Visualization

Visualization or Visual Thinking was my first tool. This tool allowed us to come to a common  understanding among diverse stakeholders. We then attempted to determine and propose solutions. I  often use this approach with customers, government agencies, when they are trying to improve their  mission or deliver services to non-citizens. I've used the strawman visualization of a problem domain to  help a variety of stakeholders learn from one another.

Application

I begin the process by making a straw man diagram of the problem area. I will use all existing materials to  develop the strawman graphic. It could be any operational or procedural documentation, training  materials, marketing material, GAO, or any other auditing report. If I do not have the material, I will  conduct informal interviews with the key stakeholders.

If appropriate to the situation, I will borrow the concept to "front-stage/back-stage" from previous  research, and discussed in David Gray's book, "The Connected Company". The front-stage/back-stage  approach helps to reinforce the notion that every service - even an internal service - has customers with  whom the service provider interacts and internal processes that enable the organization to provide the  service. The template that I use to start is simple and has a column to identify Value Chain Providers and  Partners. A column to identify Oversight Organizations (such as Congress, GAO, labor unites, advocacy  groups and other entities that could limit the operation of the organization) is also included. The strawman  graphic is very simple and uses icons and shapes available in Visio. If the front-stage/back-stage view  doesn't work, then I will create a different type of visual, either based on a high-level process flow with  swim lanes for different stakeholders, or another format.

I will break the stakeholders down into groups of between 5-6 people, each representing an area of  expertise or organization. Each group will receive a poster-sized version of the strawman graphic. They  can use sticky notes or write directly on it. I ask them two to three questions. For example, what key  elements are missing from this graphic? 2) What would you make the graphic more accurate to reflect  your problem area? What key insights are you able to share about the relationships between entities  within your problem space? I allow them to discuss the questions for approximately 20 minutes and then  mark up their poster. Each group is then asked to answer the three questions and to point to their posters.  I then record the commonalities between the groups' insights and the additional insights from the group  discussion, on an additional copy. I then digitize the posters of each group as artifacts, combine the new  and shared insights from the group discussion and create a revised graphic. This includes their feedback  and any proposed changes.

Approach

Through this exercise, I've learned that the graphic, and especially the updated graphic that incorporates  their feedback is very important in helping them understand the problem. But the most valuable part of  the activity is their shared insights.

There is space. The graphic offers a common platform for discussion among stakeholders. It allows them  to exchange their opinions and gain insight into the root causes of their problems. Although they could  work together to create the graphic, it is easier for them to start by creating a strawman. They can quickly  identify their place in the graphic, or where they are not. This allows them to gain quick insights into  relationships between key entities and is quicker than taking time. They can also identify variables in a  problem space. It helps them to identify the areas where they are lacking information, and the areas in  which they need data or information to give the variables their values.

As I have discovered that the most important aspect of learning and sharing ideas is the shared insight, I  plan to use the visualization exercise as a point of departure for several design thinking activities. The  revised graphic that incorporates their collective feedback can then be used as a reference throughout  their work.

