DESIGN THINKING

A UNIQUE AND INNOVATIVE APPROACH TO SOLVE THE PROBLEMS

What is Design Thinking?
➢User centric and solution
➢Basically a process of innovative
thinking about the needs of and
desires of user while designing a
product or service and provides a
solution
Points Traditional Thinking Design Thinking
Focus Business needs User needs
Failure Scared to fail Learn from failure
Idea Talk about idea Make your idea
Idea should have Certainty Ambiguity
Focus on Solution Human Value
Progress Linear or first time Iterative
Suited for Well defined Ill problems
Rules on Critical thinking Divergent
Change Rigid, resistant Flexible
Method Waterfall Agile
Relies on Analysis creativity
Uses knowledge Expert collaborative
Focus on Efficiency Innovation
Relies on methods Proven method Out of the box
Approach Focused and structured Open minded & fluid
Time focus Present Future
Design thinking approaches
Problem solving from a user’s perspective and tries to combine three
essential components: technical feasibility, economic viability, and user
desirability.
meaningful and satisfy the
requirements and desires of the
User users.
Desirabilty

Solution
the organization Solution should be easily
can afford to implement it. implementable with available
If it is not financially technology and resources.
viable, it will not be a Technical
sustain- Economic Feasibilty
able business and will Viabilty
eventually fail,
Applicability of Design Thinking
❖ Quality and cost issues
❖ Complex employee problems
❖ Problems affecting diverse groups of people
❖ Rapidly changing global market challenges
❖ Coping with the rapid technological changes
❖ Re-inventing business models and operations
❖ Complex societal problems
❖ Medical challenges
❖ Educational reforms
❖ Entrepreneurial initiatives
❖ Banking and financial issues
 THE DRIVERS OF DESIGN THINKING: CREATIVITY AND INNOVATION
❖Design innovation for the design of a product, service, process,
or anything that requires a change for improvement. It is
important to remember that creativity is the fuel that runs the
engine of innovation.
❖There could be no innovation without creativity.
❖Creativity is the ability to produce new ideas, but innovation is
practical application (or implementation) of these ideas.
❖While creativity drives innovation, it is the curiosity that drives
creativity.
❖Curiosity, creativity, critical thinking and innovation are
therefore intricately related to one another as illustrated in Fig.
1.2 and are key players in the process of design thinking.
 ▪ Design thinking is essentially a user-
PRINCIPLES centric process.
▪ All design activities are social in nature.
OF Concerns and needs of the users are
DESIGN THINKING paramount.
▪ Logic alone may not work all the time.
❖ No design is permanent in nature.

❖ When technology, circumstances Human

and needs change, we may have to
relook at the entire process and Rule ❖ Ambiguity is the quality of being open
redesign the means of fulfilling the to more than one interpretation.
new requirements. ❖ We should be able not only to see
different things but also to see things
Redesign Design Ambiguity
differently.

Rule
Rule Thinking
▪ Tangibility means easily understandable.
Tranquillity ▪ We must make our ideas tangible so as to facilitate
Rule designers to understand them easily and communicate
more effectively among themselves.
 Story of IDEO company
❖IDEO, founded in 1991 through the merger of three design firms (David Kelley Design, ID
Two, and Matrix Product Design), is a global design and innovation consultancy known for
pioneering the concept of design thinking.

❖The company was co-founded by David Kelley, who later became a prominent figure in both
design and education as the founder of the Stanford d.school.

shifted from just product

innovative product designs,
design to tackling broader human-centered design—
including the first Apple
challenges across industries, understanding the needs,
mouse, the Palm V PDA, and
such as healthcare, behaviors, and motivations
the first stand-up toothpaste
education, and social of people to create solutions
tube for Procter & Gamble
innovation
 3Ps OF DESIGN THINKING
Place
➢ Proper location and design of ‘work-place’ are equally important to provide a propitious
environment to work.
➢ the place should facilitate collaborative working and inspire imagination and creativity of
team members.
➢ Design thinking team uses as well as produces many physical artifacts that include white
boards, pin boards, display screens, easels, rolling shelves, etc., during their work of idea
generation, synthesis and analysis.
➢ It should be possible for them to juxtapose these artifacts to facilitate new perspectives
that could promote imagination and yield valuable insights.
➢ Room layout and seating arrangements should be such that it aids the design team to use
creative tools and materials along with the arti- facts they use and produce. The furniture
design is equally important not only to provide comfort for working but also to promote
creativity among the team.
3Ps OF DESIGN THINKING
People
❖Basically, designing is done by the people, for the people.
❖People, include the members of design team on the one hand and
the users of the product or service on the other.
❖The design team should ideally consist of people from diverse
backgrounds, experience and skills.
❖While designers are is expected to have an in-depth knowledge of
the problem under consideration, they must also have the ability
and willingness to work with other team members and the
probable users.
Process
❖ This requires a lot of process visualizations, in the way figuring out what needs to be done
and how to do it, starting from the initial stage of problem definition to the final stage of
finding a solution.
❖ Design thinking is a journey of researching, uncovering insights, generating creative
concepts, iteration of prototypes and, finally, arriving at a single solution that is acceptable
to all concerned.
❖ It is, therefore, important for the design team to understand clearly where they are in the
whole process and what they are supposed to do next in order to have a comfortable journey
through the entire process.
❖ Design thinking is never a linear process. It involves constant iteration with users and other
experts in order to improve the solution before actually implementing it.
 Activity

Empathize of real life problems on

❑ Observe
❑ Engage and
❑ Watch & Listen
 Tools and techniques of DT
❖Personas ❖Convergent Thinking
❖Visualization ❖Divergent Thinking
❖Stakeholder Mapping ❖Storytelling
❖Journey Mapping ❖Role Playing
❖Mind Mapping ❖User Interviews
❖Ethnography ❖Six Thinking Hats
❖Brainstorming
❖Star Bursting
 THE 5-PHASE MODEL of DESIGN THINKING

❖Design thinking process can be thought of as a series of steps or

phases that incorporate the basic principles of design thinking.

❖Here a five-step model, the one proposed by the Design School of

Stanford University and widely used in organizations globally.
❖These five steps or phases are as follows:
1. Empathize (understanding users and their needs)
2. Define (defining users’ needs and the problems)
3. Ideate (finding possible solution options)
4. Prototype (creating models for users’ interaction)
5. Test (evaluating and refining the models)
EMPATHIZE – KNOW YOUR USERS
 EMPATHIZE – KNOW YOUR USERSC
❖ Empathize means to understand and share the feeling of others. Here,
others are the customers or end users of our solution, may be a product or
service.
❖ Empathy is the centrepiece of human-centred design process.
 Importance of Empathy
1. Understanding User Needs

2. Human-centered Solutions

3. Avoiding Assumptions

4. Fostering Innovation

5. Building Trust and Relationships

6. Iterative Learning
➢The primary objective of this phase is to understand the
problems faced by the customers and to know their wants,
needs and aspirations.

➢In short, we need to empathize with them and understand

them on a psychological and emotional level.
❖ This is a requirement-gathering phase which might involve
interviews, observations and, sometimes, even field visits. During
such interviews, we must set aside our own assumptions and beliefs
in order to gain insight into users and their needs.
❖ At this stage, we must not only gather a substantial amount of
information but also develop the best possible understanding of the
users and the issues that underlie the development of the required
solution. include:
❑ Interview – Gather data about user needs and wants.
❑ Observe – View users and their behavior in the context of their lives and notice
disconnects between what they say and what they do.
❑ Engage – Have deep conversations with users to understand their
beliefs and values.
❑ There are a few qualities an observer must possess and exhibit
during observations and interviews. They include:
∑ Be a good listener
∑ Be egoless Be a good watcher
∑ Be a good questioner
∑ Be humble ∑ Be sincere and honest
∑ Be curious ∑ Care for others
Observers may practise using the What-How-Why questions to
gain a clear and deeper understanding of the users and the problem.
For instance, the observer may ask the following questions:
∑ Who is facing the problem?
∑ Where does the problem occur?
∑ When does the problem occur?
∑ What is the problem?
∑ How does the problem emerge?
∑ How extensive is the problem?
∑ Why is it a problem?
 Improving the Experience of First-Year College Students

Step 1: Empathize
A college administration is noticing that first-year students are struggling to adjust to college life, leading to anxiety, isolation,
and in some cases, poor academic performance. They want to improve the experience of new students during their first
semester.

The team interviews first-year students, observes their daily routines, and holds focus groups.

• students feel overwhelmed by the new environment, particularly navigating large campuses and academic

demands.

•Some students experience social anxiety because they don't know anyone, and many find it difficult to make

friends.

•out-of-state students often feel disconnected because they’re far from home and family.

•Students from non-traditional or minority backgrounds sometimes feel excluded or misunderstood.

Step 2: User Stories and Emotional Understanding
Based on their empathetic research, the team creates user stories to reflect the emotional experiences of various first-

year students:

•Student 1 : “I came from a small town, and the campus feels huge. I don’t know where anything is, and I feel lost both

physically and mentally. I don’t know how to ask for help.”

•Student 2: “I’m the first in my family to attend college. I want to make my family proud, but I feel like I don’t fit in. I’m

scared of failing and don’t know who to talk to about these feelings.”

•Student 3: “I’m really homesick. I’ve never been this far from home before, and I miss my culture, food, and friends. I’m

finding it hard to connect with people here.”

Step 3: Insights from Empathy
From these stories, the team gains deep insights into the emotional challenges first-year students

face:

•Many students struggle with navigating the campus and finding resources.

•Social integration is difficult, with many students feeling isolated or lacking peer connections.

•Non-traditional or minority students feel an additional burden of imposter syndrome and often

don’t have easy access to support systems.

•Homesickness is a major issue, especially for out-of-state students.

Step 4: Defining the Problem
Rather than framing the problem as "how can we help first-year students academically?",
the team reframes it as:
•“How can we make first-year students feel supported, connected, and comfortable as
they transition to college life?”
5. Listening to Teacher Feedback
•Growth Mindset: By actively listening to feedback, rather than feeling criticized, students can
understand their areas for growth. This shows self-empathy and a desire for self-improvement.
•Respecting Authority and Instructions: Empathetic students are also more likely to
understand the teacher’s role and pressures, leading to more respectful behavior in class.
6. Developing Emotional Intelligence
•Self-awareness: By observing others, students also become more attuned to their own
emotions and how they respond to situations.
•Social Awareness: Watching and listening to peers helps students become more socially
aware, improving how they navigate relationships and social environments.
Example:
A student might realize that their behavior affects others after observing how a loud or
disruptive action affects the focus of the class. By empathizing, they learn to self-regulate
their behavior.
Step 5: Designing with Empathy
Using these insights, the team brainstorms empathetic solutions that address both the emotional and social needs of first-
year students:
•Campus Navigators: They introduce a “campus navigator” system where upperclassmen or staff guide first-year students
around campus during the first few weeks. These mentors not only show them where things are but also help them with
questions and provide emotional support.
•Peer Support Circles: Small peer groups are formed, led by second- or third-year students who have been trained as peer
mentors. These groups meet regularly, allowing first-year students to share their experiences, ask questions, and make
friends in a more intimate setting.
•Cultural Exchange Program: For international and out-of-state students, the team creates a cultural exchange program
where students can share aspects of their home culture, helping them feel a sense of belonging while also educating the
broader student body.
•Quiet Spaces & Mental Health Resources: Dedicated quiet spaces and mental health workshops are offered, helping
students manage stress and learn techniques for handling anxiety and homesickness.
Step 6: Testing and Refining
The team implements these solutions and invites feedback from first-year students.

Some students suggest more personalized guidance, so they expand the peer mentor

program. Others appreciate the campus navigator system but request that it extend

beyond the first few weeks. Through ongoing empathy and refinement, the solutions

evolve to meet students' needs even more effectively.

Watch and listen" dynamics paired with empathy among students can significantly enhance the classroom experience,
fostering better communication, cooperation, and emotional intelligence. Here’s a deeper look into how students can apply
these dynamics and empathy in a learning environment

1. Observational Skills: Watching Peers

Students can develop better relationships and understanding of their peers by actively watching their behavior,
expressions, and body language. This involves:
•Recognizing Emotions: When students watch their peers carefully, they can pick up on subtle cues like body
posture or facial expressions. For example, if a classmate is quiet and withdrawn, it could be a sign they’re upset
or anxious. Recognizing these cues helps students become more empathetic.
•Understanding Non-Verbal Communication: Watching others’ gestures, eye contact, and how they react to
certain situations can help students gauge when someone needs support or space.
Example:
If a student notices a peer struggling with a difficult task (e.g., fidgeting, sighing), they might offer to help or
simply give them time, demonstrating empathy through action.
2. Active Listening Among Students
Listening to others without interrupting or pre-judging is key to building empathy and respect in the
classroom. Through active listening, students can:
•Understand Different Perspectives: By truly listening to their peers’ opinions, concerns, or emotions,
students can step into others’ shoes. This helps them appreciate diverse viewpoints, especially when peers
come from different cultural or social backgrounds.
•Build Peer Relationships: Listening attentively to a classmate who is sharing a personal story or problem
fosters trust and empathy. Students learn to support each other emotionally, enhancing classroom bonds.
Example:
In group discussions, one student actively listens to another’s contribution, even if they don’t agree. Instead
of interrupting, they respond thoughtfully, acknowledging the other’s viewpoint before sharing their own
ideas.
3. Empathy in Classroom Interactions
Empathy is the ability to understand and share the feelings of others, which, when combined with
observational and listening skills, can lead to more harmonious classroom dynamics. Here’s how students can
apply empathy:
•Offering Support: When a peer is going through a tough time, an empathetic student can offer a helping hand,
whether through encouragement or assistance with tasks.
•Conflict Resolution: Students who watch and listen empathetically are better equipped to resolve conflicts.
They can understand both sides of a disagreement and propose solutions that respect everyone’s feelings.
•Inclusive Behavior: Empathy helps students recognize when a peer is feeling left out. Through observation and
listening, they can actively include others, helping create an inclusive classroom environment.
Example:
If a student notices a classmate sitting alone or feeling excluded during a group activity, they might invite them
to join their group, showing empathy through inclusion.
4. Empathy in Group Work and Collaboration

During collaborative activities, students who watch and listen empathetically are often more effective team

members. They can:

•Distribute Work Fairly: Empathetic students will notice when a group member is overloaded or struggling and

will adjust roles or offer to share the workload.

•Respect Different Learning Paces: Some students may learn faster than others. Empathetic peers recognize

this and are patient, offering assistance without judgment or impatience.

Example:

In a group project, one student may notice another having trouble with a specific part of the task and offer to

swap roles or explain the material more clearly, demonstrating empathy through teamwork.
 Empathy Map
❑ Experts say that more than 80 per cent of communication is non-
verbal, and the same applies to the context in which you ask your
customers to share what they need or how frustrated they feel with
the existing ways of doing things.

❑ It is not just sufficient to capture what the customer says, or even

what she does, but also to decipher what she feels and thinks. Of
course, inferring somebody’s feelings and thinking is not easy, as it
calls for remarkably high levels of emotional intelligence and an
ability to defer your judgement while being good at identifying
patterns.
❖ An empathy map is a collaborative tool used in design thinking
and user experience research to gain a deeper understanding of a
user or audience's needs, emotions, and perspectives.
❖ It helps teams build empathy by visualizing what a user says, thinks,
does, and feels.
❖ It’s often used during the early stages of product development,
design, or problem-solving to ensure that the solution is human-
centered.
Components of an Empathy Map
A traditional empathy map is divided into several quadrants, typically representing
the following categories:
1. Says:
1. What does the user say out loud in an interview or conversation?
2. This includes quotes, feedback, or direct statements.
Example:
1. “I struggle to find time to focus on work when I’m constantly interrupted.”
2. “I love using apps that are simple and intuitive.”

2. Thinks:
1. What does the user think but might not say out loud?
2. This explores the user’s thoughts, concerns, or beliefs. It may include
assumptions, fears, or desires.
Example:
1. “I wish I had more time to get things done.”
2. “I’m not sure if this tool will really help me.”
3. Does:
•What does the user do? This focuses on the user's actions and behaviors in their environment.
•This can be observed or reported during interactions with products or services.
Example:
•The user multitasks, switching between apps frequently.
•The user checks emails first thing in the morning before starting any other task.

4. Feels:
•What emotions is the user experiencing?
•This quadrant focuses on understanding the user’s emotional state and reactions to specific
situations, including both positive and negative emotions.
Example:
•The user feels overwhelmed by the constant notifications.
•They feel frustrated when they can’t find a specific feature in an app
How to Use an Empathy Map
1.Research and Data Gathering: Begin by gathering data about the user through interviews,
surveys, or observations. The more detailed the data, the better your empathy map will be.
2.Filling the Map: Populate each quadrant of the empathy map based on the insights gathered.
It’s best to do this collaboratively with your team, so everyone shares a common understanding
of the user.
3.Analysis and Insights: Once the map is complete, review the findings. Look for patterns,
contradictions, and key insights about the user’s needs, emotions, and behaviors.
4.Design Solutions: Use the empathy map to inform design decisions, making sure that your
solution addresses the user's pain points and goals. The empathy map helps ensure that the
design is user-centered, addressing both functional and emotional needs.
EMPATHY MAP IN THE CONTEXT OF THE FIRST-TIME CAR BUYER
1.Write down the observational
empathy about students
performance improvement in
study?
2.Write down watch and listen
empathy about Public Speaking of a
student.
Observational Empathy for Students' Performance Improvement in Study
1. Observing Student Behavior:
Says:
•Students verbalize their challenges:
• “I don’t understand this topic.”
• “I find it hard to stay focused for long.”
• “I’m really nervous about the test.”
• “I can’t find time to study with everything going on.”
•Signs of frustration or disengagement:
• “This is too hard; I give up.”
• “I’ll never get good at this.”
Thinks:
•Internal struggles:
• “I’m not as smart as my classmates.”
• “If I ask too many questions, I’ll look dumb.”
• “Why does everyone else seem to understand this so quickly?”
• “What if I fail the next exam?”
•Positive aspirations:
• “I really want to improve, but I’m not sure how.”
• “If I can just focus more, I’ll do better.”
•Observed behaviors related to study habits:
• Procrastinates on assignments or studying.
• Skips reading or rushes through homework without fully understanding.
• Frequently switches tasks or appears distracted during study time.
• Participates minimally in class discussions or group work.
• Overuses digital devices or social media during study time.
•Active engagement:
• Actively asks questions when confused.
• Seeks out additional resources, such as tutors or online guides.
• Works with peers to clarify difficult concepts.
Feels:
•Negative emotions:
• Overwhelmed by the volume of work or the difficulty of the material.
• Frustrated when progress is slow.
• Anxious about upcoming tests or assignments.
• Embarrassed about asking questions or seeking help.
Positive emotions:
•Excited when they grasp a new concept.
•Proud of small achievements or improvements in grades.
•Motivated by positive feedback or progress.
2. Identifying Patterns Through Empathy
By observing and empathizing with students’ study behaviors, educators can notice key patterns that influence
performance, such as:

•Procrastination or Distraction:
• If students frequently put off assignments or appear distracted, it may indicate that they feel
overwhelmed, bored, or unconfident about the subject matter.

•Avoidance of Challenges:
• A student who avoids difficult tasks or consistently opts for easy questions during classroom activities may
feel anxious about failure. This avoidance can signal a lack of confidence or fear of making mistakes.

•Seeking Help and Participation:

• Students who actively seek help, whether by asking questions in class or using external resources like
tutoring, demonstrate an intrinsic motivation to improve. However, they may need structured support to
stay consistent.

•Emotional Fluctuations:
• Watching for mood changes during study sessions or class discussions provides clues about students'
emotional state. Sudden frustration, disengagement, or visible anxiety may indicate they are struggling to
manage study pressure.
3. Empathetic Observations for Performance Improvement
Through these observations, educators can empathize with students’ struggles and motivations, leading to interventions that
improve performance:

•Tailored Feedback: By understanding students’ fears or frustrations, teachers can offer feedback that’s supportive rather than
critical, boosting their confidence. For example, if a student is struggling with self-doubt, feedback like “You’ve made great
progress on this part; let’s work together on the tricky areas” helps reduce anxiety.

•Identifying Study Patterns: Students who procrastinate may need help developing time-management skills or breaking tasks
into smaller, manageable parts. Observing their study routines helps tailor these strategies to their needs.
•Recognizing Emotional and Cognitive Barriers: Teachers can empathize with the anxiety or frustration students feel about
academic performance, helping create an emotionally supportive learning environment. Techniques like stress management,
encouragement, and positive reinforcement can help ease students’ fears about exams or failure.
•Peer Support and Collaboration: By observing how students interact with peers during group work, educators can recognize
students who may benefit from collaborative learning. Empathy helps foster group activities that allow students to support
each other, especially those who are hesitant to ask for help directly.
4. Practical Interventions Based on Observational Empathy
Based on empathetic observations, educators can implement several strategies to enhance student performance:

•Personalized Learning Plans: Tailor learning activities to individual student needs based on observed challenges. For
example, if a student struggles with focus, offer short, concentrated study tasks with frequent breaks.

•Growth Mindset Encouragement: Use empathetic feedback to reinforce a growth mindset. Students who feel judged or
criticized for mistakes may shut down. Acknowledging effort, improvement, and persistence can boost confidence.

•Emotional and Academic Support: Offer emotional support by acknowledging when students feel stressed or anxious.
Practical strategies, such as teaching mindfulness or time management, can help reduce academic pressure.

•Clear Communication of Expectations: Empathizing with students' concerns about failing or not meeting expectations
can lead to clearer instructions and more approachable goals. Setting realistic milestones can reduce anxiety.
 Watch and Listen Empathy in Public Speaking for a Student
1. Observing Student Behavior:

Says:
•Verbalized feelings and thoughts about public speaking:
• “I get really nervous before speaking in front of people.”
• “I’m worried I’ll forget what to say.”
• “What if everyone judges me?”
• “I don’t like speaking in front of large groups.”
• “I just want to get it over with.”

•Positive expressions about their abilities or progress:

• “I feel a little more confident than last time.”
• “Once I get started, I’m fine.”
• “I liked how I organized my points.”

•Self-criticism after speaking:

• “I stumbled over my words.”
• “I wasn’t loud enough.”
• “I forgot part of my speech.”
Thinks:
•Internal dialogue before speaking:
• “What if I make a mistake in front of everyone?”
• “I don’t think I can do this.”
• “What if my voice shakes?”
• “I hope they don’t notice how nervous I am.”

•Self-conscious thoughts during speaking:

• “Are people getting bored?”
• “Am I going too fast?”
• “I hope I don’t forget my next point.”
• “They must think I don’t know what I’m talking about.”

•Post-presentation reflections:
• “I could have done that better.”
• “Did people even understand what I was trying to say?”
• “I think I did okay, but I could’ve practiced more.”
Does:
•Pre-speech behavior:
• Fidgeting, pacing, or looking down before speaking.
• Rehearsing the speech quietly to themselves or reviewing notes repeatedly.
• Breathing rapidly or showing visible signs of anxiety (e.g., shaking hands).
•During the speech:
• Avoids eye contact with the audience, focusing on notes or looking at the floor.
• Speaks too quickly or quietly, with uneven pacing.
• Stumbles over words or loses track of their thoughts mid-speech.
• Uses filler words like “um,” “uh,” or “like” frequently.
• Exhibits nervous gestures like playing with hair, tapping fingers, or shifting weight from foot to foot.
•Post-speech behavior:
• Breathes a visible sigh of relief.
• May avoid discussing how they felt about their performance unless prompted.
• Might seem embarrassed or dismissive of their own effort.
Feels:
•Emotional state before speaking:
• Anxiety and nervousness: A common emotion among students, often accompanied by physical symptoms like sweating,
shaking, or a racing heartbeat.
• Fear of judgment: Worrying about how the audience perceives them or if they’ll make mistakes.
• Lack of confidence: Feeling uncertain about their speaking abilities or worried about forgetting key points.
•Emotional state during speaking:
• Stress and pressure: The fear of being judged or making mistakes may intensify while speaking, causing the student to feel
overwhelmed.
• Relief after starting: Some students may feel more relaxed once they begin speaking, as the initial nerves start to fade.
• Insecurity: Feeling uncertain about how well they’re performing or whether the audience is engaged.
•Emotional state after speaking:
• Relief: The immediate feeling of relief after finishing a speech is common, even if the student felt anxious throughout the
presentation.
• Self-criticism: Many students focus on perceived mistakes, feeling they could have done better or that their performance
wasn’t good enough.
• Pride (sometimes): Some students may feel a sense of accomplishment after completing the task, even if they were
2. Identifying Patterns Through Empathy
By empathetically observing a student’s public speaking experience, you can detect patterns in their emotional and behavioral
responses:
•Pre-speech Anxiety: Many students exhibit visible signs of anxiety before speaking. Recognizing patterns like fidgeting, pacing,
or avoiding eye contact early on can help you address their nervousness with relaxation techniques or reassurance.
•Avoidance of Eye Contact and Audience Engagement: Students who struggle with public speaking often avoid eye contact,
which may indicate low confidence or a fear of being judged. This avoidance can make them feel more disconnected from the
audience, reinforcing their anxiety.
•Rapid Speaking and Filler Words: Speaking too fast or relying on filler words is often a sign of nervousness and fear of pausing.
These behaviors may indicate that the student is anxious and trying to get through the speech as quickly as possible, without
fully processing their words.
•Post-Speech Self-Criticism: Observing how students react after they finish speaking is crucial. Students who consistently
criticize themselves, even after positive feedback, may need more encouragement and guidance to build confidence in their
abilities.
3. Empathetic Interventions for Public Speaking Improvement
Understanding the student’s experience through observation and empathy can guide supportive interventions:
•Pre-Speech Support:
• Mindfulness and Breathing Exercises: Encourage students to practice deep breathing or mindfulness techniques before
their speech to calm nerves.
• Positive Affirmations: Help students replace negative self-talk (“I’m going to fail”) with positive thoughts (“I’ve prepared,
and I can do this”).
• Rehearsal Opportunities: Offer the student opportunities to practice their speech in a low-pressure environment (e.g.,
with one or two classmates) to build familiarity and reduce anxiety.
•During the Speech:
• Encourage Eye Contact: Teach students to focus on friendly faces or look just above the audience’s heads if eye contact is
too intimidating.
• Slow Down: Remind students to take deep breaths between points and slow their speech. Practice pacing exercises that
help them speak more deliberately.
• Reduce Filler Words: Help students become aware of their use of filler words and practice replacing them with pauses,
giving them time to think.
•Post-Speech Support:
• Positive Feedback: Offer constructive and positive feedback immediately after the speech, emphasizing strengths before
discussing areas of improvement.
• Encourage Reflection: Ask the student how they felt during the speech and encourage them to focus on what went well
rather than only on mistakes.
• Public Speaking Exercises: Provide additional public speaking opportunities to build confidence, such as small group
presentations, debates, or class discussions.
4. Developing Confidence and Coping with Anxiety
By observing and empathizing with the student’s behavior and emotions, you can implement strategies to help them
develop confidence:
•Gradual Exposure: Start with low-stakes speaking situations (e.g., small groups or one-on-one) and gradually increase
the audience size to help students build confidence over time.
•Visualization Techniques: Teach students to visualize themselves succeeding in their speech, which can help reduce
anxiety.
•Body Language Awareness: Encourage students to practice confident body language (e.g., standing tall, open
gestures), which can positively affect both how they feel and how the audience perceives them.
 DEFINE – KNOW YOUR PROBLEM
➢ It is time to put together all the information and findings gathered
in the empathize phase and start making sense of them.
➢ The key here is to define the problem in a user-centric way.
➢ The define phase is all about bringing clarity and focus to the
problem space.
➢ It is said that a well-defined problem often contains its own
solution.
➢ By defining the problem properly, we make it easier
to understand and easier to solve.
➢ Often, problem definition is nothing more than the
art of asking a few right questions at the right time.

To perform two important tasks, namely, analysis and

synthesis!!
Observational empathy involves understanding users by observing their behaviors, interactions, and environments.
1.Elderly Care:
•Observation: Watch how elderly individuals navigate their homes, interact with technology, or perform daily tasks.
•Problem: Identifying challenges they face, like difficulty in reaching high shelves, using complex devices, or moving
around safely.
2.Public Transportation:
•Observation: Observe how people use public transportation during rush hours, including how they board, exit, and
find seating.
•Problem: Noticing overcrowding, confusion with schedules, or difficulty for disabled passengers.
3.Retail Shopping:
•Observation: Monitor how customers interact with products in a store, navigate aisles, or check out.
•Problem: Identifying issues like difficulty finding products, confusion with pricing, or long checkout lines.
4.Workplace Efficiency:
•Observation: Observe how employees move through their workspace, use tools, or communicate with colleagues.
•Problem: Spotting inefficiencies like frequent interruptions, poor tool design, or communication breakdowns.
5.Urban Living:
•Observation: Watch how residents of a city navigate streets, interact with public spaces, or deal with noise and
pollution.
•Problem: Understanding issues like safety concerns, lack of green spaces, or traffic congestion.
6.Education:
•Observation: Observe how students engage with teachers, materials, and peers in a classroom.
•Problem: Identifying barriers to learning such as unclear instructions, distractions, or mismatches in teaching
styles.
7.Healthcare Settings:
•Observation: Watch how patients interact with healthcare providers, navigate hospitals, or deal with
treatment plans.
•Problem: Spotting issues like confusion about medical instructions, long waiting times, or stressful
environments.
8.Dining Experiences:
•Observation: Observe how customers interact in a restaurant, from seating to ordering to paying the bill.
•Problem: Identifying pain points like long wait times, confusing menus, or uncomfortable seating
arrangements.
9.Home Living:
•Observation: Watch how family members use household appliances, manage chores, or spend leisure time.
•Problem: Spotting inefficiencies like poorly designed spaces, difficult-to-use appliances, or conflicts over
shared tasks.
10.Customer Service:
•Observation: Monitor how customers interact with service representatives, either in person, online, or over
the phone.
•Problem: Identifying frustrations like long response times, lack of clear information, or unhelpful interactions.
Empathizing through observation helps in identifying these problems and designing better solutions by
truly understanding the users' experiences.
Engaging with users directly to empathize involves interacting with them through interviews, discussions, or
participatory activities. This approach helps uncover deeper insights into their needs, emotions, and challenges.
Here’s a list of real-life problems where empathizing through engagement is essential:
1.Chronic Illness Management:
•Engagement: Conduct interviews with patients about their daily routines, challenges, and emotional states.
•Problem: Understanding the difficulties of managing medication schedules, dealing with side effects, and
emotional struggles.
2.Education for Children with Learning Disabilities:
•Engagement: Speak with students, teachers, and parents to understand their experiences and frustrations.
•Problem: Identifying the specific learning barriers and emotional challenges these children face.
3.Customer Feedback in Product Development:
•Engagement: Organize focus groups or user testing sessions to gather detailed feedback on a product or
service.
•Problem: Understanding what customers like or dislike, and why, to improve product design or functionality.
4.Mental Health Support:
•Engagement: Have conversations with individuals experiencing mental health challenges to understand their
needs.
•Problem: Identifying gaps in current support systems, feelings of isolation, or difficulties in accessing care.
5.Support for Caregivers:
•Engagement: Engage in discussions with caregivers of elderly or disabled individuals about their daily
experiences.
•Problem: Understanding the physical, emotional, and logistical challenges they face in providing care.
6.Workplace Diversity and Inclusion:
•Engagement: Hold interviews or workshops with employees from diverse backgrounds to discuss their
experiences.
•Problem: Identifying issues related to discrimination, lack of representation, or cultural misunderstandings.
7.User Experience in Digital Products:
•Engagement: Conduct usability testing sessions where users interact with digital products while sharing their
thoughts.
•Problem: Understanding pain points, confusion, or frustration with navigation, design, or content.
8.Community Development:
•Engagement: Facilitate community meetings or workshops to discuss local issues with residents.
•Problem: Identifying community needs such as safety concerns, lack of resources, or social cohesion challenges.
9.Designing Public Services:
•Engagement: Engage with citizens through surveys or public forums to understand their experiences with public
services.
•Problem: Identifying inefficiencies, barriers to access, or dissatisfaction with services like healthcare,
transportation, or education.
10.Parental Support Programs:
•Engagement: Speak with parents, especially new ones, about their challenges and what support they need.
•Problem: Understanding the difficulties of balancing work and parenting, dealing with sleep deprivation, or
managing child development concerns.
Empathizing by watching and listening involves observing users' body language, tone of voice, and non-verbal cues, as well
as paying close attention to what they say and how they say it. This method helps in gaining deeper insights into their
emotions, needs, and pain points.
1.Patient-Doctor Interactions:
1. Watch and Listen: Observe and listen to patients during medical consultations.
2. Problem: Understanding patient anxiety, confusion about medical terms, or reluctance to share important health
information.
2.Classroom Dynamics:
1. Watch and Listen: Observe students and teachers during a class session.
2. Problem: Identifying disengagement, confusion, or frustration among students, or noticing the teacher’s struggle to
maintain attention.
3.Customer Service Experiences:
1. Watch and Listen: Monitor interactions between customers and service representatives, either in person or over the
phone.
2. Problem: Spotting frustration, misunderstanding, or dissatisfaction in the customer’s tone or body language that may
not be expressed directly.
5. Parent-Child Communication:
1. Watch and Listen: Observe and listen to how parents and children interact, especially
during stressful situations.
2. Problem: Understanding underlying issues such as miscommunication, unmet
emotional needs, or parental stress.
6. Job Interviews:
1. Watch and Listen: Pay attention to candidates' body language, tone, and choice of
words during interviews.
2. Problem: Identifying nervousness, lack of confidence, or enthusiasm that might not be
apparent from their answers alone.
1.Public Speaking:
1. Watch and Listen: Observe how speakers engage with their audience during a presentation.
2. Problem: Noticing signs of audience boredom, confusion, or engagement based on their body language and
reactions.
2.Product Demonstrations:
1. Watch and Listen: Observe users as they interact with a product, paying attention to their verbal and non-
verbal responses.
2. Problem: Identifying pain points, confusion, or frustration with the product that they may not explicitly
state.
3.Team Meetings:
1. Watch and Listen: Observe how team members interact during meetings, including their tone, body
language, and participation level.
2. Problem: Spotting signs of disengagement, dominance by certain individuals, or unresolved tensions within
the team.
4.Consumer Behavior in Retail:
1. Watch and Listen: Observe customers as they shop, and listen to their comments or questions.
2. Problem: Understanding confusion about product placement, dissatisfaction with options, or challenges in
decision-making.
5.Conflict Resolution:
1. Watch and Listen: Observe and listen to parties involved in a conflict during mediation.
2. Problem: Identifying underlying emotions, unspoken concerns, or power dynamics that may be driving the
conflict.
Observational
Empathy
 Observational empathy in public transportation
Key Areas of Observation
1. Boarding and Alighting:
o What to Observe: Watch how people board and exit buses, trains, or subways.
o Potential Issues: Notice if there are bottlenecks at doors, if passengers struggle with heavy bags, or if the elderly
and disabled have difficulty getting on and off. Pay attention to whether the process is orderly or chaotic, and if
signage is clear.
2. Navigation and Wayfinding:
o What to Observe: Observe how passengers find their way through stations and stops.
o Potential Issues: Look for signs of confusion or frustration as people try to find platforms, ticket machines, or exits.
Notice if signage is visible and easy to understand, or if passengers frequently ask for directions.
3. Seating and Standing:
o What to Observe: Pay attention to how passengers choose seats or manage standing.
o Potential Issues: Notice if there are enough seats, if certain groups (like the elderly, pregnant women, or those with
disabilities) have trouble finding seating, or if passengers struggle to maintain balance while standing during transit.
Watch how crowded areas impact comfort and safety.
4. Ticketing and Payment:
o What to Observe: Observe how passengers interact with ticket machines, turnstiles, or fare payment
systems.
o Potential Issues: Identify challenges such as long lines, confusion with payment methods, issues with
machines not working, or difficulties for non-tech-savvy users or tourists. Notice if passengers struggle to
understand fare structures or if they face accessibility issues.
5. Passenger Interactions:
o What to Observe: Watch how passengers interact with each other and with transit staff.
o Potential Issues: Observe instances of conflict, like disputes over seating or space, and how staff handle
these situations. Notice if passengers seem stressed, anxious, or relaxed, and how they react to delays or
disruptions.
6. Accessibility:
o What to Observe: Focus on how passengers with disabilities or mobility issues navigate the system.
o Potential Issues: Watch for difficulties with accessing platforms (e.g., lack of elevators or ramps), boarding
vehicles, or navigating crowded areas. Observe if audio and visual announcements are effective for those
with hearing or visual impairments.
7. Safety and Security:
o What to Observe: Pay attention to how safe and secure passengers feel.
o Potential Issues: Notice if there are areas where passengers seem uneasy, especially at night or in isolated parts of
stations. Watch for issues like poorly lit areas, lack of security presence, or aggressive behavior.
8. Crowd Management:
o What to Observe: Observe how crowds are managed during peak hours or events.
o Potential Issues: Identify how passengers cope with overcrowding, how staff manage flow, and whether there are
sufficient resources (e.g., additional trains or buses) during busy times. Notice if crowding leads to delays, stress,
or safety concerns.
9. Environmental Comfort:
o What to Observe: Watch how passengers react to the physical environment (temperature, cleanliness, noise
levels).
o Potential Issues: Notice if passengers seem uncomfortable due to heat, cold, noise, or unclean conditions.
Observe if stations and vehicles are well-maintained and how this impacts passenger satisfaction.
10. Technology Use:
o What to Observe: Observe how passengers use technology during their transit experience.
o Potential Issues: Notice if passengers struggle with using apps for navigation, ticketing, or real-time updates.
Observe if free Wi-Fi or charging stations are available and if they are used effectively.
Applications of Observational Insights

The insights gained from observational empathy in public transportation can be used to:

• Improve Accessibility: Design better ramps, seating, and signage for those with disabilities.

• Enhance Wayfinding: Develop clearer signage and more intuitive navigation aids.

• Optimize Space: Redesign seating arrangements or create more standing space to reduce crowding.

• Streamline Ticketing: Simplify ticketing systems and introduce more user-friendly payment options.

• Increase Safety: Add more lighting, security cameras, or staff presence in vulnerable areas.

• Boost Comfort: Improve the cleanliness and climate control within vehicles and stations.