Selected Issues in Marketing WiSe 2019/20

Design Thinking for Marketing

Session 1

Nico Klenner, MSc, BSc, BA

HWR Berlin
Today’s agenda

§ Introductions
§ Course background
§ Introduction to Design Thinking
§ Overview of the assignments

RMIT University 2
Nico Klenner

Academic qualifications Academic profile

M.Sc. in Strategic Market Creation I CBS External Lecturer | Department of Marketing
Berlin School of Economics and Law, Germany
B.Sc. in International Marketing | HS Pforzheim

B.A. in International Business | ESCEM Poitiers Assistant Lecturer I Department of Marketing

Copenhagen Business School, Denmark
Contact
PhD Candidate | School of Marketing
[email protected]
RMIT University Melbourne, Australia

Professional experience
Marketing Manager I Consumer Electronics I Denmark
Digital Marketing Consultant & Analyst I Denmark & Germany

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Who are you?

§ Find someone you have not previously worked with

§ Tell this person a little about yourself and your experience

- Name
- Background
- Why Marketing?
- Work experience/internship in Marketing

§ Your new friend has the pleasure to introduce you to the class
(max 60 seconds)

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How to succeed in this class

§ 40% group presentation (tentative date: 14.01.)

§ 60% individual written report (tentative date: 11.02.)

In total, you will need a grade of 4.0 (=50%) or better to pass the
class successfully

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Learning objectives

After completing this module, students should be able to…

§ (ILO 1): apply qualitative research to identify a problem space and

create a comprehensive marketing solution/innovation to address a
marketing issue
§ (ILO 2): apply design thinking to marketing issue(s) and provide an
argument justifying your marketing solution/innovation
§ (ILO 3): critically evaluate your proposed marketing solution/innovation
and rebut possible counterarguments or limitations
§ (ILO 4): express ideas, concepts, solutions and arguments and justify
these logically and coherently to convince a marketing audience of
adopting your marketing solution/innovation

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Key takeaways from today

§ What is Design Thinking?

§ What is the relevance of Design Thinking for

Marketing?

§ How can Design Thinking be applied to solve

Marketing issues?

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Design Thinking

Tim Brown, the founder of IDEO:

DT is a human-centered approach to innovation that draws from the
designer’s toolkit to integrate the needs of people, the possibilities of
technology, and the requirements for business success.

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Design Thinking for Marketing

§ The world is full of opportunities!

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Design Thinking for Marketing

§ … but how do we find the right opportunity?

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Design Thinking for Marketing

§ We need to frame opportunities from multiple perspectives

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Design Thinking for Marketing

§ … and slowly validate the right solution

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Finding the sweet spot of Innovation

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Market-Driven Innovation

Start here

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Technology-Centered Innovation

Start here

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Human-Centered Innovation

We start here

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Design Thinking as a process

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Course background & outline

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Design vs Marketing

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Why teach DT to marketing students?

§ Companies turn to Design Thinking to solve complex problems123

§ Innovation and New Product Development is more successful if paired
with creative marketing strategies456
§ Employers actively seek creativity, innovativeness, and empathy in
their new hires7
§ Ways to facilitate such integration in businesses is through teaching
both disciplines about the others’ processes and ways of thinking2

1Liedtka, King & Bennett, 2013; 2Beverland & Farrelly, 2011; 3Beverland et al, 2015; 4Subin & Workman, 2004; 5Barney,
1991; 6Porter, 1996; 7Lee & Benza, 2015

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Why is DT difficult for marketing students?

§ Designers and marketers apply different thought worlds:

critical thinking versus design thinking

§ The result of the education8

• decision making in marketing is best achieved through fitting
objective measurable data and insights within the current market
• decision making in design is based on envisioning future worlds
by anticipating consumers’ needs

§ Marketing education teaches critical thinking skills

• “The objective analysis and evaluation of an issue in order to form a
judgment” (Oxford Dictionary)
• thinking has become methodical, rational, and linear
• education often excludes creative thinking9

RMIT University 8Retna, 2016; 9Pithers & Soden, 2000

How can we make it easier?

Different way of thinking, what do I use as anchor!?

§ Align the phases of design thinking to the phases of critical thinking:
§ Aligns the objective thought world that you have obtained during
the common core with the more creative thought world of design
thinking
§ Provides a recognizable structure as critical thinking is what you
are used to
No data, how am I going to prove that my idea is any good!? How is
my work graded!?
§ Use argumentation theory
§ To provide an alternative structure to objective data to convince
that this is a feasible strategy
§ Directly maps onto assessment criteria to measure academic
achievement

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Design Thinking for Marketing Framework
Design Critical Educational Argumentation
Thinking Thinking Activities Theory

Examine Knowledge Research Grounds

Comprehension Warrant
Understand Why laddering
Backing
Analysis

How laddering
Ideate Synthesis Claim
Idea selection

Experiment Application Prototyping Rebuttal

Distill Evaluation Argumentation Qualifications

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1. DT and CT aligned

Examine Knowledge
… digging deep into the problem … the attainment of terminology,
and getting to know the context, facts, conventions, principles,
history, objects and people theories, and structures
involved

… generative, divergent, lateral11 … analytic, convergent, vertical

11Fischer, 2002 24
1. Research

Educational activity:

Research
§ Generate deep
understanding of a
problem space
§ Be curious

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2. DT and CT aligned

Understand Analysis
… finding patterns and … breaking down all knowledge
relationships that highlight deep into its components and identifying
insights relationships amongst them
… uncover human needs

Comprehension
… translating, comparing and
interpreting all knowledge attained

… non-judgmental, formative,
… judgmental, testable, linear
associative

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2. Why laddering

Educational activity:

Why-laddering
§ Translate and interpret
knowledge to uncover
underlying human needs
through empathy
§ Ask “why?”

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3. DT and CT aligned

Ideate Synthesis
… generation of ideas and … uses all parts identified and
solutions to find an answer related during analyses to
generate new insights and find the
answer

… open, speculative, intuitive, … closed, logical, probable

possible

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3a. How laddering

Educational activity:

How-laddering
§ Generate possible
abstract solutions that
aim to fulfill those
human needs
§ Ask “how?”

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3b. Idea selection

Educational activity:

Now-Wow-How grid
§ Categorize your solutions
based on effort and
innovation potential
§ Find Wow! solutions

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4. DT and CT aligned

Experiment Application
… concretizing solutions informed … the use of acquired and
by iterative feedback loops synthesized insights in new
situations

… lateral, generative, subjective, … vertical, analytic, objective,

intuition logical

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4. Prototyping

Educational activity:

Personas, Scenarios &

Examples
§ Prototype and refine
your solution
§ Find the most desirable
solution

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5. DT and CT aligned

Distill Evaluation
… stripping down the solution to … the presentation and defense
its essentials and communicating of synthesized and applied
it to others convincingly insights

…generative, possible, open, non- …analytic, probable, closed,

judgmental judgmental

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5. Argumentation

Educational activity:

Argumentation map
§ Convince someone to
employ a proposed
innovative solution by
providing a sound and
strong argument12
§ Argumentation Theory13 14

12Feast & Blijlevens, 2015; 13Toulmin, Rieke & Janik, 1984; 14Toulmin, 2003 34
Assignments

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Individual report (60%)

§ Proposal that solves an important marketing issue of your choice

(60% of final grade)

§ Assessed on: your ability to provide a complete and convincing

argument on why your solution is the best solution to implement
- Provide background to a problem
- Provide a solution
- Provide an argument for why this is a good solution to invest in
- Provide guidelines on how to implement your brief
- Provide evidence of understanding of design thinking and tools,
critical thinking, and argumentation theory
- Provide clear and substantive evidence to support your ’case’
§ The report will be max. 6000 words long, 12pt Times New Roman, 1.5
spacing, min. 2.5 cm margins left and right.

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Group presentation (40%)

§ 10 min. presentation + slide submission (40% of final grade)

§ Assessed on: your groups ability to provide a complete and convincing

argument on why your solution is the best solution to implement by the
case company
- Provide background to the problem
- Provide a solution
- Provide an argument for why this is a good solution to invest in
- Provide guidelines on how to implement your project brief
- Provide evidence of understanding of design thinking and tools,
critical thinking, and argumentation theory
- Provide clear and substantive evidence to support your ’case’
§ All group members are collectively responsible for the group
pitch. Ensure that you have had an opportunity to view the final
pitch slides prior to the final submission.
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Brainstorming

§ What are potential marketing problems that you

could solve through using Design Thinking?

§ Go for quantity, not quality!

§ Discuss in groups of 3-4

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10 things that require zero talent

§ Being on time
§ Work ethics
§ Effort
§ Body language
§ Energy
§ Attitude
§ Passion
§ Being coachable
§ Doing extra
§ Being prepared
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Our shared rules

§ Be present
§ Give your best
§ Help each other
§ Discuss with each other
§ Be fair to each other
§ Keep track of time
§ HAVE FUN!

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Tentative class schedule I
Date Topic Educational activities
Session 1
Introduction to Design Thinking Design thinking process
(08.10.)
Session 2 Desk research, interviews,
Case study introduction & research
(15.10.) observation
Session 3 Translating research into insights –
Research & Why laddering
(22.10.) case study
Session 4
Developing deep insights Why laddering
(29.10.)
Session 5
Idea selection – case study How laddering, Now-Wow-How grid
(05.11.)
Session 6
Selecting innovative ideas How laddering, Now-Wow-How grid
(12.11.)
Session 7
Prototyping – case study Scenarios, Personas, Examples
(19.11.)
Session 8
Prototyping Scenarios, Personas, Examples
(26.11.)

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Tentative class schedule II
Date Topic Educational activities
Session 9
Argumentation – case study Argument map
(03.12.)
Session 10
Argumentation Argument map
(10.12.)
Session 11
Presentation techniques Peer review
(17.12.)
Session 12
Course wrap-up + Q&A Session
(07.01.)
14.01. Group presentation

11.02. Hand-in individual report

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Relevant literature
§ Martin, R. (2009). The design of business: Why design thinking is the
next competitive advantage. Harvard Business Press.
§ Brown, T., & Katz, B. (2011). Change by design. Journal of Product
Innovation Management, 28(3), 381-383.
§ Feast, L., & Blijlevens, J. (2014). Mixed method research procedure
for design education. DS 81: Proceedings of NordDesign 2014,
Espoo, Finland 27-29th August 2014.
§ Toulmin, S. E. (2003). The uses of argument. Cambridge University
Press.
§ Verganti, R. (2009). Design driven innovation: changing the rules of
competition by radically innovating what things mean. Harvard
Business Press.
§ Glen, R., Suciu, C., & Baughn, C. (2014). The need for design
thinking in business schools. Academy of Management Learning &
Education, 13(4), 653-667.
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Thanks for today!

Any open questions?

Reach me at
[email protected]

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