge question, define the problem through research, brainstorm many solutions, create prototypes, and present their ideas. Students document their process and ideas on a wiki for sharing.
This document provides guidance on how to conduct effective design critiques in 3-4 sentences. It establishes that critiques should have clear roles for the presenter, audience, and facilitator. The feedback session should focus all participants on understanding the problem at hand before providing feedback. Constructive feedback should ask questions, build upon the design, and remain objective rather than being personal or critical. Laptops and phones should remain closed during the critique.
This document discusses debating the impacts of the Internet. It provides guidance on how to structure a debate, including developing ideas and asking relevant questions. The learning objectives are to generate new ideas and discuss issues raised. The outcome is that participants can have an interesting and challenging discussion to share ideas, discussion, and terminology.
This document provides guidance on job hunting skills and interview preparation. It discusses the purpose of a job interview as an exchange of information to determine fit. It includes activities on self-analysis and identifying strengths and weaknesses. The document advises that good interviewers will evaluate qualifications, experience, motivation, personality, skills, and career goals. Interviewees should be prepared to answer factual questions and sell themselves, while maintaining a positive demeanor.
This short document encourages the reader to pursue their goals despite others saying they can't by looking at all available options creatively, using their talents, and having faith that their efforts will result in success and proving doubters wrong.
The document discusses the debate around abolishing final exams. It notes arguments that final exams are unable to properly test students' full understanding of a subject, cannot accurately assess all people's grasp of material, and are difficult to set at the same level for everyone. It also mentions that students often forget material after studying just for exams and may be motivated to cheat. However, some benefits of exams could be a greater emphasis on research work, less stress for students, and a focus on self-learning and research skills. The document ends by asking readers if they approve of abolishing certain exams in China.
Overview of User Research for Design and DevelopmentFITC
This document provides an overview of user research for design and development. It discusses why research is important, such as customers not being the same as designers. There are general research goals like being exploratory, descriptive, or evaluative. The research process involves five stages: plan, recruit, conduct, analyze, and communicate. Planning defines the goals and determines the schedule and budget. Recruiting finds appropriate participants. Conducting uses quantitative methods like surveys or qualitative methods like interviews. Analysis finds patterns in the data. Communication shares results through personas, scenarios, and models. The document provides tips for each stage and addresses common objections to research.
Co-Active Coaching: Leading Through Powerful QuestionsTomer Cohen
Ever left a meeting disappointed and frustrated, feeling you could have managed it much better? Do you wonder what it takes to master difficult conversations? This session will teach you the most powerful, yet underutilized, management styles required to become a successful leader. In this workshop you will learn and practice world-class strategies and tools on how to use coaching concepts, such as powerful questions and listening, to achieve professional growth. You will experience first hand what it means to be a coach (as well as a coachee). These skills can't be learned from books or influencers posts. This is a unique opportunity to challenge yourself, practice, and get feedback in a risk-free environment. Go beyond your comfort zone.
This document summarizes Semira Rahemtulla's communication workshop. The workshop focused on improving communication skills, giving and receiving feedback, and building authentic connections through vulnerability. Key points included using a "three realities" model to understand different perspectives, giving feedback by focusing on observable behaviors and their impact rather than judgments, and receiving feedback non-defensively by acknowledging feelings and seeking understanding. Exercises involved self-disclosure, complimentary feedback, and discussing how to have difficult conversations productively. The goal was to minimize defensiveness and have open discussions to improve relationships.
Semira Rahemtulla led a communication workshop where she:
1) Introduced herself and her background in executive coaching, startup founding, and product management.
2) Discussed the importance of psychological safety, self-disclosure, and giving effective feedback by focusing on specific behaviors, sharing one's feelings and perspective, and understanding the other person's point of view.
3) Provided exercises for participants to practice giving compliments, feedback, and receiving feedback in a way that minimizes defensiveness through active listening and understanding.
This document discusses teams and teamwork. It defines what groups and teams are, and explains that teams work together to achieve specific goals. The document outlines benefits of working in teams such as learning different perspectives and gaining interpersonal skills. It provides tips for effective teamwork, including treating others with respect, encouraging discussion, and keeping communication clear. It also describes common roles in teams such as leaders, materials managers, documenters, and timekeepers. Finally, it presents two exercises for teams to practice their communication and problem-solving skills.
This document discusses key concepts for developing skills as a group facilitator. It introduces group facilitation and outlines different facilitator roles. It then discusses the skilled facilitator approach and a group effectiveness model. It details mental models, theories-in-use, and model I and model II behaviors. Nine ground rules for effective groups are provided. Forms of advocacy and inquiry are outlined, including skillful dialogue, dysfunctional forms, and the ladder of inference.
InnerSpace / RideCell Communication Workshop Hannah Knapp
The document summarizes Semira Rahemtulla's communication workshop. It discusses establishing intent, impact and shared realities in communication. It provides a model for giving effective feedback by focusing on specific observable behaviors, describing the impact, and asking about the other person's perspective. The document emphasizes staying "on your side of the net" by discussing your own feelings and intentions rather than judging others. It suggests building a culture of appreciation and managing defensiveness when receiving feedback.
The document discusses giving and receiving critique or feedback. It addresses how to give feedback that helps, where critique fits in the process, how to introduce critique to people, how to turn bad feedback into good critique, and how to improve at listening to feedback. The overall topic is providing and receiving critique in a constructive manner.
The document discusses using discussion boards effectively in online courses. It notes that highly structured discussion boards that require extensive responses do not truly simulate classroom discussions and can overwhelm students. The document advocates setting a clear goal for discussion boards, such as fostering communication and a sense of community. It also suggests making the initial posts more open-ended and leaving responses up to students, rather than forcing excessive exchanges, to encourage more natural discussions.
This document outlines an agenda for a meeting that includes an ice breaker activity, a 5 minute presentation from Frank, a discussion of emotional intelligence, and developing a feedback plan. Participants will pair up to discuss a movie scene from their childhood, then Frank will present for 5 minutes. The discussion will cover the EQ formula, fast ways to develop EQ, and reasons people don't like asking for feedback. Basic principles of asking for feedback will be covered before splitting into pairs to develop individual feedback plans.
The document discusses how people can get in their own way of success through self-defeating behaviors (SDBs) like procrastination and defensiveness. It explains that SDBs develop from feeling coddled, criticized, or neglected as children when facing challenges. However, with support one can overcome SDBs. The document provides an 8-step process for helping others overcome their SDBs which involves choosing SDBs to focus on, getting buy-in, following up, and celebrating success. It emphasizes that changing behaviors takes time but can lead to a new successful personality.
The document discusses empathy and provides guidance on developing empathy through design. It explains that empathy involves feeling what others feel by mirroring their expressions, opinions, and hopes. Designers are encouraged to approach users without judgment, with curiosity and respect to learn about their experiences and feelings. They should ask open-ended questions to understand needs and gather stories and insights. Findings should capture what is seen, heard, and the feelings of the user. The process involves saturating to understand experiences, identifying needs, and reframing problems from the user's perspective. Insights are developed by identifying patterns and outliers. A point of view statement encapsulates a specific user, their deep needs, and surprising insights. Brainstorming and prototy
Discussion boards: the good, the bad, the uglyMark Dorsey
The document discusses the benefits and drawbacks of online discussions. The benefits include greater cognitive and exploratory learning, increased conversation and collaboration, and more developed critical thinking skills. The drawbacks are a lack of excitement, participation, and quality. Additional problems are conflict, personal attacks, bullying, and plagiarism. Best practices for online discussions include posting substantive examples, encouraging debate, hosting Q&A forums, and actively intervening.
This document discusses the author's experience consulting with various organizations to improve their testing capabilities. The author found that reviewing testing independently did not address root causes and that organizations often wanted quick fixes rather than systemic changes. The author eventually realized they needed to take a more holistic systems-thinking approach and focus on root causes rather than superficial solutions. They decided to focus more on systems thinking and become nomadic in their work.
This document provides an overview of design thinking principles and a workshop on applying them. It discusses empathizing with users by understanding their needs, defining the problem from their perspective, ideating potential solutions, prototyping ideas quickly and cheaply, and testing prototypes with users. The workshop involves partners interviewing each other to design ideal wallets for one another based on understanding needs, preferences, and personalizing items. Iterative testing receives emphasis as a way to learn from failures and improve designs based on user feedback.
UX techniques for customer development and making sense of qualitative datajohanna kollmann
This document provides guidance on conducting early stage customer development interviews to inform user experience design. It emphasizes the importance of getting out of the building to talk to real users, provides tips for planning interviews, asking open-ended questions, being a learner not an expert, and making sense of what is learned. Sample questions are given as well as dos and don'ts for interviews. Quantitative and qualitative user research methods are also briefly outlined.
How to Buy a Practical Bike, by Noah Iliinskyiliinsky
About twice a month, all summer, someone asks me for help or advice on buying a bike. Now, inspired by the famous Rob Gruhl, here's a talk that covers everything you need to know to buy a practical bicycle.
Guaranteed successful design!
This talk includes a lot of examples that are either not well known, or are well known and still not practiced. If you think “yes, I know that one” then ask yourself if you’re actually doing it as often and thoroughly as you could be. I first address #2 (design it well), and then #1 (design the right thing).
I borrowed this structure form Dan Gilbert in his 2006 SxSW talk: How to Do Precisely the Right Thing at All Possible Times.
The document discusses constructive criticism and how to give and receive it effectively. It defines constructive criticism as promoting improvement or development. When giving criticism, the focus should be on the content, delivery, and structure while offering methods for improvement without making personal attacks or using blanket statements or harsh language. When receiving criticism, one should be open to it, listen carefully, pay attention to what is said over how, and avoid knee-jerk responses.
This short document encourages the reader to pursue their goals despite others saying they can't by looking at all available options creatively, using their talents, and having faith that their efforts will result in success and proving doubters wrong.
The document discusses the debate around abolishing final exams. It notes arguments that final exams are unable to properly test students' full understanding of a subject, cannot accurately assess all people's grasp of material, and are difficult to set at the same level for everyone. It also mentions that students often forget material after studying just for exams and may be motivated to cheat. However, some benefits of exams could be a greater emphasis on research work, less stress for students, and a focus on self-learning and research skills. The document ends by asking readers if they approve of abolishing certain exams in China.
Overview of User Research for Design and DevelopmentFITC
This document provides an overview of user research for design and development. It discusses why research is important, such as customers not being the same as designers. There are general research goals like being exploratory, descriptive, or evaluative. The research process involves five stages: plan, recruit, conduct, analyze, and communicate. Planning defines the goals and determines the schedule and budget. Recruiting finds appropriate participants. Conducting uses quantitative methods like surveys or qualitative methods like interviews. Analysis finds patterns in the data. Communication shares results through personas, scenarios, and models. The document provides tips for each stage and addresses common objections to research.
Co-Active Coaching: Leading Through Powerful QuestionsTomer Cohen
Ever left a meeting disappointed and frustrated, feeling you could have managed it much better? Do you wonder what it takes to master difficult conversations? This session will teach you the most powerful, yet underutilized, management styles required to become a successful leader. In this workshop you will learn and practice world-class strategies and tools on how to use coaching concepts, such as powerful questions and listening, to achieve professional growth. You will experience first hand what it means to be a coach (as well as a coachee). These skills can't be learned from books or influencers posts. This is a unique opportunity to challenge yourself, practice, and get feedback in a risk-free environment. Go beyond your comfort zone.
This document summarizes Semira Rahemtulla's communication workshop. The workshop focused on improving communication skills, giving and receiving feedback, and building authentic connections through vulnerability. Key points included using a "three realities" model to understand different perspectives, giving feedback by focusing on observable behaviors and their impact rather than judgments, and receiving feedback non-defensively by acknowledging feelings and seeking understanding. Exercises involved self-disclosure, complimentary feedback, and discussing how to have difficult conversations productively. The goal was to minimize defensiveness and have open discussions to improve relationships.
Semira Rahemtulla led a communication workshop where she:
1) Introduced herself and her background in executive coaching, startup founding, and product management.
2) Discussed the importance of psychological safety, self-disclosure, and giving effective feedback by focusing on specific behaviors, sharing one's feelings and perspective, and understanding the other person's point of view.
3) Provided exercises for participants to practice giving compliments, feedback, and receiving feedback in a way that minimizes defensiveness through active listening and understanding.
This document discusses teams and teamwork. It defines what groups and teams are, and explains that teams work together to achieve specific goals. The document outlines benefits of working in teams such as learning different perspectives and gaining interpersonal skills. It provides tips for effective teamwork, including treating others with respect, encouraging discussion, and keeping communication clear. It also describes common roles in teams such as leaders, materials managers, documenters, and timekeepers. Finally, it presents two exercises for teams to practice their communication and problem-solving skills.
This document discusses key concepts for developing skills as a group facilitator. It introduces group facilitation and outlines different facilitator roles. It then discusses the skilled facilitator approach and a group effectiveness model. It details mental models, theories-in-use, and model I and model II behaviors. Nine ground rules for effective groups are provided. Forms of advocacy and inquiry are outlined, including skillful dialogue, dysfunctional forms, and the ladder of inference.
InnerSpace / RideCell Communication Workshop Hannah Knapp
The document summarizes Semira Rahemtulla's communication workshop. It discusses establishing intent, impact and shared realities in communication. It provides a model for giving effective feedback by focusing on specific observable behaviors, describing the impact, and asking about the other person's perspective. The document emphasizes staying "on your side of the net" by discussing your own feelings and intentions rather than judging others. It suggests building a culture of appreciation and managing defensiveness when receiving feedback.
The document discusses giving and receiving critique or feedback. It addresses how to give feedback that helps, where critique fits in the process, how to introduce critique to people, how to turn bad feedback into good critique, and how to improve at listening to feedback. The overall topic is providing and receiving critique in a constructive manner.
The document discusses using discussion boards effectively in online courses. It notes that highly structured discussion boards that require extensive responses do not truly simulate classroom discussions and can overwhelm students. The document advocates setting a clear goal for discussion boards, such as fostering communication and a sense of community. It also suggests making the initial posts more open-ended and leaving responses up to students, rather than forcing excessive exchanges, to encourage more natural discussions.
This document outlines an agenda for a meeting that includes an ice breaker activity, a 5 minute presentation from Frank, a discussion of emotional intelligence, and developing a feedback plan. Participants will pair up to discuss a movie scene from their childhood, then Frank will present for 5 minutes. The discussion will cover the EQ formula, fast ways to develop EQ, and reasons people don't like asking for feedback. Basic principles of asking for feedback will be covered before splitting into pairs to develop individual feedback plans.
The document discusses how people can get in their own way of success through self-defeating behaviors (SDBs) like procrastination and defensiveness. It explains that SDBs develop from feeling coddled, criticized, or neglected as children when facing challenges. However, with support one can overcome SDBs. The document provides an 8-step process for helping others overcome their SDBs which involves choosing SDBs to focus on, getting buy-in, following up, and celebrating success. It emphasizes that changing behaviors takes time but can lead to a new successful personality.
The document discusses empathy and provides guidance on developing empathy through design. It explains that empathy involves feeling what others feel by mirroring their expressions, opinions, and hopes. Designers are encouraged to approach users without judgment, with curiosity and respect to learn about their experiences and feelings. They should ask open-ended questions to understand needs and gather stories and insights. Findings should capture what is seen, heard, and the feelings of the user. The process involves saturating to understand experiences, identifying needs, and reframing problems from the user's perspective. Insights are developed by identifying patterns and outliers. A point of view statement encapsulates a specific user, their deep needs, and surprising insights. Brainstorming and prototy
Discussion boards: the good, the bad, the uglyMark Dorsey
The document discusses the benefits and drawbacks of online discussions. The benefits include greater cognitive and exploratory learning, increased conversation and collaboration, and more developed critical thinking skills. The drawbacks are a lack of excitement, participation, and quality. Additional problems are conflict, personal attacks, bullying, and plagiarism. Best practices for online discussions include posting substantive examples, encouraging debate, hosting Q&A forums, and actively intervening.
This document discusses the author's experience consulting with various organizations to improve their testing capabilities. The author found that reviewing testing independently did not address root causes and that organizations often wanted quick fixes rather than systemic changes. The author eventually realized they needed to take a more holistic systems-thinking approach and focus on root causes rather than superficial solutions. They decided to focus more on systems thinking and become nomadic in their work.
This document provides an overview of design thinking principles and a workshop on applying them. It discusses empathizing with users by understanding their needs, defining the problem from their perspective, ideating potential solutions, prototyping ideas quickly and cheaply, and testing prototypes with users. The workshop involves partners interviewing each other to design ideal wallets for one another based on understanding needs, preferences, and personalizing items. Iterative testing receives emphasis as a way to learn from failures and improve designs based on user feedback.
UX techniques for customer development and making sense of qualitative datajohanna kollmann
This document provides guidance on conducting early stage customer development interviews to inform user experience design. It emphasizes the importance of getting out of the building to talk to real users, provides tips for planning interviews, asking open-ended questions, being a learner not an expert, and making sense of what is learned. Sample questions are given as well as dos and don'ts for interviews. Quantitative and qualitative user research methods are also briefly outlined.
How to Buy a Practical Bike, by Noah Iliinskyiliinsky
About twice a month, all summer, someone asks me for help or advice on buying a bike. Now, inspired by the famous Rob Gruhl, here's a talk that covers everything you need to know to buy a practical bicycle.
Guaranteed successful design!
This talk includes a lot of examples that are either not well known, or are well known and still not practiced. If you think “yes, I know that one” then ask yourself if you’re actually doing it as often and thoroughly as you could be. I first address #2 (design it well), and then #1 (design the right thing).
I borrowed this structure form Dan Gilbert in his 2006 SxSW talk: How to Do Precisely the Right Thing at All Possible Times.
The document discusses constructive criticism and how to give and receive it effectively. It defines constructive criticism as promoting improvement or development. When giving criticism, the focus should be on the content, delivery, and structure while offering methods for improvement without making personal attacks or using blanket statements or harsh language. When receiving criticism, one should be open to it, listen carefully, pay attention to what is said over how, and avoid knee-jerk responses.
In this presentation we’ll discuss the importance of critique and a language for discussing design. It can be easy to complain about the way things are and theorize on the way things should be. Progress comes from understanding why something is the way it is and then examining how it meets or does not meet its desired goals. This is critique. Critique is not about describing how bad something is, or proposing the ultimate solution. Critique is a dialogue, a conversation that takes place to better understand how we got to where we are, how close we are to getting where we want to go and what we have left to do to get there.
The contents of this presentation will focus on:
understanding critique
best practices for incorporating critiques into a design practice
identifying common challenges to critique and ways to improve our ability to deliver, collect and receive critique
This document provides an overview of IBM Design Thinking, including its principles and practices. The key principles are focusing on user outcomes, having diverse and empowered teams, and taking a spirit of restless reinvention. It describes practices such as using Hills to align teams, conducting Playbacks to reflect together, and involving Sponsor Users to better understand customer needs. The document also discusses how IBM Design Thinking relates to Agile development practices and how tools like Mural and Slack can support IBM Design Thinking workflows.
4 pillars of visualization & communication by Noah Iliinskyiliinsky
A version of my standard "how to do visualization" talk from summer 2016. This version points out that the same process works for most modes of communication as well.
Design Thinking Introduction & Workshop - NoVA UXJohn Whalen
The document describes a design thinking workshop focused on improving the airport security process. It outlines the agenda, which includes an introduction to design thinking, introducing a problem, and using design thinking to create solutions. The problem presented involves making it easier for a family traveling with young children to get through airport security. Participants worked in teams to develop solutions using design thinking techniques like empathizing with users, defining the problem, brainstorming ideas, and prototyping solutions. One team's solution, called "Mount Doom", was selected as the winning design.
Discussing Design: The Art of Critique - ixdaNYCAaron Irizarry
By taking the time to examine critique and how it fits into the design process and both an activity and an aspect of any communication we can focus our conversations and improve our ability to collaborate. In this presentation we'll examine the language, rules and strategies for improving the conversations with teammates and provide attendees with takeaways that can immediately be put to work to create a useful, collaborative environment for discussing designs.
This document provides guidance on constructive coaching and feedback. It differentiates between feedback and coaching, noting that feedback focuses on past behavior while coaching focuses on developing future behavior. A five-step model for coaching is presented: establish goals and purpose, discuss and clarify details, gain agreement, discuss performance solutions, and summarize the action plan. Coaching opportunities are analyzed based on whether an individual is willing and able, unwilling but able, willing but unable, or unwilling and unable. Guidelines are provided for being an effective coach, including asking questions, listening well, and recognizing and addressing resistance.
This document discusses how to handle criticism constructively. It notes that criticism is a natural part of life since everyone has opinions. It advises developing a strategy to handle criticism rather than trying to silence critics. The document defines constructive criticism as feedback aimed at improvement, while destructive criticism only points out faults. It provides tips for handling constructive criticism well, such as not taking it personally, understanding no one is perfect, appreciating the feedback, and using it to improve. The key is focusing on self-worth rather than allowing criticism to define you, and viewing criticism as an opportunity rather than a personal attack.
How to critique photography from a design point of view. A new and improved version of my original presentation. If you'd like a critique of your work, you can find more information here: http://www.imagemaven.com/photocrit
The Design Thinking division at the University of St. Gallen has been successfully helping companies innovate since 2008. They use the human-centered Design Thinking process pioneered by Stanford to understand user needs through prototyping. The iterative process involves defining problems based on research, ideating solutions, prototyping ideas rapidly, and getting user feedback to refine solutions. The division guides students and companies through this process to generate new business opportunities.
Design Thinking: Finding Problems Worth Solving In HealthAdam Connor
Ideas for new devices and services can come from anywhere. But great ideas come from aligning solutions with real value and desirability for people. Design thinking provides a set of principles and structure that can act as scaffolding for teams to find and understand challenges and opportunities to focus on fan find solutions for.
Designing the Future: When Fact Meets FictionDean Johnson
Updated version now available > http://www.slideshare.net/activrightbrain/designing-the-future-when-fact-meets-fiction-updated
From Hoverboards to smartwatches, Jetpacks to autonomous cars, AI, AR and VR. Hollywood sets the bar high, then we try to deliver against this with real design, technology and innovation.
First presented at Smart IoT London, April 2016. This keynote references:
Apple
FBI
Her
The Terminator
I, Robot
2001: A Space Odyssey
Back To The Future
Tomorrowland
Minority Report
Lawnmower Man
The Void
Star Wars
Demolition Man
Disclosure
Johnny Mnemonic
Star Trek
Murder She Wrote
Mission Impossible
TRON: Legacy
Oblivion
BMW
Lotus
Roborace
James Bond
Total Recall
Tesla
Dick Tracy
Knight Rider
Iron Man
PYRO
Oculus Rift
How does this help you? Watch the presentation...
The document provides guidance on designing successful products and systems. It recommends separating required functions from implementation details, abstracting requirements, solving the abstraction first before implementing, introducing constructive constraints, pursuing bigger design goals that are inclusive of all users, analyzing markets visually, and predicting inevitable futures. It also advises tracking your own annoyances to find problems to solve, performing root cause analysis, pursuing projects that matter more than money, and thinking bigger about opportunities to address massive challenges like climate change through creative problem solving.
I gave a talk on the role of Design Thinking to leaders in the financial industry. The focus was on user centric thinking to innovate financial products and digital services. (all case material is removed)
"It just doesn't feel right". "It needs to pop more". "I just don't like it, I can't explain why." One of the best ways to get a designer to roll their eyes and probably ignore you is to give terrible, non-specific feedback on their designs. You don't have to attend design school to learn how to give good feedback on designs (although, it doesn't hurt). This talk will provide basic principles to follow to give (and receive) great design feedback. Learn do's and don'ts to ensure that your feedback can be understood, respected, and responded to appropriately. We'll discuss different formats for giving feedback and ways to make sure that your feedback is benefiting the people that really matter - your users. Whether you are a designer, developer, or product owner, you'll leave with tools tips to communicate better with your team - and develop better products because of it.
The document summarizes tips for effectively critiquing design work. It emphasizes that critique should have the goal of improving design, not just expressing opinions. The critiquer should understand the design goals and constraints before critiquing. When receiving critique, the designer should listen without defending their work and take detailed notes. Critique works best one-on-one and should ask specific questions rather than just saying "I don't like it." The goal is to have a constructive discussion, not just point out flaws.
Discussing Design: The Art of Critique - Web 2.0 Expo NY 2011Aaron Irizarry
In this presentation we’ll discuss the importance of critique and a language for discussing design. It can be easy to complain about the way things are and theorize on the way things should be. Progress comes from understanding why something is the way it is and then examining how it meets or does not meet it’s desired goals. This is critique. Critique is not about describing how bad something is, or proposing the ultimate solution. Critique is a dialogue, a conversation that takes place to better understand how we got to where we are, how close we are to getting where we want to go and what we have left to do to get there.
The contents of this presentation will focus on:
understanding critique
best practices for incorporating critiques into a design practice
identifying common challenges to critique and ways to improve our ability to deliver, collect and receive critique
Building Better Discussions by Design for #NCCE2015Jason Neiffer
These are slides to support Mike Agostinelli and Jason Neiffer's presentation, "Building Better Discussions by Design" for NCCE in Portland, Oregon, March 2015!
Design without critique is like a flower without water (WebExpo 2013 version)Petr Stedry
Prepare for critique by accepting your design is imperfect, setting expectations, preparing the design, and sharing context. During the session, limit scope and be specific with feedback, balance positive and negative comments, avoid personal opinions, and acknowledge, appreciate, and capture feedback. End discussions when arguments are exhausted to improve designs through constructive critique.
Design without critique is like a flower without water (#uxce13 version)Petr Stedry
The document discusses how to effectively provide and receive design critique. It begins by explaining that critique, unlike praise, provides specific feedback that can help designers improve their work. It encourages accepting that one's design is not perfect and being open to critical feedback. The document also recommends preparing the design context for others and sharing design goals and constraints without explanations. It emphasizes that critique works best when feedback is impartial, balanced between positives and negatives, and focuses on how the design meets user needs rather than personal preferences.
This document discusses personality tests and creativity exercises. It introduces the Shapes Test personality quiz and the Type Dynamics Indicator assessment. It explores the different personality preferences like extraversion vs introversion. Students are assigned homework to complete a personality test and think of ways unused items like paper clips or Polo mints could be creatively reused. The document emphasizes that personality types are not better or worse and encourages self-reflection to understand strengths and weaknesses.
Critique is a vital skill for any good designer. Here we talk about it's application in everyday life as well as the formal work we do with clients as UX Designers.
This talk has been given at a number of conferences by myself and the amazing Aaron Irizaryy (http://www.thisisaaronslife.com/)
We'll be keeping the most up-to-date version of the slides uploaded here. If you'd like a copy from a previous iteration, please get in touch with either Aaron or myself, and we'll happily get one to you.
Updated 5/55 to the version used at WebVisions Portland in 2012.
Our ability to critique speaks directly to the quality of the conversations we have with teammates, whether they be designers, developers, stakeholders or whomever about the ideas and designs we have for the services, products and websites we’re creating. We need to work collaboratively with our teams and in doing so, each team member needs to have an understanding of the goals we’ve set for our design.
This document discusses techniques for generating solutions to problems, including evaluating the problem definition, overcoming mental blocks, brainstorming, and incubating ideas. It describes brainstorming as an unstructured process for generating many ideas without judgment. Specific brainstorming techniques discussed are Osborn's checklist, random stimulation, considering other viewpoints, and futuring. Mental blocks and how to recognize them are also covered. The overall message is about using diverse creative thinking methods to generate multiple potential solutions to a problem.
This document provides guidance on how to give good design feedback. It explains that feedback should include establishing common goals up front, asking why certain design choices were made, looking for specific pain points or issues, and considering the bigger picture and overall goals of the project. Bad feedback includes vague comments, dictating specific design changes without input, or taking a vote without discussion. The document encourages feedback that finds opportunities to improve rather than just faults, while being honest and using exercises to facilitate constructive discussions.
This is my presentation covering Dan Saffer's UX London day one presentation and the workshop from days two and three.
Originally presented at the London IA UX London Redux on August 12th, 2009.
This document contains a proposal for a film and photography project focused on set design. The student proposes to design a set based on analyzing the mood, environment, and tone of a scene from an existing book. Over 17 weeks, the student will research set designs, experiment with designing props and miniature furniture, develop a concept and mood board, and create the set. Progress will be tracked through a weekly diary and evaluations will incorporate feedback from peers. The final weeks will include a presentation and show of the completed set design project.
This document provides a template for evaluating creative media projects at the second year level. It includes sections for outlining the project, personal reflection, evaluation of strengths and weaknesses, analysis, and an action plan. Students are prompted to concisely discuss their project development, challenges faced, skills gained, feedback received, and how they could improve for future projects.
Agile for Humanity 2022: The Feedback EffectJulie Wyman
The document discusses challenges and best practices for providing and receiving feedback. It aims to help participants understand their own fears around feedback, improve how they deliver feedback, and learn to respond openly when receiving feedback. The workshop covers recognizing destructive feedback patterns, using impact and clean feedback models, reframing criticism constructively, and a six-step framework for receiving feedback. Participants practice these skills and discuss how to apply the lessons to create a healthier feedback culture.
Discussing Design Without Losing your Mind [Code and Creativity 10/7]Aaron Irizarry
The document discusses various aspects of design critique including:
- There are two facets to critique: giving and receiving. When giving critique it is important to have the right intent, ask questions, and talk about strengths. When receiving critique it is important to have humility and understand the purpose is improvement.
- Some rules for critique include avoiding problem solving, treating everyone as equals, and having the designer responsible for next steps. Setting the right foundation with personas, goals, principles and scenarios is important.
- Facilitating critique well involves setting goals, using techniques like round robin and direct inquiry, and ensuring active listening from all participants. Critique is an important part of collaboration and design improvement.
PPT ini berisikan tentang materi memberikan dan meminta pendapat kepada orangg lain. Materi ini merupakan materi untuk mata pelajaran Bahasa Inggris di kelas 11.
Daniel Burka's Design Workshop Slides: FOWD NYC 2009Daniel Burka
The document discusses iterative design strategies for improving a website's comment system. It outlines the steps taken to improve Digg comments, including: releasing an initial version, adding more sophistication, gathering feedback, setting new goals, creating prototype designs, user testing, refining designs, and implementing changes. The process involved multiple iterations of gathering feedback, testing designs, and making incremental improvements to address issues and better meet user needs.
Similaire à Embodied Critique: Design critique methodology for the whole team and the whole person (20)
Architectural and constructions management experience since 2003 including 18 years located in UAE.
Coordinate and oversee all technical activities relating to architectural and construction projects,
including directing the design team, reviewing drafts and computer models, and approving design
changes.
Organize and typically develop, and review building plans, ensuring that a project meets all safety and
environmental standards.
Prepare feasibility studies, construction contracts, and tender documents with specifications and
tender analyses.
Consulting with clients, work on formulating equipment and labor cost estimates, ensuring a project
meets environmental, safety, structural, zoning, and aesthetic standards.
Monitoring the progress of a project to assess whether or not it is in compliance with building plans
and project deadlines.
Attention to detail, exceptional time management, and strong problem-solving and communication
skills are required for this role.
Explore the essential graphic design tools and software that can elevate your creative projects. Discover industry favorites and innovative solutions for stunning design results.
Discovering the Best Indian Architects A Spotlight on Design Forum Internatio...Designforuminternational
India’s architectural landscape is a vibrant tapestry that weaves together the country's rich cultural heritage and its modern aspirations. From majestic historical structures to cutting-edge contemporary designs, the work of Indian architects is celebrated worldwide. Among the many firms shaping this dynamic field, Design Forum International stands out as a leader in innovative and sustainable architecture. This blog explores some of the best Indian architects, highlighting their contributions and showcasing the most famous architects in India.
International Upcycling Research Network advisory board meeting 4Kyungeun Sung
Slides used for the International Upcycling Research Network advisory board 4 (last one). The project is based at De Montfort University in Leicester, UK, and funded by the Arts and Humanities Research Council.
ARENA - Young adults in the workplace (Knight Moves).pdfKnight Moves
Presentations of Bavo Raeymaekers (Project lead youth unemployment at the City of Antwerp), Suzan Martens (Service designer at Knight Moves) and Adriaan De Keersmaeker (Community manager at Talk to C)
during the 'Arena • Young adults in the workplace' conference hosted by Knight Moves.
2. Big emotions and opinions are hard to manage in a group…
https://www.flickr.com/photos/ishque/4404332941/in/photostream/
Especially in a professional environment. Especially in tech.
3. So we quickly become brains in jars, and stuff our emotions.
4. …and what does it have to do with design critique?
Why is this a problem?
http://www.bamatick.com/
5. If the wookie wins, his opinion becomes the thing you build
…rather than the thing the users need being what you build
7. I like it
So what?
I hate it
This rocks
I think you should do it this way
This sucks
Blue is better
You suck
I don’t think the user wants this
My idea is better
15. The key skill to develop in providing embodied critique is
to observe our feelings and opinions, and then ask
ourselves what they mean. This allows us to turn the
emotions evoked by design into actionable questions,
which sparks effective team discussion.
16. Soliciting Critique
• What I’m trying to figure out is
• The design problem I’m trying to solve is
• What I’m struggling with is
• What I’d specifically like to gain from this session is
• Do you like it?
• What do you think?
• Which one do you prefer?
• It’s finished
Say this: Not this:
17. Providing Critique
• That’s bad/ugly
• I don’t like it
• I like it
• I like it, but…
• Here’s how I’d do it
Say this: Not this:
• Why did you decide to….
• Have you considered….
• I’m wondering about…
• I’m concerned about X (and I think it’s
because Y).
• Is X something you’ve thought about?
• How might you adjust this design if X
were an issue?
• (Design element X) makes me feel….
• I like it BECAUSE…
18. The key is for the person who did the work to
feel empowered to fix it.
19. Receiving Critique
• Take it personally
• Argue or defend
• Design or redesign during
the critique session
DO: DON’T:
• Listen
• Ask clarifying questions
• Share feelings if they are blocking your listening
• Come back to the design goals
• Take notes
20. Embodied Critique Sample Format:
1) Designer introduces her/his design, including:
A) Problem s/he is trying to solve
B) Specific goals for that specific critique session
C) What state the design is in (i.e. initial draft, second draft)
2) Critique participants spend 3-5 quiet minutes feeling their feelings about the
design, then discerning and writing down their questions and comments
3) Round table of participants going through their feedback, with the designer
responsively asking qualifying questions
4) Designer takes notes for her/his own follow-up.
NOTE: Team brainstorming can be a follow-up action, but should be after not during the critique session
22. On giving and receiving effective critique:
• http://www.fastcodesign.com/3019674/9-rules-for-running-a-productive-design-critique
• http://scottberkun.com/essays/35-how-to-give-and-receive-criticism/
• http://tympanus.net/codrops/2012/10/15/the-unwritten-rules-of-a-great-design-
critique/
• http://www.uie.com/articles/critique/
• http://creativesomething.net/post/78006355620/three-tips-for-effectively-critiquing-
creativity
Why critique makes for better collaboration/better creative end product:
• http://alistapart.com/article/design-criticism-creative-process
• http://www.discussingdesign.com/critique-is-central-to-good-collaboration/
Resource Links
Useful and validated as of 4 December 2014
23. Embodied Critique by Billie Mandel
is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
www.billiemandel.com