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School of Business — BUSM4742: Design Thinking for Business Assessment 3: Design solution report Assessment type: Due date: Weighting Overview Group data analysis and ideation (non- assessed component) + Individual solution report (assessed component) Thursday of Week 7, Melbourne time 50% Word limit:15 pages (+/–10%) in body text This assessment takes the form of a solutions report. A design solutions report aims to encapsulate the most valuable insights from the research stage and channel these into theoretical prototypes. You must stick to the facts when discussing research and purporting to call upon factual data. The interpretation of this data, however, is subject to variation, as are the many possible ideation directions you may go with this contextualised data afterwards. You will conduct the early phases of data analysis and ideation in a team with others. This will be called a 'flexible collaboration team' (FCT). After the initial phases of research synthesis and ideation, each student will develop an individual solution report for their chosen solution. You may develop one solution (only) from the list developed in your ideation session(s) with your FCT. The end result of the report should be a well-articulated and well-presented solution that meets the criteria of the assessment and the context of the project. You will demonstrate a clear and logical process, progressing from design premises (insights, problem/opportunity statements, HMW (How might we) questions) to a fully articulated design solution. Learning outcomes This assessment is aligned with: • CLO 1: Analyse and discuss the significance of design thinking, and its manifestations and implications across organisational contexts. • CLO 2: Differentiate between various contemporary methods of design thinking to identify opportunities and solve problems. • CLO 3: Create and communicate end-user driven solutions to business problems or opportunities utilising design thinking. • CLO 4: Reflect on and apply best practice and learnings from case studies to assess and evaluate design thinking tools and practices. • CLO 5: Evaluate potential outcomes of design thinking in view of better decision making, implementation and sustainability of solutions. Assessment details Before you begin The aim of the design process itself is to uncover latent and unmet needs in key user/stakeholder groups in order to design better and more fulfilling experiences with them in mind. Assessment guidelines and marking: You will conduct the early phases of data analysis and ideation in a team with others. This team is called a 'Flexible Collaboration Team' (FCT). As opposed to a CLN group, FCTs may be fluid in their composition: their purpose being to facilitate the sensemaking process dialogically, while honing development of collaboration skills. You may develop one solution (only) from the list developed in your ideation session(s) with your FCT. You can take as much or as little as you like from the original idea, and change/iterate it, as long as you clearly show the original idea and the development pathway that you've undertaken. Please see your instructor if you require further clarification around concept development. Part 1: Introduction and context-setting (approx. 1 page) • review key issues/opportunities • articulate a problem statement to solve for • articulate your chosen HMW question • introduce/list the members of your FCT group Part 2: Ideation process (approx. 2–3 pages) • provide evidence of your ideation process (i.e. photos, notes) • offer brief commentary on the process (collaborating with FCT group on synthesis/ideation, how you found the process) Part 3: Concept prioritisation and selection (approx. 1 page) • provide evidence of your prioritisation and selection process • explain rationale regarding concept selection from a lens of Human-centred Design (HCD) - improving the user experience and/or meaning derived. Part 4: Concept/solution pitch • concept poster • accompanying discussion and relevant supporting materials to illustrate theconcept/solution/idea • be creative – you have many options available to you in this stage (if unsure, please speak to the instructor in order to clarify what types of supporting presentation material strengthens your case) Part 5: Conclusion • rough costing/budget • write a brief desirability, viability, feasibility (DVF) analysis • review your idea persuasively, as if you were vying for your concept/solution to be chosen from a number of different design teams (Why is this important? Why will itwork?) • outline potential next steps (if this idea were to be chosen) Guiding principles Part 1 Part 2 Part 3 Part 4 How to succeed in this assessment: A mix of research, collaboration and creative skills: Creative ideas, informed by evidence (primary research- based) and backed by robust argumentation (to contextualise evidence). The ability to make these skills transparent will see higher marks, explaining key points with illustrative examples. Appreciation for theory integration: This assessment evaluates your abilities across all course learning outcomes (CLOs). It provides an opportunity for you to demonstrate a holistic understanding of how the pieces of a design project come together from a theoretical, as well as practical, perspective. Make connections across findings, report sections, and with design- related theory, for the highest marks. Make it exciting and engage the imagination of the reader: Effective creativity in solution presentation will be highly rewarded. As long as the report flows logically as a narrative, significant freedom is given in terms of supporting material (i.e. mock- ups, storyboards, videos, sketches etc.). Aside from the mandatory basis of a concept poster, use whichever supporting medium(s) best communicate the story that needs to be told in the final pitch section of your concept/solution. Attend to professional presentation and parameters as set out in assessment guidelines (i.e. rubric criteria, word limits, design and structure of presented information). Referencing guidelines You must acknowledge all the sources of information you have used in your assessments. Refer to the RMIT Easy Cite referencing tool to see examples and tips on how to reference in the appropriate style. You can also refer to the library referencing page for more tools such as EndNote, referencing tutorials and referencing guides for printing. RMIT College of Business Harvard referencing style for footnotes. Submission format Adobe PDF, Microsoft Word or Microsoft PowerPoint Please be mindful of word limit and communicating thoughts and ideas succinctly. A 10% allowance over the word limit is applicable; anything over 10% is liable for penalisation. Word limit applies to main section/body only. Please seek further clarification from an instructor if you are unsure about adherence to word/length limits. Academic integrity and plagiarism Academic integrity is about honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas. You should take extreme care that you have: • acknowledged words, data, diagrams, models, frameworks and/or ideas of others you have quoted (i.e. directly copied), summarised, paraphrased, discussed or mentioned in your assessment through the appropriate referencing methods • provided a reference list of the publication details so your reader can locate the source if necessary, including material taken from internet sites If you do not acknowledge the sources of your material, you may be accused of plagiarism because you have passed off the work and ideas of another person without appropriate referencing as if they were your own. RMIT University treats plagiarism as a very serious offence constituting misconduct. Plagiarism covers a variety of inappropriate behaviours, including: • failure to properly document a source • use of copyright material from the internet or databases • collusion between students For further information on our policies and procedures, please refer to the University website. http://www.lib.rmit.edu.au/easy-cite/ http://www1.rmit.edu.au/library/referencing https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/academic-integrity Assessment declaration When you submit work electronically, you agree to the assessment declaration. https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment/assessment-declaration Criteria Ratings Points HD D C P N Criterion 1 Evidence Quality/quantity of evidence used is of an exceptionally high standard Quality/quantity of evidence used is of a high standard Quality/quantity of evidence used is in line with or above expected standard Quality/quantity of evidence used is in line with expected standard Quality/quantity of evidence used is below standard 12.5 to >9.99 Pts 9.99 to >8.74 Pts 8.74 to >7.49 Pts 7.49 to >6.24 Pts 6.24 to >0 Pts 12.5 Criterion 2 Contextualisation Specificity and relevance of discussion are of an exceptionally high standard Specificity and relevance of discussion are of a high standard Specificity and relevance of discussion are in line with or above expected standard Specificity and relevance of discussion are in line with expected standard Specificity and relevance of discussion are below standard 12.5 to >9.99 Pts 9.99 to >8.74 Pts 8.74 to >7.49 Pts 7.49 to >6.24 Pts 6.24 to >0 Pts 12.5 Criterion 3 Presentation and structure Structure, format and professionalism are of an exceptionally high standard Structure, format and professionalism are of a high standard Structure, format and professionalism are in line with or above expected standard Structure, format and professionalism are in line with expected standard Structure, format and professionalism