Thesis po chih tsai 2010

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University: Delft University of Technology

http://www.tudelft.nl/

Faculty: Industrial Design Engineering

Master: Design for Interaction

Company: JAM visual thinking

http://www.jam-site.nl/

Project title: Decipher the Magic of Visual Thinking in Sessions and

Design a Physical Toolkit for JAM visual thinking

Duration: June 2009 – Feb 2010

Student: Po-Chih Tsai

Registration number: 1389092

Contact information: [email protected]

Supervisory Team

Chair: Dr. Ingrid Mulder

Design Communication & Conceptualization

Department Industrial Design

Mentor: Dr. Walter A. Aprile

Design Communication & Conceptualization

Department Industrial Design

Company mentor: Ir. Dennis M.A. Luijer

JAM visual thinking

http://www.tudelft.nl/

http://www.jam-site.nl/

mailto:[email protected]

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Preface

In November 2009, I was in Venice to visit the Biennale Architecture exhibition. In the Japanese

pavilion, it was a strong impact to me about the drawing power. When I stepped into the pavilion, it

simply looked like a newly-built house with no furniture but only big and white walls. However,

when I walked closer to the walls, I was surprised by the extremely detailed and delicate pencil

drawings which covered all over the walls. To me, the drawings are light but strong, and quiet but

powerful. The imperfect strokes might be naive but freed me to imagine and to dream about the

future of human beings. This experience was so overwhelming that imprinted a strong impression

in my mind.

About two weeks later, there was the second surprise waiting in the TUDelft IOB company fair,

where I was impressed by what JAM visual thinking (JAM) can do. JAM conducted a business to help

people communicate well with drawings. This impression reminded me of the impact I had in the

Japanese pavilion. And a question came to my mind:

“What makes the hand drawings so powerful in helping people to communicate?”

This question became the starting point of my graduation project to decipher the magic of Visual

Thinking in group sessions and to design a concept to make Visual Thinking more effectively.

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Acknowledgement

I still remembered the day when the graduation project kicked off nine months ago. I was not sure if

I could finish the project alone since there are no many precedents to follow. It is two weeks before

my final presentation now. I finally know that the answer is a simply “No. I could not.” I could never

finish the project without your supports; no matter they are warm embraces or harsh criticism. The

end of this nine-month journey is near. This is just about time for me to say thanks to you all

sincerely.

First of all, thanks to Ingrid and Walter. It must be a hard time for you to guide a student who

usually struggled with the composition of a qualified report and is really bad in time management.

However, you still showed great patient to wait for me coming back on the right track again. I also

appreciate that you did not compromise and kept pushing me to a better performance. It is

sometimes unbearable, but eventually it turned out to be one of the best lessons I had learned in

the project. I do appreciate the opportunity to have your guidance.

For my colleagues in JAM visual thinking, Wouter, Mike, Jan, Jeroen, Joost, David, and Lieke, I am so

lucky to work with you, guys! You are always eager to help, to take a look on my work, and to listen

to me patiently. You inspired me a lot with open-minded hearts and amazing talents. It is a pity that

the amazing journey is going to end, but it is also so great that I have the chance to work with you

guys. Jan, I will always remember your firm hug when I was so down. Mike, Wouter, and Jeroen, you

taught me that I should be more eager to seek help, and, more than this, you let me know I am not

alone on the journey. Joost and Lieke, it is so valuable to learn from your experience. David, thanks

for your helps and next time please share more nice music with me!

It was often difficult for me to compose a qualified academic report. If the final thesis can reach any

standards of a qualified report, that will be all because of your efforts to review my works, my

friends. Many thanks to Lily, Lin Jun, Rene, CK, Sharon, Wendy, and Yuli. I will also never forget your

unconditional support when I felt I cannot go on anymore. You gave me the strength to keep going.

To my family in Taiwan, I cannot wait to see you in the near future. Even though you cannot be here

in my final presentation, you are always on my mind.

Finally, special thanks to Dennis. Without your steady support and endless passion, I cannot go that

far till now. You gave me the chance to work with you and JAM visual thinking as the first

international intern and the first graduation project in JAM visual thinking. I believe we both

enjoyed the process. You have told me that it is stupid to be called master after the graduation of

master program. I totally agree with this. This project is just a way for me to find a key to open the

door to a new territory. But it does not show us the way to the treasure. I have to do it by myself. I

am so glad that you and the JAMmers show me the wonders of Visual Thinking. And that will be

something nice for me to continue in the future.

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Executive Summary

The graduation project is a collective project between TUDelft and JAM visual thinking. This study is

devoted to unveil the potential of Visual Thinking in business sessions and to eventually improve

the effectiveness of the method.

JAM visual thinking, a consultancy company based on the Netherlands, features in providing various

products from visualization to suggestions of strategies with their drawings. This graduation project

is conducted to help JAMmers to harness the magic power of Visual Thinking effectively.

“Visuals” and “logical thinking” have been torn apart by modern educational systems. Nowadays,

the gap is re-bridging when Visual Thinking, a facilitation method, is developed in the mid 21st

century. But Visual Thinking process is still unknown in studies of the effects of Visual Thinking

although it results in an ineffective session. To solve the problem, a visual summary is composed to

describe general process, techniques, and benefits of Visual Thinking in previous studies in the

chapter 2. However, human interactions are not paid equal attention to their influences in Visual

Thinking process.

In order to understand the human interactions in Visual Thinking sessions, a research method,

Contextmapping, is applied to explore and study the experiences of JAMmers in business practice.

An experimental method is also applied to analyze the data collected. The conclusions of two

research questions are translated into visuals to communicate the findings. Visual Thinkers are

proved performing a balanced left-brain and right-brain role in Visual Thinking sessions. They have

to deal with people’s stereotypes to drawers in order to get early acceptance. Otherwise, the effects

of Visual Thinking will be compromised significantly because of the misunderstanding impression.

The final concept is developed to solve the eliminate the stereotype and therefore to improve

effectiveness of Visual Thinking method in business sessions. Conclusions of the graduation project,

recommendations for the future study on Visual Thinking, and reflections on the whole process of

the study are elaborated in the end of the report.

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Content

Preface ....................................................................................................................................... 3

Acknowledgement ..................................................................................................................... 4

Excutive summary...................................................................................................................... 5

Chapter 1 Introduction ......................................................... 10

1.1 JAM visual thinking - Company description ......................................................................... 11

1.1.1 Services of JAM visual thinking ................................................................................ 11

1.1.2 Focus of the study ................................................................................................... 12

1.1.3 Initial problem description in JAM visual thinking .................................................. 13

1.2 Background study of Visual Thinking ................................................................................... 14

1.2.1 History of Visual Thinking ........................................................................................ 14

1.2.2 International trend in Visual Thinking practice ....................................................... 15

1.2.3 Literature study ....................................................................................................... 17

1.3 Fundamental features of Visual Thinking ............................................................................. 18

1.4 Problem definition ............................................................................................................... 20

1.5 Goal of the graduation project ............................................................................................. 20

1.6 Process of the graduation project ........................................................................................ 21

Chapter 2 Exploratory Study ................................................. 22

2.1 Preceding studies on Visual Thinking process in Sessions ................................................... 23

2.1.1 Individual visual thinking process ............................................................................ 23

2.1.2 JAM Visual Design process ...................................................................................... 24

2.1.3 Comparison ............................................................................................................. 25

2.2 Visual summary of general Visual Thinking process ............................................................ 26

2.3 Limitations of the preceding studies .................................................................................... 33

2.3.1 Visual Thinkers’ interactions with the dynamic context .......................................... 33

2.3.2 Visual Thinkers’ deep interactions with session participants .................................. 34

2.4 Conceptual Framework for a Visual Thinking process ......................................................... 35

2.4.1 Four Stages in Visual Thinking Sessions ................................................................... 35

2.4.2 Five Processes in Visual Thinking Sessions .............................................................. 36

2.5 Proposed focus for the following research .......................................................................... 37

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Chapter 3 Contextmapping Research ................................... 38

3.1 Goal of the research ............................................................................................................. 39

3.2 Research questions .............................................................................................................. 39

3.3 Research method and process ............................................................................................. 39

3.4 Findings on research question 1: Human interactions in Visual Thinking process............... 44

3.4.1 Analyses ................................................................................................................... 44

3.4.2 Results ..................................................................................................................... 48

3.4.3 Discussion ................................................................................................................ 52

3.4.4 Visual translation of the results ............................................................................... 59

3.5 Findings on research question 2: Critical problems in interactions with dynamic context .. 60

3.5.1 Analyses ................................................................................................................... 60

3.5.2 Results ..................................................................................................................... 61

3.5.3 Discussion ................................................................................................................ 65

3.5.4 Visual translation of the results ............................................................................... 67

3.6 Conclusions .......................................................................................................................... 70

3.6.1 Ballancing JAMmers in Visual Thinking sessions ..................................................... 70

3.6.2 Demands for a proper solution to the crucial problem in JAM’s practice ............... 70

Chapter 4 Conceptualization ................................................ 72

4.1 Goal of the conceptualization .............................................................................................. 73

4.2 Requirements ....................................................................................................................... 73

4.3 Concepts development ........................................................................................................ 75

4.4 Evaluation............................................................................................................................. 82

4.4.1 Feedback on the concepts ....................................................................................... 82

4.4.2 Discussion ................................................................................................................ 83

4.5 Suggested idea based on the final concept.......................................................................... 84

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Chapter 5. Conclusions and Recommendations .................... 86

5.1 Evaluation of objectives of the project ................................................................................ 86

5.2 Application of the Contextmappint research method ......................................................... 87

5.3 Further study........................................................................................................................ 87

5.3.1 Potential negative Roles/functions in sessions ........................................................ 87

5.3.2 Specific demands of different session participants ................................................. 88

5.3.3 Researches on preparation and evaluation of the sessions .................................... 88

Chapter 6. Reflection ............................................................ 90

6.1 Challenges in this project ..................................................................................................... 90

6.1.1 Specification of the problem definition ................................................................... 90

6.1.2 Scheduling ............................................................................................................... 90

6.2 Skills and knowledge development ...................................................................................... 90

6.2.1 Academic reading and writing ................................................................................. 90

6.2.2 Conducting Contextmapping research method ....................................................... 90

6.3 Further improvement........................................................................................................... 90

Reference ................................................................................ 92

Appendixes

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Chapter 1 Introduction

Visual Thinking is used in business sessions to support participants in reaching a common ground by

means of real-time visual recordings. Visual Thinking in group sessions is also named Graphic

Facilitation in literature (Pearse, 2007; Tyler, et al., 2005; Valenza & Adkins, 2009) and by opinion

leaders in practice (See Appendix 1 & 2). For the purpose of the report, the approach will be called

“Visual Thinking” as a general term.

This chapter starts with a company description of JAM visual thinking, a consultancy company

based in the Netherlands, in which the focus of the study is defined and a major issue in the

practice of Visual Thinking is described. In order to resolve the issue, a background study is

conducted on the history of Visual Thinking, international trend of Visual Thinking practice, and

literature research. Furthermore, an initial problem is defined in general field of JAM visual thinking,

international Visual Thinking practice, and literature. The goal of the graduation project is settled to

resolve the defined problem in the end of the chapter.

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1.1 JAM visual thinking - Company description

JAM visual thinking (JAM) is a seven-person company that works together with various partners.

This year, 2009, is a watershed for JAM to rethink strategies and improve the effectiveness of Visual

Thinking based on their five-year experience in practice of Visual Thinking.

1.1.1 Services of JAM visual thinking

For the last five years, JAM visual thinking has used drawing techniques to help people deal with

complex issues within public organizations, private sectors and personal projects. JAMmers, people

work in JAM visual thinking, take part in the process and together translate the project into clear

drawings (See Figure 1-1-1). Together JAM converts clients’ story into visible pieces and visualizes

the coherence (See Figure 1-1-2). After the session, the ideas in the drawings will be further

developed to a detailed illustration (See an example in Figure 1-1-3).

Figure 1-1-1 JAM participates in meetings with clients to clear their ideas

with instant drawings. Source: http://www.jam-site.nl/

Figure 1-1-2 How JAM does: Source: http://www.jam-site.nl/

A. JAMmers listen to clients about their situations and expectations.

B. JAMmers try to extract the essential elements in the complex context.

C. JAMmers link the elements in a coherent story which meets clients’ understandings.

D. Clients use drawings created by JAMmers to better explain their ideas to people.

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1.1.2 Focus of the study

Business sessions are the focus of the study. Five major categories in JAM’s previous works have

been defined by JAM, which are “Image on demand”, “Visual noting”, “Workshops”, “Intake

(one-on-one sessions)”, and “Projects” (See Table 1-1-1 in next page). For the purpose of the

graduation project, the focus of the study is on “Workshops” and “Intake (one-on-one sessions)”,

where JAMmers work with a small group of people in business sessions for hours (See Figure 1-1-4).

Compared between these categories, the “Projects” can be the most involved cases as the “Image

on demand” are the least involved in Visual Thinking method. The involvement indicates the

chances that JAMmers can be part of the problem-solving process with their clients. The

involvement of Visual Thinking method in the sessions of “Image on demand” and “Visual noting” is

not positive enough to explore the operation of Visual Thinking. Moreover, although the

involvement of Visual Thinking in “Project” is the most, the length of a given project is too long to

observe and explore in the scale of the graduation project.

Figure 1-1-4 Focus of the study

Figure 1-1-3 An example work by JAM visual thinking. Source: JAM visual thinking

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Table 1-1-1 Brief descriptions of five major categories in JAM visual thinking’s previous works

Category Involvement

A. Image on demand Low

High

The works in this category will require JAM to visualize developed ideas or visions of an

institution. The works demand only JAM’s drawing and visual communication skills.

B. Visual noting

The works in Visual noting are mostly held in a conference where JAMmers will draw in front

of participants. There is little interaction between JAMmers and participants.

C. Workshops

The Workshops are usually conducted with ten people or less. With a smaller group of

participants, JAMmers can have interactions with participants. As a result, they can ask if the

drawings can correctly represent the participants’ ideas or not.

D. Intake (one-on-one sessions)

The works in Intake are usually held only in-between JAMmers and key stakeholders in clients’

company. The clients can express their ideas directly to JAMmers, and JAMmers can explain

their drawings thoroughly to the clients at the quality time.

E. Projects

The works in the Projects can demand JAMmers for several months or years. JAMmers will be

asked to participate early in the beginning of a given projects. JAMmers can contribute more

to helping their clients to find a solution or form a vision.

Table 1-1-1 Brief descriptions of five major categories in JAM visual thinking’s previous works

1.1.3 Initial problem description in JAM visual thinking

After I discussed with JAMmers about their experience, they shared an idea that they have less

chance to be involved in problem-solving processes in Visual Thinking sessions. Instead, JAMmers

are usually treated as a supporting and entertaining role despite that JAMmers are trained design

engineers and eager to involve in the discussion with their problem-solving skills (See Figure 1-1-5).

Figure 1-1-5 JAMmers have less chance to be involved in problem-solving processes in Visual Thinking sessions

while they are usually treated as an entertaining and supporting role.

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1.2 Background study of Visual Thinking

The study is conducted to explore general background of Visual Thinking in terms of history of

Visual Thinking, international trend in Visual Thinking practice, and literature study. Findings of the

background study will be the basic understanding of advantages in Visual Thinking and the

basement to define problems remaining nowadays in business practice.

1.2.1 History of Visual Thinking

Philosophers in ancient Greece credited the direct vision as the start and end source of wisdom

although they also learned possible distortion in human’s visual perception (Arnheim, 1969. pp. 12).

However, hundreds of years later, the potential of using sketching in creative problem solving are

still paid less attention (Van der Lugt, 2005). In his book, Visual Thinking, Arnheim (1969. pp. 2-3)

reflected on the issue that sketching is often considered as arts but not science, due to the fact that

only words and numbers matter in the educational systems.

Nowadays, most of us still follow similar path in contemporary educational systems. However, the

situation have changed gradually when Visual Thinking, as a young facilitation method in group

sessions, begins to bridge the creative qualities of instant sketches (Van der Lugt, 2000) in business

practice in mid 21st

century.

Figure 1-2-1 The development of Visual Thinking in modern history

The history of Visual Thinking can be dated back in the 1950’s where flip-charts were widely used in

meetings. Flip-charts are merely a long paper board which people can write and draw their ideas on

pages after pages. This way of processing ideas and recording the meeting progress became popular

where people elaborated further with Gestalt awareness (Goldstein, 2001. pp. 145-181), corporate

learning, group dynamics, mind maps etc. People did a real-time recording on the poster which

depicted the profound content of discussion in meetings in front of a group. This set the foundation

of the modern Visual Thinking. (See Figure 1-2-1)

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The concept of a facilitator actively leading meetings toward problem-solving interactions emerged

with the influence of David Sibbet’s large-paper approach (Horn, 1998. pp. 215-216) or Michael

Doyle’s flip charts recording running dialogue (Doyle & Straus, 1976), integrated in large infographic

images in 1970s. The emergence of computer networking and the internet triggered the interactive

graphics to support group process in 1980s. At that time, people realized that corporations were

similar to human entity, subject to more complex motives, stressors, and failures. In 1990s,

management consultants developed large-scale change methods to involve wider groups of

stakeholders in the process of creating fresh decisions.

Visual Thinking in 21st

century now takes advantages of the convenient social networking device and

on-line program and still makes a good use of efficiency and accessibilities of the conventional tools,

such as hand drawing skills, big poster, and markers. Graphic Facilitators also use fresh visual

language, knowledge of group dynamics, and contemporary business and meeting process

awareness.

Valenza and Adkins (2009) presented the development of Visual Thinking. Further description of the

history of Visual Thinking can be found in their literature: “Understanding Visual Thinking: The

History and Future of Graphic Facilitation.“

1.2.2 International trend in Visual Thinking practice

Figure 1-2-2 A general scene in Visual Thinking sessions:

Visual Thinkers work with process facilitators to facilitate participants in sessions. Visual

Thinkers draw participants’ ideas fairly in front of them and illustrate processes in the session

instantly, while process facilitators guide participants to achieve objectives at planned time.

Generally, Visual Thinkers work with process facilitators together to help participants solve

problems (See Figure 1-2-2). Visual Thinkers use instant drawings to represent ideas clearly and

illustrate patterns that evolve from the group thinking process. Process facilitators lead the group

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through a process and make sure everyone focuses on the same objectives and achieve them at the

prearranged time. (Tassoul, 2006, pp. 135; see also Appendix 5).

Several opinion leaders in Visual Thinking provided their points of view about Visual Thinking in

group sessions, which are listed as the following. (See also Appendix 1.)

1. Visual Thinking is a catalyst to accelerate understandings in front of a large group (Agerbeck,

2004; Pearse, 2007; XPLANE, 2009).

2. Visual Thinkers provide people a means of systematic thinking to gain the clarity of complex

issues (Agerbeck, 2004; Pearse, 2007) by taking advantage of people’s natural abilities to simply

get information by receiving it visually (Navon, 1977; Roam, 2008, pp. 70).

3. The visual information can pave the way to understand each other, lead people to a right

decision and taking actions (Pearse, 2007; XPLANE, 2009).

4. In the process, Visual Thinking can engage people with the on-going creation of drawings. The

drawings will eventually become a document of the session's progress and final conclusions.

People can always recall their creative and inspiring ideas in the sessions on the products of

Visual Thinking (Agerbeck, 2004; Pearse, 2007).

Based on the findings in the section, it is concluded in this work that Visual Thinkers work as a prism

in sessions with instant drawings to trigger people to act, clarify people’s ideas, stimulating

discussion, accelerate understandings and induce systematic thinking. (See Figure 1-2-3).

Figure 1-2-3 Visual Thinkers work as a prism in sessions with instant drawings to trigger people to act, clarify

people’s ideas, stimulating discussion, accelerate understandings and induce systematic thinking.

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1.2.3 Literature study

It has been suggested that visual reasoning is more universal than verbal reasoning

(Murrey-Bradbury, 1995), and it is proved that visualization supports a diverse group to build shared

Mental Models (Horn, 1998. pp. 234; Van der lugt, 2005; Landman et al, 2009). A number of

scholars suggested that team performance in decision making can be improved with creation of

shared (or team) Mental Models (Cannon-Bowers & Salas, 1997; Jeffery, et al., 2005; Lim & Klein,

2006).

Creative qualities of instant visuals in problem-solving sessions are widely stated in literature

(Mckim, 1972. pp. 119; Horn, 1998. pp. 203-222; Van der Lugt, 2002; Roam, 2008). In practices,

Visual Thinking as a group facilitation method is generally applied in organizational change and

problem mediation (Ball, 1998; Roam, 2008). In other words, the supporting role of Visual Thinking

in creative problem solving is proved positive both in literature and in real practices.

In business sessions, we can see increasing demands on dealing with problems in big and diverse

groups who have different mental models of understandings of the problem, different solutions,

and different communication. However, diverse mental models in a task can result in greater

complexity of the work and poorer performance (Westbrook, 2006). Visibility and accessibility in

visual language, as a key for clearing complexity (Horn, 1998, pp. 205-206; Pearse, 2007), is one of

the valuable features that people can expect from Visual Thinking.

Despite the popularity in real practices and investigations on Visual Thinking’s advantages, few

researches have focused on the effects of Visual Thinkers’ experience in group sessions while

how-to-do manuals and literatures pay more attention on general techniques (e.g. Horn, 1998; Tyler,

et al., 2005; Margulies, et al., 2005; Roam, 2008). One of the possible reasons to this is because

Visual Thinking is a method demanding close coordination and interactions with participants in a

dynamic context, such as diverse expertise, different backgrounds of clients, and different agendas.

Visual Thinkers have to tune their techniques to adapt to the changeable context (See Appendix 3).

As a result, due to the unpredictable reality, their personal experience is researched little in

literature.

Further explanations of the concepts of Mental Models, and creative problem-solving are described

in the Appendix 14 and 15.

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1.3 Fundamental features of Visual Thinking

In this section, the fundamental features of Visual Thinking in group sessions are further interpreted

according to the findings in the background study in the section 1.2 and the reflection of the direct

observation and discussion with JAMmers. It is focused on the reasons why Visual Thinking stands

out as a facilitation method in business practice.

1.3.1 Rough sketches build common ground

Rough sketches offer a way to stimulate people reflect deep and respond to others openly (Mckim,

1972. pp. 103 & 111; Van der Lugt, 2002; Roam, 2008. pp. 25). The spontaneity and roughness of

hand-drawn pictures make them less intimidating and more inviting (Mckim, 1972. pp. 119; Pearse,

2007). Participants respond better to hand-drawn images, no matter how rough, than to polished

graphics. It makes it safe to offer up half-formed ideas for consideration (Van der Lugt, 2002; Pearse,

2007; Roam, 2008. pp. 25). This feature paves the way to shared understandings in

multi-disciplinary team, where the team members can share their personal specialties in a friendly

and same language (Horn, 1998. pp. 219-220).

1.3.2 Good involvement in problem solving process

Visual Thinkers have to keep asking questions to ensure drawings coherent to participants’ stories.

The participants can directly comment on the drawings and discuss with Visual Thinkers. With close

communication between them, Visual Thinkers gain good chances to obtain insights and be

involved in problem solving process.

Figure 1-3-1 Visual Thinkers have to interact with participants and engage in the problem solving process in

order to translate participants’ ideas to correct drawings.

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1.3.3 Speed up thinking process by slowing down first

With the help of instant sketching, people can think fluid and slow down their thinking instead of

being rushed into another issue (Mckim, 1972. pp. 7; Pearse, 2007; Roam, 2008. pp. 45). Slower

thinking process allows people think deeper, cohere each other, and see problems (Mckim, 1972.

pp. 111; Horn, 1998. pp. 209-210; Van der Lugt, 2002). People have enough time to get an overview

of a situation before they make proper decisions (See Figure 1-3-2). Therefore, Visual thinking

actually speeds up the process because time spent in trial and error is less (Horn, 1998. pp. 234).

Figure 1-3-2 With a lift of Visual Thinking, people have enough time to gain an overview of the situation

before they make final decisions.

1.3.4 Efficient solver to complex and fuzzy problems

Visual Thinking helps people think creatively in non-linear and even non-rational way while facing

novel problems (Mckim, 1972. pp. 117-118; Horn, 1998. pp. 213-214; Pearse, 2007). Visual Thinkers

simply take advantages of the natural talent for people to browse through the sea of information in

graphics, and find out coherence which make meanings to them. This is what we do every day such

as the psychological grouping phenomenon, “Gestalt awareness” (Goldstein, 2001. pp. 145-181).

Figure 1-3-3 Visual Thinking is an excellent solver to complex and uncertain problems

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1.3.5 Ongoing creation of visible overview lead to dynamic discussion

Compared to vocalized ideas, Visual Thinking provides a visual overview so that important factors

are not lost in lines of words. Visual thinkers catch elusive information, record them on the paper

and make them accessible as drawings (Horn, 1998. pp. 205-206; Pearse, 2007). People then can

always build on each other's work or opinions without losing any positive details (Van der Lugt,

2002). The essence of hand drawings lies in inviting people to see and share. People will be more

and more curious about what will happen next. The drawings can evolve with time and keep lasting

effects after participants leave the workshop. People can get their inspiring moments back on the

drawings.

1.4 Problem definition

The problem definition in Visual Thinking practice is defined based on the findings in section 1.1,

1.2, and 1.3. The process of Visual Thinking in business sessions is still not well-described in JAM

visual thinking, literature and international Visual Thinking practice, despite of the popularity in

researching Visual Thinking method.

The unknown Visual Thinking process, like a black box, influences both Visual Thinkers and session

participants. On the one hand, Visual Thinkers cannot know how to keep producing the best

outcomes that the drawings are leading to an inspiration, instead of only creating entertaining

drawings. On the other hand, session participants can be skeptical about the effects of Visual

Thinking and hesitate to cooperate with Visual Thinkers.

Generally speaking, the Visual Thinking process in business sessions should be transparent and clear

to Visual Thinkers and session participants. Otherwise, Visual Thinkers will be like a man with magic

power but not knowing how to use it effectively. And the session participants will lose the chance to

make the best use of Visual Thinking in the group sessions.

1.5 Goal of the graduation project

To address the defined problem, I have discussed with the company mentor and reached consensus

to set the following goal of the graduation project.

To decipher the “Magic” of Visual Thinking in business sessions.

To design a concept to inform it to JAMmers and session participants.

The process of Visual Thinking sessions is not well investigated yet. The advantages of Visual

Thinking seem like hidden in a black box, which needs to be deciphered with a thorough research.

The findings of the research in the context of JAM visual thinking can help Visual Thinkers to

understand and harness the power of Visual Thinking. When the “magic” in the black box is

deciphered, it will also become a basic foundation to continually improve the method. The second

goal is to help Visual Thinkers to inform session participants the advantages of Visual Thinking. As a

result, they can trust Visual Thinkers and work with them together in the problem-solving process.

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1.6 Process of the graduation project

The study will first conduct an exploratory study on the processes, benefits, techniques of Visual

Thinking in group sessions in order to understand what have been studied and defined about Visual

Thinking process. Furthermore, based on the findings in a visual summary, the missing link in the

previous studies on Visual Thinking process will be defined.

In order to fix the missing link, an empirical research will be conducted in JAM visual thinking.

Dealing with the dynamic and interactive context in Visual Thinking sessions, Contextmapping

research method is chosen as the research method in JAM. This method will be able to identify the

most influential features of the sometimes subtle and intangible effects of the JAMmers’ experience

in the changeable context.

It will be also interesting and experimental to implement the Contextmapping research on a

method, Visual Thinking, instead of an industrial product in typical contextmapping researches. The

outcomes can shed the lights on other possible research fields of Contextmapping besides of

industrial product design.

The findings in the Contextmapping phase will be examined as the design requirements to design a

concept for JAM visual thinking. In the end of the study, the concept will be realized as a physical

toolkit.

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Chapter 2 Exploratory Study

In this chapter, an overall review is put on previous studies about Visual Thinking process in

business sessions. We have learned that the potential of instant sketching is widely appreciated in

literature and in real practice in the chapter 1. However, the unclear Visual Thinking process is a gap

between instant sketching and logical thinking in business sessions. In chapter 2, an exploratory

study is conducted to explore what are the still missing puzzles of the gap in Visual Thinking process.

The findings of the exploratory study will pave the way to a further research in JAM visual thinking.

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2.1 Preceding studies on Visual Thinking process in Sessions

In this section, two perspectives about Visual Thinking process will be introduced and compared.

One is in the perspective of individual visual thinking process, and another is from the JAM visual

thinking’s experience in group sessions. Although these two concepts are different from an

individual activity to a group-level phenomenon, the similarities between them are worth to

discuss.

2.1.1 Individual visual thinking process

Visual perception proceeds from global structuring towards more and more fine-grained analysis

(Novon, 1977). This is people’s nature to extract from a general view of a picture more and more as

they keep looking at it.

An idea of Individual visual thinking process has been suggested by Mckim, R. H. (1972, p.6) (See

Figure 2-1-1). He pictured the activities, whether they are “perceptual, inner, and graphic images”,

as three kinds of visual imagery: “Seeing”, “Imaging”, and “Drawing”. The three are interacted in a

fluid and dynamic way practiced as an active interplay (Mckim, 1972. p.7). People keep cycling

through the overlapped visual imagery until the problems are solved.

Figure 2-1-1 Individual visual thinking process suggested by Mckim, R.H. (1972, p.6)

Roam D. (2008, p.80) suggested a further explanation of individual visual thinking, which provides

detailed ways of “Seeing” (Mckim, 1972. p.6). He proposed the process of individual visual thinking

as four steps: “Looking”, “Seeing”, “Imaging”, and “Showing” (See Figure 2-1-1). “Looking” involves

scanning the environment in order to build an initial big-picture sense of things, while

simultaneously asking the rapid-fire questions that help our minds make a first assessment of what

is in front of us. “Seeing” is about selecting which inputs are worth more detailed inspection. This is

based on recognizing patterns sometimes consciously, oftentimes not. “Imaging” is what happens

after the visuals have been collected and selected, and the time comes to start manipulating them.

“Showing” is to summarize all that we’ve seen, find the best framework for visually representing

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our ideas, nail things down on paper, point out what imagined, and then answer our audience’s

questions. It is not always linear. When solving problems with pictures, going back and making

changes is one of the most valuable parts of the whole approach.

It is suggested that people have a natural talent to deal with a great amount of visual information,

and these information can be quickly selected and clustered in order to find patterns underneath.

The first two steps (“Looking” and “Seeing”) could happen in a split second, and the later two steps

(“Imaging” and “Showing”) would need further contemplation in the thinking progress.

Figure 2-1-2 Individual visual Thinking Process proposed by Dan Roam (2008, p.80)

2.1.2 JAM Visual Design process

In JAM visual thinking, they suggest an approach called “Visual Design Thinking” from their

experience in the sessions. The process of the Visual Design Thinking is described as the following

stages; “Collecting elements”, “Finding coherence”, “Composition”, and “Translation” (See Figure

2-1-2). “Collecting elements” is to discover basic elements of a story by asking questions about, for

example, what kinds of the problem are and who will involve in this. “Finding coherence” is to

browse through the elements and find the linkages between. “Composition” is to draft a blueprint

of all elements and explain their linkages in an overall picture. “Translation” is to select a metaphor

and develop the blueprint into a convincing picture with all elements and clear linkages in-between.

In practice, there is no particular order in these four stages. The thinking process can perform in a

cycle or jump into the other stage randomly.

Figure 2-1-3 JAM Visual Design process

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2.1.3 Comparison

We can learn interesting similarities between these two concepts of Visual Thinking process. Roam‘s

(2008) concept (See Figure 2-1-1) describes a basic cognitive principle for an individual. JAM’s

concept (See Figure 2-1-2) is based on real practice in group sessions from JAM’s experience. It

implies that, whether the Visual Thinking process is in an individual experience or a group-level

phenomenon, they are both based on basic and natural principles in people’s mind.

According to the similarities to Individual visual thinking, group Visual Thinking is a method which

inherits the advantages of individual visual thinking. People follow a similar pattern (See Figure

2-1-3) to use their vision to sort the visual information, to find connections, and to interpret

meanings of things. This is very crucial for people to elaborate complex situations in daily life, and

that is simply the way happening thousands time a day in human’s mind.

Figure 2-1-4 Comparison: Individual Visual Thinking Process and Group Visual Thinking Process

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2.2 Visual summary of general Visual Thinking process

In this section, a visual summary of Visual Thinking process is composed of the proposed process,

techniques, and benefits in group sessions. Based on learned insights in the section 2.1.1, Visual

Thinkers utilize the cycling thinking process in a fluid and dynamic way, moving from one loop to

another. Therefore, “flowing water” is suggested as a metaphor to represent the fluid thinking

process creating by Visual Thinkers. The water metaphor also implies the possible underlying flows

and connections between each stage in the Visual Thinking process (Horn, 1998. pp. 209-210).

2.2.1 Make your thinking flow

Visual Thinkers help the team thinking fluidly from the beginning of the sessions to the end result

by creating a flow (Mckim, 1972. pp. 7; Pearse, 2007; Roam, 2008. pp. 45). This flow is suggested to

run through four stages: "collecting elements", "finding coherence", "composition", and

"translation" (See Figure 2-2-1). “Collecting elements” is when people try to explore and lay out all

helpful data on the table. “Finding coherence” is when people start to find out linkage between

data and cluster them. “Composition” is to figure them out in a bigger and logical scale. “Translation”

is to transfer the result in composition with a meaningful metaphor which can motivate and inspire

people in the end. They are natural procedures which are defined in individual visual thinking

process and in JAM Visual Design process (See the section 2.1.2).

Figure 2-2-1 Visual Thinkers help the team thinking fluidly from the beginning of the sessions to the end

result by creating a flow

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2.2.2 Slow down and speed up

Visual Thinking process is non-linear and non-rational (Mckim, 1972. pp. 7; Pearse, 2007; Valenza &

Adkins, 2009). The concepts of Visual Thinking process described in the section 2.1 indicate the

underlying flows while people shift from one stage to another intuitively. Instead of running in a

linear route, it is naturally cycling randomly in each stage when people try to get more in-depth

insights with no rush (See Figure 2-2-2).

To understand the problem in hand, rather than to gain the solutions first, is what people need first

while facing a novel and complex issue. Smooth thinking process allows them to think deeper and

avoids people to jump to conclusions too soon. Although it takes longer in each thinking stage,

people can focus on what really matters and spend less time in trial and error. Eventually, the slow

but smoother thinking process indeed speeds up the whole progress in a rather efficient fashion.

(See also section 1.3.3)

Figure 2-2-2 Instead of running in a linear route, the thinking flow is naturally cycling randomly in each

stage. With the help of Visual Thinking, participants can eventually speed up in less decision

making time.

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2.2.3 Techniques of Visual Thinkers

Besides of drawing skills, Visual Thinking requires knowledge of observational skills, group dynamics,

and journalism in order to obtain and transfer explicit and implicit information in group sessions

(Horn, 1998. pp. 119-120). The following points are a list of techniques used by Visual Thinkers.

1. Acute Observational skills

Visual Thinkers have acute observational skills that take into account both verbal and nonverbal

data (Tyler, et al., 2005). It is also a period for participants and Visual Thinkers to “collect elements”

or “look” in Visual Thinking process.

2. Fast catch: Word/image graphic recording

Visual thinkers draw images and symbols appealing to the visual and emotional parts of our brains,

while adding supporting structure through color, arrows, and groupings (Tyler, et al., 2005).

Participants and Visual Thinkers here start to “find coherence” between objects or “see”.

3. Deep listening: Story/metaphor graphic recording

Visual Thinkers translate the story of individuals to a visual that captures the essential metaphor

(Tyler, et al., 2005). In other words, Visual Thinkers have to think about what information and what

level of detail is most useful to facilitate the group (Agerbeck, 2004). Participants and Visual

Thinkers here try to “compose” and “translate” or “image” and “show” in Visual Thinking process.

Figure 2-2-3 Visual Thinkers utilize multiple techniques which are not limited in drawing skills only in

group sessions

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4. Holistic reflection

Visual Thinkers can be designated to circulate among the large and small groups. The holistic

reflection illustrates the larger perspective, the underlying connections beneath what appears to be

surface differences (Tyler, et al., 2005). Participants and Visual Thinkers translate the overall result

into a meaningful metaphor. The process is like “Translation” or “show” in Visual Thinking process.

5. Graphic journalism

Visual thinkers ask questions to gather more data when a concept or story is either too complex for

instant visual recording or not understood due to a lack of proper information (Tyler, et al., 2005).

6. Have your voice

Visual thinkers create spaces in which individuals can express themselves. People who use these

relatively anonymous spaces therefore found a place for the voice they could not use in the group

(Tyler, et al., 2005). For example, participants in a workshop can use post-its freely to commend on

a given poster which could be titled as “Add Your Voice”, “Future Suggestions”, or “Graffiti”.

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2.2.4 Benefits of Visual Thinking

The benefits depicted here are bred with smooth thinking flow in group sessions (See Figure 2-2-4).

1. Free your mind

Because no single individual is responsible for the outcome, there is no pressure for individuals to

express their ideas. It also makes it safe to offer half-formed ideas for consideration (Pearse, 2007).

2. Keep participants focus

People like seeing other people drawing. The spontaneity and roughness of hand-drawn pictures

make them inviting. And it is clear to see the pictures drawn out step-by-step (Roam, 2008, p. 25).

3. Make participants engaging

On-going picture is an engaging tool which focuses the group as they work. Visual Thinking provides

an accessible, dynamic, and evolving record of conversations (Tyler, et al., 2005).

4. Motivate stakeholders

Companies have hired Visual Thinkers to motivate employees, drive sales, convince decision makers

and improve processes.

5. Provide a space where participants feel heard

Graphic recordings provide a form of communication that adds to spoken language and allows

people to feel validated in the process of group sessions (Tyler, et al., 2005).

Figure 2-2-4 Benefits grow automatically with the fluid flow enhancing by the multiple techniques.

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2.2.5 Living Picture

Ongoing creation of drawings results in a living document and keeps lasting effects after

participants leave the workshop (Tyler, et al., 2005). People can always come back to refresh their

mind and recall their inspiring moments. The drawings are crucial triggers for the stakeholders to

image and to action in a shared direction (See Figure 2-2-5).

Figure 2-2-5 Ongoing creation of drawings results in a living document and keep lasting effects after

participants leave the workshop.

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2.2.6 Visual summary of this section

In Visual Thinking sessions, Visual thinkers use multiple techniques, such as “observation skills”,

“fast catch”, “deep listening”, “graphic journalism”, and “holistic reflection”, to make the flow

smooth in sessions. It slows participants to think deeper and focus in a given stage until they gain

necessary insights. Participants eventually accelerate their speed because of less time on trials and

errors. Visual Thinking also ensures the participants to help cycle fluidly through underlying flows in

between stages intuitively.

During the process, the Visual Thinking flow breeds abundant benefits such as “keep participants

focus”, and “motivate stakeholders”. The benefits of the Visual Thinking process grow automatically

with the smooth flow, and, also after the sessions, the results of the sessions are translated into a

living picture and become a drive for all participants. The figure 2-2-6 also provides a general

overview of Visual Thinking process in sessions.

Figure 2-2-6 Conceptual Model of Visual Thinking sessions

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2.3 Limitations of the preceding studies

The visual summary in section 2.2 provides a general overview about the processes, benefits,

techniques in Visual Thinking sessions. However, it is under ideal situations which could not be

applied in a dynamic reality. There are missing puzzles with a value to apply further researches on

Visual Thinking process. Two limitations of preceding studies are discussed, and one specific focus

for the following research is concluded in the end of this section.

2.3.1 Lack of research on Visual Thinkers’ interactions with the dynamic context

Visual Thinkers’ experience plays a crucial role in responding to dynamical contexts in Visual

Thinking sessions. There are many how-to-do manuals about Visual Thinking method already

focusing on the implementation of icebreakers in multi-disciplinary teams (See Appendix 6. &

Appendix 7) and the techniques to develop proper Infographics to report the results (See Appendix

8). But the barricades of thinking flows in the process are rarely discussed even though they offset

the performance in the sessions. It is probably due to a changeable, dynamic, and non-linear

fashion in Visual Thinking sessions.

It is proposed in this work that, for different individual Visual Thinker, the techniques will alter

depending on their personalities, their backgrounds, and the real situations according to the

composition of the team, the environment, etc. However, there is little attention being paid on

these interactions in academic researches and studies in international Visual Thinking practice.

Figure 2-3-1 Visual Thinkers’ experience plays a crucial role in responding to dynamical context in sessions

and deserves better understandings in further research.

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2.3.2 Lack of research on Visual Thinkers’ deep interactions with session participants

In order to arouse deep reflection and further actions, the drawings in sessions should be

informative and coherent with the context in the discussion (Tyler, et al., 2005; Valenza, & Adkins,

2009; XPLANE, 2009). Although Visual Thinking helps thinking flow smooth in sessions, a smooth

thinking flow cannot always guarantee a picture leading participants and other stakeholders to

what they all agree on and motivate them to action. The variables, which are yet represented in the

conceptual model, are embedded in the process to reach hidden insights deep in people’s minds,

and shared visions and solutions in group discussions. In order to reach the gold in the sessions, the

thinking flow cannot only run on the surface of people’s thoughts, but it should dive deep to

people’s insights and lift them up to “Shared visions”.

Furthermore, one of the fundamental features of Visual Thinking, “Slow Down and Speed Up” (See

section 1.3.3), is a proper example to represent the benefits of running deep. People need time to

get in-depth insights in the thinking process. However, if the flow runs too fast, people will simply

drift fluidly on the surface to the end. This efficient process will not guarantee a thorough solution

because the process is not reflective to every one’s thoughts in mind. The final result in this case

will be superficial with no proper “translation” (See the section 2.1.2; Mckim, 1972. pp.103), which

is actually the critical issue in JAM visual thinking (See the section 1.1.3).

Figure 2-3-2 This drawing depicts Visual Thinking processes in sessions: to reach hidden insights deep in

people’s minds, come to shared visions and solutions, and finally realize the ideas in practical

actions in Visual Thinking sessions. The fluid thinking flow is important but not enough.

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2.4 Conceptual Framework for a Visual Thinking process

Based on the discussions in the section 2.3.2, it is suggested in this work that the flow in the figure

2-3-2 could be summarized in four stages and five major processes in a given Visual Thinking session

(See Figure 2-4-1).

2.4.1 Four Stages in Visual Thinking Sessions

The suggested four stages of Visual Thinking sessions are “Shared Mental Models (Common

ground)”, “Personal insights”, “Shared Vision”, and “Action”.

A. Common ground (Shared Mental Models)

Multi-disciplinary groups need to form shared understandings (Common ground) to communicate

(Landman, 2009). The stage is the foundation for a group to talk and work together.

B. Personal insights

The stage, “Personal insights”, is where people’s personal ideas and thinking lie on. The drawings

need to connect to people’s personal ideas. Visual thinkers have to work on detecting people’s real

thinking and try to associate the different insights with each other (Mckim, 1972. pp. 111).

C. Shared vision

“Shared Vision” is the stage where people share coherent ideas about the issues of the session. This

vision is a higher level concept of the shared Mental Models, such as a shared future strategy to an

issue (Van der lugt, 2000). Shared visions in a team take more time to transform and develop in

Figure 2-4-1 The proposed flow in the figure 2-3-2-1 can be categorized in the four stages and five major

processes.

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order to reach the core of issue and provide clear motivation for “Action”, compared to shared

Mental Models (Mckim, 1972. pp. 111).

D. Action

This stage, “Action”, is where people realize the shared vision in a practical plan. One of the

purposes in the Visual Thinking is to eventually create new thinking with drawings which triggers

people to action (See section 1.2). However, having shared Mental Models is not enough to trigger

radical or lasting actions for an organizational change. People need clear motivation with the shared

vision.

2.4.2 Five Processes in Visual Thinking Sessions

In terms of the activities of Visual Thinkers, there are five major processes, “Grounding”,

“Diving”, ”Showing”, “Lifting”, and “Landing” in a Visual Thinking session. These five major

processes will happen in between the four stages.

A. Grounding

In a multi-disciplinary group, Visual Thinking can help to build shared understands in which people

can communicate on a common ground. Visual Thinking in this process provides a common

language (visual language) and works as a catalyst to create a fluid thinking flow (Horn, 1998. pp.

234; Pearse, 2007). This process also includes the preparation before the sessions.

B. Diving

Visual Thinkers in this process dive with people to gain the personal insights. Visual Thinkers

concentrate on all information they can detect in the process and help participants to gain deeper

insights with instant sketches (Tyler, et al., 2005; Van der Lugt, 2002).

C. Showing

Visual Thinkers visualize the personal insights to bring it to the stage, “Shared Mental Models”,

where people can really see and discuss each other’s ideas. As a result, the insights can be

discussed and be built on with others’ ideas (Van der Lugt, 2002)..

D. Lifting

The “Shared Mental Models” can be leveled up to the stage, “Shared vision” through the

transformation in Visual Thinking, for example, to give a proper metaphor to describe a potential

crisis in the market (Van der Lugt, 2002).

E. Landing

After a team forms a shared vision, the shared vision needs to be developed into a down-to-earth

solution. In this process, Visual Thinkers will work with the clients closely to finalize the realistic

solution. The “Landing” process can last longer after the session ends.

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2.5 Proposed focus for the following research

Human interactions in Visual Thinking process in group sessions are suggested as the focus of the

following research.

Based on the discussion in the section 2.3.1, how Visual Thinkers respond to the dynamic and

diverse reality in sessions, such as different backgrounds of participants, and different issues, should

gain further studies. Visual Thinkers have to utilize their experience to interact with the dynamic

context properly and quickly. The interactions in Visual Thinking process are still unclear although it

is crucial factor to a successful Visual Thinking session.

Learned from the discussion in the section 2.3.2 and 2.4, the missing puzzles in preceding studies

are the stages, “personal insights” and “shared vision”. Visual Thinkers should dive deep into

people’s insights and lift them high to shared visions to reach the goal of Visual Thinking, to

effectively help participants see problems and solve them together. All of the mentioned activities

require close interactions between Visual Thinkers and session participants.

Therefore, I proposed the focus on the human interactions in the Contextmapping research in the

context of JAM visual thinking. It is important to explore how Visual Thinkers interact with the

dynamic context and what the most critical problem is when they interact with session participants.

The conceptual framework proposed in the section 2.4 is to help to define the focus in the

Contextmapping research phase. Consequently, it will serve to sort the results in the

Contextmapping research.

Figure 2-5 Human Interactions: the missing puzzle in Visual Thinking process

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Chapter 3 Contextmapping Research

The process and findings of Contexmapping research is recorded in the chapter. The goal of the

research and two research questions focus human interactions in Visual Thinking sessions based on

conclusions in the chapter 2. Contextmapping is chosen as the research approach because of its

advantages to record and decode dynamic, human behaviors and activities, which fit in non-linear

Visual Thinking processes (Sleeswijk Visser, et al. 2005).

In the process, seven participants are interviewed, and two case studies are conducted. The data

collected in the phases is coded, categorized, and analyzed with an experimental analysis approach.

First, the human interactions in the Visual Thinking process are explored and defined in JAM visual

thinking context. Secondly, the most critical problem in the Visual Thinking sessions is discussed and

concluded. The conclusions of this chapter are presented in the end of the chapter.

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3.1 Goal of the research

The goal of the research is to understand human interactions and to define the most critical

problem when JAMmers interact with the context of JAM visual thinking. It is suggested in this work

that human interactions in the Visual Thinking sessions are what JAMmers do, interact with, and

expect for in Visual Thinking sessions.

3.2 Research questions

1. How do JAMmers interact with the dynamic context in Visual Thinking sessions?

2. What is the most critical problem when JAMmers interact with the dynamic context in Visual

Thinking sessions?

The research question 1 focuses on three aspects, ‘’Characteristics”, “Techniques”, and

“Roles/functions”. As we discussed in the section 2.3, Visual Thinkers’ experience in Visual Thinking

sessions is about how people deal with the dynamic contexts by proper techniques related to roots

of different characteristics. Research question 2 focuses on the “Problems & solutions” in the

sessions, which paves the way to identify the most crucial problem in the interactions of Visual

Thinking sessions.

3.3 Research method and process

Contextmapping research method is applied in this research to explore subjects’ experience in both

explicit and implicit information (Sanders, 2001; Sleeswijk Visser, et al. 2005). Visual Thinking

process is non-linear, even non rational (Pearse, 2007; Valenza & Adkins, 2009) and mixing up

within the interactions between participants and Visual Thinkers in sessions. Therefore, the

contextmapping method is helpful to record what JAMmers say, do, know, feel, and dream for their

experience in the Visual Thinking sessions (Sleeswijk Visser, et al. 2005). The study is not meant to

support or reject the conceptual framework, but to explore the context, and uncover unexpected

directions of the following Conceptualization phase. With the features of sensitizing phase in the

Contextmapping research, the subjects can take the sensitizing steps as a stairway to gain personal

knowledge effortlessly (See Figure 3-3-1). This knowledge is tacit or even latent knowledge (Sanders,

2001). Tacit knowledge is knowledge that cannot readily be expressed in words. Latent knowledge is

knowledge which people even do not know they possess but only feel it.

Figure 3-3-1 Participants can gain personal knowledge effortlessly in Contextmapping research.

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The process of the Contextmapping research involves several phases: “Preparation phase”,

“Sensitizing phase”, “Deep reflection sessions”, “Case studies”, “Analysis”, and “Communication”

(See Figure 3-3-2).

3.3.1 Preparation phase

In the preparation phase, I design the procedures, select participants, and create materials using in

Sensitizing phase and Deep reflection sessions.

3.3.2 Sensitizing phase

In this phase, three-day sensitizing tasks consisting of little exercises each day are designed and sent

to participants several days before the Deep reflection sessions. JAMmers reflect on their personal

information, general experience, and specific experience as a Visual Thinker in Visual Thinking

sessions in the three-day tasks (See Table 3-3-1 and the Appendix 9 & 11). Seven participants have

finished the sensitizing phase. Five of the seven participants have been observed and asked

questions about their doings in the process. Background information of the participants is listed in

the Table 3-3-2. An example of three-day tasks is presented in the Figure 3-3-3.

Table 3-3-1 Procedures of Sensitizing phase (Day 1, Day 2, Day 3) and Deep reflection phase (Day 4)

Figure 3-3-2 Processes of Contextmapping Research

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ID Age Years as Visual Thinker Location Observation

A 26 1.5 JAM office yes

B 36 1.5 JAM office yes

C 32 1 JAM office yes

D 33 12 JAM office no

E 36 3 JAM office yes

F 33 7 JAM office yes

G 56 15 Home no

Table 3-3-2 Participants’ Background Information

Figure 3-3-3 An example in the second day task in the Sensitizing phase

3.3.3 Deep reflection sessions

In the Deep reflection sessions, participants reflect on what they have done in the sensitizing phase.

Interview questions are asked in each step of the session (See Appendix 10 & 12). They are asked to

present and to explain their reflections of the possible problems and solution on the conceptual

framework (See the section 2.4). Three participants have finished both of the sensitizing phase and

deep reflection sessions. Their background information is shown in Table 3-3-3. An example is

shown in the Figure 3-3-5.

ID Age Years as Visual Thinker Location

A 26 1.5 JAM office

C 32 1 JAM office

G 56 15 JAM office

Table 3-3-3 Background Information of participants in Deep Reflection Sessions

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Figure 3-3-4 A participant in the Deep Reflection session

Figure 3-3-5 An example of the results in the Deep reflection phase

3.3.4 Case studies

Case studies phase sheds the light on the knowledge about what JAMmers do and how JAMmers

implement Visual Thinking in sessions. The activities of the JAMmers and interactions between

JAMmers and participants in the sessions are recorded on observation notes. After each session,

the JAMmers are interviewed with specific questions to clarify why and how they act in the sessions

and to make sure the content of the observation notes is correct. Detailed description of the

observation notes and results of interviews in two case studies is presented in the Appendix 13.

3.3.5 Analysis

The data collected in the sensitizing phase, the deep reflection sessions, and case studies are coded.

Detailed description and results of the coding process are recorded in the Appendix 11 and 12. The

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coded phrases are categorized in the four major groups. The four groups are examined in

experimental analysis methods to answer research questions. The findings of the experimental

analysis and discussion to research question 1 and research question 2 are further present

separately in the section 3.4 and section 3.5.

3.3.6 Communication

In the final phase, the findings in the Contextmapping research are presented as inspirations and

directions for the Conceptualization phase. The purpose of the Communication phase is to

demonstrate the findings, uncover unexpected directions, and provide design requirements for the

following Conceptualization phase.

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3.4 Findings on research question 1: Human interactions in Visual Thinking process.

3.4.1 Analyses

In order to answer the first research question, “How do JAMmers interact with the dynamic context

in Visual Thinking sessions?”, the coded phrases are categorized in three major groups,

“Characteristics”, “Techniques”, and “Roles/functions”. An experimental analysis is applied for

further investigation.

Based on the findings in literature study (Horn, 1998. pp. 209-210; Pearse, 2007), the emotional

dimension of Visual Thinking is as important as the logical dimension, for example, to be able to

empathize with others’ difficulties. I apply a two-dimensional map to demonstrate the coded

phrases of each group in line with Visual Thinking’s reality. These Two dimensions are identified as

“hard and soft” and “outward and inward” because Visual Thinking is not only to solve practical

problems but also to support group interactions in the sessions. The key words in two-dimensional

map have been discussed with JAMmers, and we have consensus with this idea (See Figure 3-4-1).

The “hard and soft” dimension differentiates the coded phrases from the logical and rational

inclination (hard) to the emotional and empathetic inclination (soft). And the “outward and inward”

differentiates the coded phrases from the tangible and physical activities (outward) to intangible

and mental activities (inward).

Figure 3-4-1 Proposed two-dimensional map to identify the coded phrases

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These coded phrases in three groups, “Characteristics”, ”Techniques”, and “Roles/Functions” are

mapped on the two-dimensional map. Three posters of each group are composed (See Figure 3-4-4,

3-4-5, and 3-4-6). In each poster, coded phrases with similar meanings or inclinations are identified

as a small group (See Figure 3-4-3), and the general content of each cluster is summarized in a

specific term. Furthermore, three summarized posters are integrated into one general poster on the

same two-dimensional map. On the new general poster, the relationships between each categories

and each specific term are ready to identify and discuss. The discussion on the new poster will lead

to an understanding to human interactions in Visual Thinking sessions. The results of the analysis

and discussion are described consequently in the section 3.4.2 and the section 3.4.3.

Figure 3-4-2 Process of the experimental analysis method

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Figure 3-4-3 Example of the Cluster with Related Coded Phrases and a General Tem, “Passion finder”

Figure 3-4-4 Coded Phrases Clustered in “Characteristic” Category

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Figure 3-4-5 Coded Phrases Clustered in “Technique” Category

Figure 3-4-6 Coded Phrases Clustered in “Roles/functions” Category

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3.4.2 Results

1. General characteristics

The coded phrases clustered in the figure 3-4-4 are summarized in the figure 3-4-7 and Table 3-4-1.

Each cluster is named a specific term which represents the essence of each characteristic. A brief

description of each characteristic is also defined according to the contents of the coded phrases and

presented in the Table 3-4-1.

Figure 3-4-7 Summarized results of the “Characteristics” category

Table 3-4-1 Summary of the description and the related coded phrases in the “Characteristics” category

Characteristic Description Related Codes

1 Take command To take the lead of the team in order to “simplify the

complexity”

E-S1-2, E-S1-e, E-S1-6

2 Active To be like a rolling stone, “always doing something” and eager

to give outputs

D-S1-C, D-S1-d, E-S1-6,

F-S1-d,

G-S1-3 3 Enthusiastic To be passionate and keep high spirit all the time B-S1-4, B-S1-d, F-S1-a,

G-S1-1 4 Cheerful To be good at cheering people and be happy to do this C-S1-3, C-S1-4, C-S1-F,

D-S1-a, F-S1-b

5 Curious To be interested in people’s doing, thinking, and interactions A-S1-a, B-S1-2, B-S1-b,

C-S1-c, F-S1-1, F-S1-2,

G-S1-c 6 Sensitive To be “sharp and alert” in the sessions to receive diverse inputs C-D-6, F-S1-2, G-D-1

7 Empathetic To be able to “understand people’s real thinking” and have “an

ear for the weak”

A-D-2, B-S1-1, B-S1-3,

D-S1-e,

E-S1-4, E-S1-c, F-S1-c,

G-S1-d

8 Patient To be a good listener and be able to wait for the best timing to

intervene

CA1-9, E-S1-b, F-S1-e

9 Approachable To be friendly to people and eager to help A-S1-1, E-S1-b

10 Open-minded To be open to “all the information in the air” B-S1-c, B-S1-e, E-S1-d,

F-S1-c, G-D-2

49

11 Honest To be true to “own weakness” E-S1-3, E-S1-a

12 Creative To be able to do new things and love to create new things A-S1-2, E-S1-1

13 Intelligent To think a lot while in a group or as an individual. “If you

wonder, you are one step closer to god.”

A-S1-3, A-S1-c, C-S1-1,

C-S1-2, C-S1-d

14 Changeable To be flexible in different roles, such as “doing and thinking”,

“serious and easy-going”, and “part of a group and part of an

individual”.

A-S1-b, C-S1-a, C-S1-e,

D-S1-f, E-S1-5, G-S1-b,

G-S1-e, G-S1-4

Table 3-4-1 Summary of the description and the related coded phrases in the “Characteristics” category

2. General techniques

Integrated with results of the general characteristics (See the central circle of Figure 3-4-8), the

coded phrases clustered in Figure 3-4-5 are summarized in Figure 3-4-8 and Table 3-4-2. Each cluster

is named a specific term which represents the essence of each technique. A brief description of

each technique is also defined in the Table 3-4-2, according to the content of the coded phrases.

Figure 3-4-8 Summarized results of the “Characteristics” category and the “Techniques” category

Table 3-4-2 Summary of the description and the related coded phrases in the “Techniques” category

Technique Description Related Codes

1 Drawing Drawing as the most basic technique mentioned to

communicate ideas

A-S2-e, B-S2-e, B-S2-h,

C-S2-2, D-S2-e, D-S2-f

2 Asking question To see if the drawings connect to and express people’s ideas C-S2-b, D-S2-d, F-S2-b,

G-S2-b 3 Presenting To be able to explain ideas or meanings of the drawings A-S2-b, B-S2-e, E-S2-f

4 Entertaining To cheer up the participants B-S2-1, B-S2-a, F-S2-e

5 Listening To listen to what participants say carefully A-S2-a, B-S2-C, C-S2-a,

D-S2-a, E-S2-a, F-S2-a,

G-S2-a, G-S2-1 6 Observing To pay attention on the holistic atmosphere B-S2-d, D-S1-b, D-S2-1

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7 Feeling To use “empathy” and “intuition” to understand the

underlying feeling in people’s minds

A-S2-C, D-S2-b, D-S2-c,

D-S2-h

8 Imagining To freely explore and make a good use of “the image

database”

B-S2-I, C-D-12, G-S2-c,

D-S2-h

9 Social skills To pay attention to smooth people’s interactions A-S2-1, A-S2-d,E-S2-c

10 Problem-solving skills To “pay attention on the process” of discussion and to “use

creativity to associate things”

A-S2-2, A-S2-3, B-S2-f,

D-S2-g, CA1-11

11 Organizing To structure the ideas in a logical order B-S2-b, B-S2-2, E-S2-b

12 Rules of layout To make the drawings as convincing statements B-S2-g, C-S2-c, E-S2-d

13 Switching To be able to switch quickly between thinking, drawing,

listening, talking etc.

A-D-1, C-S2-3, G-S2-2

Table 3-4-2 Summary of the description and the related coded phrases in the “Techniques” category

3. General roles/functions

Integrated with defined characteristics and techniques (See circles in the center of Figure 3-4-9), the

coded phrases clustered in Figure 3-4-6 are summarized in Figure 3-4-9 and Table 3-4-3. Each cluster

is named a specific term which represents the essence of each roles/functions. According to the

contents of the coded phrases, a brief description of each roles/functions is also defined in the

Table 3-4-3.

Figure 3-4-9 Summarized results of the “Characteristics” category and the “Techniques” category

the “Roles/functions” category

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Table 3-4-3 Summary of the description and the related coded phrases in the “Roles/functions” category

Roles/functions Description Related Codes

1 Dedicated recorder JAMmers are “stand-aside recorders” to “notice and note

what happens” for the participants to reflect on and to

remember

C-S3-7, C-D-2, G-S2-4,

G-S2-h, G-S2-g

2 Patient Journalist JAMmers ask questions and listen carefully to know if the

drawings are correct or not

A-D-3, A-D-22

3 Moment creator JAMmers draw the “unexpected” ideas in different

perspective and create the “A-HA” moments for participants

A-D-8, F-S2-2, F-S2-3, F-S2-h

4 Truth teller JAMmers challenge the complacent participants to face their

actual situations

G-S3-1, G-D-4, G-D-6

5 Mood softener JAMmers help participants keep the momentum in a serious

discussion

C-S3-8, C-D-3, F-S2-f

6 Sensitive balancer JAMmers are “sharp and alert” to receive tangible and

intangible information and to communicate them in a

balancing way

A-D-4, A-D-10, G-S2-1

7 Pattern spotter JAMmers are “like a bird” flying high to get an overview of

issue and expressing it to the participants

A-D-4, G-S2-5, G-S2-i

8 Dreamer JAMmers image freely on a “blank paper” with participants C-D-4, G-S1-2

9 Passion finder JAMmers awaken participants their own passion with the

drawings

A-D-6, C-S2-1, C-S2-2, C-D-5

10 Dispute resolver JAMmers bridge the gap between participants’ ideas with

the drawings

A-S2-g, C-S3-1, F-S2-1,

F-S2-g, CA2-6

11 Solution hunter JAMmers “use drawings to trigger creativities” for the

participants to find solutions

A-S2-f, A-D-7, C-S3-9

12 Discussion supporter JAMmers use drawings to “keep people focus” and help

them to solve problems themselves

A-D-5, B-S2-3, B-S2-g,

F-S2-1, G-D-5, G-D-10


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3.4.3 Discussion

The answer to the research question 1, “How do JAMmers interact with the dynamic context in

Visual Thinking sessions?” is discussed based on the results of analysis in the section 3.4.2. I have

discussed the content of general poster (See Figure 3-4-9) with the JAMmers, we have consensus

that the two-dimensional map can be identified as four parts: part A (Top-right), part B (Top-left),

part C (Bottom-left), and part C (Top-right). (See Figure 3-4-10)

Figure 3-4-10 The two-dimensional map is identified as four parts.

The content of each part features a specific type of interactions. Part A is an inside-out process to

process received data into systematic and organized thinking. Part B is a logical output to translate

the logical thinking into convincing and clear drawings in order to lead sessions to correct direction.

Part B is an outside-in process to read people’s thinking, body language, and the group dynamic to

understand their intentions and to gain key triggers. Part D is an empathetic output to surface

people’s expectations and to trigger their inspirations and actions.

If the poster is rotated 45 degrees anti-clockwise, the renewed mapping actually sheds the light on

the right-brain and left-brain sides of interactions of JAMmers in Visual Thinking sessions (See

Figure 3-4-11). JAMmers bring these two sides together by switching around these two sides of

their brain and apply proper techniques to deal with the dynamic context in sessions. The processes

of switching (inside-out and outside-in) also play a key role to support the flow of the thinking in the

sessions and to balance these two sides dynamically. To sum up, the left-brain and the right-brain

are not contradicted but complete each other with proper processing.

Figure 3-4-11 If the poster (Figure 3-4-10) is rotated 45 degrees, the renewed mapping sheds the light on

the right-brain and left-brain sides of interactions of JAMmers.

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3.4.3.1 General Visual Thinkers in Visual Thinking sessions

According to the findings in the section 3.4.2 and the initial analysis in the previous page, general

Visual Thinkers can be described as the composition of general characteristics and techniques which

are summarized in the section 3.4.2. General Visual Thinkers are the core of the figure 3-4-12. They

use their instincts and trained techniques to react to the dynamic reality in Visual Thinking sessions.

Figure 3-4-12 The renewed mapping.

In Visual Thinking sessions, the characteristics of Visual Thinkers are made of two main parts,

“Rational” (Left-brain) and “Sensitive” (Right-brain). On the one hand, Visual Thinkers have to be

rational and square to convince people. On the other hand, Visual Thinkers have to be sensitive and

flexible enough to understand people’s true expectations. In the relation of techniques, Visual

Thinkers use logical thinking to lead session participants with clear pictures in the left hand side, like

a grown man. And in the right hand side, Visual Thinkers are like a curious girl to discover

inspirations and support people. Therefore, general Visual Thinkers can be depicted as a

double-sided person in order to face different challenges in both ends of the spectrum. (See Figure

3-4-3-13)

Figure 3-4-13 Participants can gain personal knowledge effortlessly in Contextmapping research.

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3.4.3.2 Four major roles of JAMmers in Visual Thinking sessions

Based on the findings in section 3.4.2 and the consensus with the JAMmers, it is suggested in this

work that the four corners of the renewed mapping also indicate the four major roles/functions of

the JAMmers in Visual Thinking sessions (See Figure 3-4-14 and Figure 3-4-15).

- The essence of the inside-out process (Part A) indicates that JAMmers’ nature is to actively

support discussion and thinking flow in sessions, which meets the description of “Discussion

Supporter”.

- The essence of the logical output (Part B) indicates that JAMmers compose systematic and

organized drawings to convince and challenge participants, which represents fairly the value of

“Truth Teller”.

- The essence of the outside-in process (Part C) indicates that JAMmers utilize their all sensory to

receive explicit and implicit information in order to follow the dynamic context, which fits the

description of “Sensitive Balancer”.

- The essence of the empathetic output indicates that JAMmers use empathy to find out

participants’ motivation and inspire them with proper drawings, which is in line with the

function of “Passion Trigger”. Passion Trigger inherits the essence of Passion Finder and also

the value of JAMmers’ approachable characteristic.

Figure 3-4-14 The four major roles/functions in the general two-dimensional poster

Figure 3-4-15 The four major roles/functions in the renewed mapping

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A detailed explanation of four roles/functions is as the following.

1. Truth teller

JAMmers challenge the clients about the reality they avoid to face, such as complacence and

ignorance. They have to be able to differentiate the essences in the sessions and express them

honestly to the participants. Taking advantage of hand drawings (See the section 2.1), the challenge

can be less intimidated than the one in face-to-face confrontation. A typical quote related to the

role/function is as the following:

“I like the dinosaur I drew to depict the state of being of my client because it confronted

him with his actual situation. Once seen, denial becomes impossible.” (G-S3-1)

Table 3-4-16 Truth teller in Visual Thinking sessions

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2. Discussion supporter

JAMmers support the discussion in the sessions with the coordinated interactions. They are just like

to dance with the participants, sometimes leading and sometimes following. If the flow of the

communication is good, they keep it with the drawings. If the discussion does not work well, they

have to take the lead and show them the possible direction. A typical quote related to the

role/function is as the following:

“I am dancing with the participants to lead them.” (G-D-5)

Figure 3-4-17 Discussion Supporter in Visual Thinking sessions

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3. Passion Trigger

JAMmers trigger people’s actions by creating the moments which awakens their passion. The typical

quote related to the role/function is as the following:

“I like to astonish them by making a lot of drawings and draw unexpected ideas” (F-S2-2 &

F-S2-3)

Figure 3-4-18 Passion Trigger in Visual Thinking sessions

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4. Sensitive Balancer

JAMmers have to keep sensitive all the time in the sessions to observe and listen carefully about

people’s doing and talking. They also pay a great deal of attention on the group dynamics to address

unnecessary tensions. They balance the certain participants’ dominance by using drawings to

surface unheard voice. A typical quote related to the role/function is as the following:

“I have to keep alert and sharp in the whole sessions. Sometimes it is difficult for me.”

(C-D-6)

“I have an ear for the weak.” (E-S1-4)

Figure 3-4-19 Sensitive Balancer in Visual Thinking sessions

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3.4.4 Visual translation of the results

This is a poster to depict “How do JAMmers interact with the dynamic context in Visual Thinking

sessions?”. I chose the metaphors, a blue man and an orange girl, to represent the characteristics

and techniques of the JAMmers. Like a grown man, they have to organize received data into

systematic drawings and express them logically to convince people. Like a little girl, they need to be

curious and empathetic to understand people’s inner expectations and personal insights. They have

to switch these two sides in order to respond to the dynamics of the group in the sessions. There

are four major roles/functions in the four corners of the poster, which are “Truth teller”, “Passion

trigger”, “Discussion supporter”, and “Sensitive balancer”. The first two roles are performed as the

leading roles in sessions while the last two roles mostly play supporting roles in the group.

Figure 3-4-20 How do JAMmers interact with the dynamic context in Visual Thinking sessions?

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3.5 Findings on research question 2: Critical problems in interactions with dynamic context

3.5.1 Analyses

To answer the research question 2, “What is the most critical problem when JAMmers interact with

the dynamic context in Visual Thinking sessions?”, the coded phrases from the Sensitizing phase

and the Deep reflection phase are partly categorized in a group, “Problems & solutions”. The

conceptual framework is applied to map the coded phrases (See Figure 3-5-1). The results of the

“Problems & Solutions” are clustered based on the conceptual framework (See Figure 3-5-3). The

coded phrases with similar meanings or inclinations are put together in clusters, and each cluster

was summarized in a general problem (See Figure 3-5-2). Summarized problems are examined in

the section 3.5.2. The most critical problem is identified and discussed in the section 3.5.3. In the

section 3.5.4, the summarized problems are translated into individual identity cards for each

problem to provide the insights for further solutions.

Figure 3-5-1 Conceptual framework of Visual Thinking sessions

Figure 3-5-2 Sample of the Cluster with Related Coded Phrases and a General Tem, “Time issue”

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Figure 3-5-3 Coded Phrases Clustered in “Problem & Solution” Category

3.5.2 Results

The clusters in Figure 3-5-3 are summarized in the Table 3-5-1, which presents a brief description of

the findings of problems, JAMmers’ suggested solutions, and related stages or processes in the

conceptual framework. The suggested solutions will be tagged as “Positive” if the suggested

solutions are present from positive experience by the participants. And if not, the suggested

solutions will be tagged as “No clear suggestions”. A detailed discussion is in section 5.3.2.

Table 3-5-1 Summary of the description and the related coded phrases in the “Problems & solutions” category

Problems & solutions Related Codes

1 What is my role? And where is my stage?

a. Related Stages or Processes in the Conceptual framework

Grounding: It is the process when people build up the shared Mental Models.

b. Brief description

Participants and facilitators in the sessions are usually ill-informed about the roles/functions of

JAMmers and even misunderstood. This common reality results in the neglect of the participants

or a bitter competition with the facilitators who indeed should cooperate with JAMmers. Most

of the time, JAMmers have only several minutes to introduce their roles/functions to the

participants in the sessions.

c. JAMmers’ suggested solutions (No clear suggestions)

One suggestion is to send the briefing to possible facilitators in advance. However, in the reality,

facilitators are difficult to contact with, and the majority of the participants are still not involved.

Another possible solution is to arrive before the sessions and talk to the facilitators and the

participants about what they are going to do. But the facilitators and the participants might not

take the unplanned introduction serious.

A-D-15, C-D-9,

C-D-10,

C-D-15, E-S2-1,

E-S2-2, E-S2-3,

E-S3-1, E-S3-5,

E-S3-c, E-S3-b,

E-S3-5, CA1-1,

CA1-2, CA1-3,

CA1-6, CA1-7,

CA2-1, CA2-4,

CA2-5

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2. Low-motivated participants

a. Related Stages or processes in the Conceptual framework

“Shared Mental Models”: This is the stage where people start to discuss based on the built

shared Mental Models.


Participants are low-motivated in the sessions and take the sessions less serious.

c. JAMmers’ suggested solutions (Positive)

The possible suggestion is to “confront them with their actual situation”. The drawing itself can

be less provocative to argue face-to-face. This suggestion is proved positive by participant G

from his experience.

A-D-21,

G-S3-3, G-D-9

3. Too many Jargons in a large group with diverse specialties


“Shared Mental Models”: This is the stage where people start to discuss based on the built

shared Mental Models.


The participants have rather diverse specialties in a big session, and the numbers of jargons they

use can be overwhelming and hard to prepare in advance.


The possible suggestion is to study the topics and possible participants before the sessions and

to be active to ask questions.

A-S3-C

4. Difficulties to follow up the discussion


“Diving”: This is a process to dive with people’s thinking to gain deeper insights.


It is demanding for less experienced JAMmers to fast “drawing and listening at the same time”

while following up the discussion. They are lost in the fast-changing roles/functions.


One suggestion is to draw as early as possible even before to think, and “the drawings occurred

while listening and drawing without knowing where it came from and where it would end in”.

This suggestion is proved positive by participant C from his experience. It also implies that

experiencing the real sessions is necessary to develop the ability and the confidence.

C-S3-1, C-S3-2,

C-S3-5, C-S3-6,

C-S3-a, C-S3-c

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5. Disputes in-between groups


“Diving”, “Showing”, and “Lifting”: The three processes are generally the time when the

participants are generating ideas and opinions.


Participants “tend to argue on practical limitations”, such as the limitation of the budget, instead

of looking for visionary viewpoints. And the face-to-face confrontation sometimes results in an

endless argument.


The suggested solution is to “connect different opinions on an abstract level” in the drawings,

which help the participants “let go of the practical limitations first” and to gain a wider vision.

This suggestion is proved positive by participant C from his experience. The drawings can simply

catch the arguing participants’ attention and together look at a drawing explained by the

JAMmer. The participants can then focus on the real issue instead of the confrontation with each

other. This suggestion is proved positive in the first case study.

C-D-16-1,

C-D-16-2,

C-D-16-3,

CA1-5, CA1-10

6. Difficulties to find a good timing to intervene


“Showing”: This is a process to visualize the personal insights to bring it to the stage, “Shared

Mental Models”, where people can really see and discuss each other’s ideas.


It is hard to find a good timing to intervene the consequent discussion, especially when the

roles/functions of the JAMmers are not clear in the session.


The suggested solution is to inform well the facilitators to cooperate before the sessions. Or be

alert and patient for the chance to intervene. It is proved positive in the second case study.

C-S3-b, C-D-17,

CA2-2

7. Dominant participants or facilitators in the discussion


“Shared Mental Models”, and “Shared Vision”: This is a stage when people discuss and integrate

mutual ideas.


Dominant participants or facilitators in the discussion usually take the control of the discussion

to his/her opinions while other participants hardly share their ideas and opinion but to follow.


JAMmers should try to intervene early and use the drawings to bring the other participants’

ideas and opinions on the table. JAMmers can also use the drawing skills and presentation to

emphasize the unheard voices.

A-D-18, B-S3-a,

B-S3-b, B-S3-c

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8. No further usage of the drawings after the sessions


“Action”: This stage is where people realize the shared vision in a practical plan.


The drawings are left aside after the sessions and could not be a positive trigger for clients to

take actions.


The drawings can be examined by asking three key questions: “Is the drawing logical?”, “Do I feel

happy?”, and “Does the drawing lead to proper reactions?” This suggestion is proved positive by

participant A, C, and G from their experiences.

A-D-11,

A-D-12,

A-D-13,

A-D-14, C-D-8,

G-D-8

9. Time issue


“General issue”: This is a issue which generally affects the overall performance of the Visual

Thinking sessions.


It takes time to “shake Mental Models loose and rebuild them”. Most of the JAMmers pointed

out that the shortage of time is a common issue in Visual Thinking sessions. However, if the

process takes too long, the participants and JAMmers can be too tired to focus as well.


There is no clear suggestion about the “Time issue” in the research results.

A-S3-2,

A-D-16,

A-D-19, B-S3-d,

C-D-11, F-S3-a,

F-S3-b


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3.5.3 Discussion

As a result in Table 3-5-1, it is suggested that problem 1, problem 8, and problem 9 are the three

mostly mentioned problems in this research. Problem 1 is especially obvious in the numbers of

related coded phrases, participants, and case studies. Moreover, the summarized results in the

table 3-5-2 indicate that problem 1, problem 3, and problem 9 are still lack of clear solutions in

JAMmers’ experience. Combined these findings together, problem 1 and problem 9 are both

mentioned frequently in the JAMmers’ experience and uncertain about the clear solutions.

Problem Positive solutions

1 What is my role? And where is my stage? No

2 Low-motivated participants Yes

3 Too many Jargons in a large group with diverse specialties

No

4 Difficulties to follow up the discussion Yes

5 Disputes in-between groups Yes

6 Difficulties to find a good timing to intervene Yes

7 Dominant participants or facilitators in the discussion Yes

8 No further usage of the drawings after the sessions Yes

9 Time issue No

Table 3-5-2 Results of Possible Solutions to each problem

Problem 2, 3, 4, 5, 6, and 7 are mainly mentioned by less-experienced JAMmers. It is suggested in

this work that, with the growth of the experience and matured techniques, the problems could be

addressed. These suggested solutions also imply that there is no rush to finish the learning period if

they are on the right track, since this is a crucial time to build up techniques and personal

confidence. According to the insights, I categorized the six problems as “technical problems:

problems can be solved with the growth of experience and mature techniques”. They can be

addressed when JAMmers gradually gain experience in real practice and also learn solutions from

more-experienced JAMmers. The identity cards in the section 3.5.5 can be a possible solution to

help to share the experience for less-experienced JAMmers.

Generally speaking, technical problems are less critical than problem 1, problem 8, and problem 9.

For problem 8, there is already a positive solution which is to keep asking questions if the drawings

fit in people’s ideas (See Table 3-5-1). It also takes time to achieve the goal and needs the

cooperation of the facilitators and participants. Therefore, the reasons why this problem is so

frequently mentioned in this research are probably the lack of time (problem 9), and the

ill-informed session participants which behave low cooperated (problem 1).

The time in the sessions should be sufficient “for deconstruction and reconstruction of mental

models” (F-S3-b) and not too long in case to “be too tired do ‘lifting’” (A-D-19). An efficient Visual

Thinking process empowered by matured techniques should be solutions to technical problems

(See Figure 3-5-4). As a result, the experienced JAMmers should have no problems about “Time

66

issue” since they obtained more experience and mentioned few technical problems. However, this

is not in line with the results of Analyses. “Time issues” is actually mentioned by both less

experienced and experienced JAMmers. It implies that the potential problems in “Time issues” are

not originated from technical problems.

Figure 3-5-4 Effects of Visual Thinking empowered by having more experience in the sessions

According to the findings in the research, the ill-informed role of the JAMmers in the sessions result

in early and lasting struggles for JAMmers to make Visual Thinking effective. (See Figure 3-5-5) This

is the most common phenomena depicted in the interviews and the observation of two case studies.

As a result, time is wasted to gain a proper status and to make Visual Thinking effective.

Figure 3-5-5 General reality in the sessions

The problem 1 is the most critical problem in Visual Thinking sessions due to its common presence

and influences in other problems. There is no exception for less-experienced and more-experienced

JAMmers to face the loss of valuable time in the early phase of a given session. The majority of

participants and facilitators in the sessions usually do not know what JAMmer is doing for, and the

JAMmers can only use several minutes to introduce themselves. An ineffective introduction of the

roles and functions of Visual Thinkers indeed results in an inefficient Visual Thinking process.

Therefore, the problem 1 is concluded as the most critical problem when JAMmers interact with the

dynamic context in Visual Thinking sessions. The solution to problem 1 should help the JAMmers to

skip the early lose of time and reach the goal efficiently.

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3.5.4 Visual translation of the results

These nine problems defined and discussed in the section 3.5.3 are presented in identity cards

depicting its scenarios, quotes, seriousness, and suggested solutions. Problem 1 is categorized with

three stars as it is the most critical problem. Problem 8 and Problem 9 are categorized with two

stars, and the rest of the problems are categorized with one star.

Problem 1__________________________________________________________________________

Problem 2__________________________________________________________________________

Problem 3__________________________________________________________________________

68

Problem 4__________________________________________________________________________

Problem 5__________________________________________________________________________

Problem 6__________________________________________________________________________

69

Problem 7__________________________________________________________________________

Problem 8__________________________________________________________________________

Problem 9__________________________________________________________________________

70

3.6 Conclusions

3.6.1 Balancing JAMmers in Visual Thinking sessions

Compared to the results in exploratory study, the findings in the Contextmapping research provide

new perspectives on Visual Thinkers’ characteristics, experience, and how they perform their

roles/functions with their natural instincts and learned techniques in Visual Thinking sessions. In

the poster in the section 3.4.4, it provides a balanced and dynamic figure of the JAMmers in Visual

Thinking sessions, which switches from “the right-sided brain” (the blue-man side) to “the left-sided

brain” (the orange-girl side).

Although the drawings usually seem done effortlessly by JAMmers in the sessions, indeed JAMmers

have to put all of their efforts to perform the roles, in which drawing is only one of the key

processes in organizing, imagining, “reading”, and etc. And the activities in these processes can

eventually help to establish the flow of the discussion and communication in Visual Thinking

sessions.

3.6.2 Demands for a proper solution to the crucial problem in JAM

The findings in the section 3.5 indicate clearly that the JAMmers need to inform and impress the

participants and facilitators well in the introduction, in which they can convert their stereotype that

drawers cannot be a logical thinker. Otherwise, the stereotype can result in other critical problems

afterwards, such problem 9, “Time issue”. Therefore, the conceptual design will be the goal to

address the problem 1, “What is my role? & where is my stage?”, in the Conceptualization and

Evaluation phase.

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Chapter 4 Conceptualization

We have discussed in the chapter 3 that the most critical problem in the context of Visual Thinking

sessions is the misunderstood roles/functions of Visual Thinkers in the sessions. This common

reality results in the neglect of participants or a conflict with facilitators who should cooperate with

JAMmers. However, JAMmers usually have only several minutes to introduce their roles/functions

to the participants in the sessions. In order to solve the problem, a concept will be developed to

inspire participants and facilitators initial awareness about Visual Thinking in the beginning of the

sessions. As a result, the effectiveness of Visual Thinking will not be shadowed by the stereotype.

A goal of the conceptualization phase will be defined in the beginning of the chapter. The

requirements for this concept will be formulated in the section 4.2 based on conclusions and

findings in the chapter 3. Proposed concepts will be explored and the process is depicted in the

latter section. An evaluation will be conducted with the JAMmers in JAM. Their feedback will be

evaluated to refine the conceptual design. A final concept will be presented in the section 4.5.

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4.1 Goal of the conceptualization

In order to avoid the stereotype which is common reality and the most critical problem in sessions,

the goal of the conceptualization is to stimulate an early curiosity of session participants. Therefore,

the participants can share the stage with JAMmers and be prepared to respond to JAMmers’

questions and drawings during discussions.

Figure 4-1 The design goal is to develop a design for the JAMmers to gain understandings of

participants and facilitators about their roles/functions in the beginning of the sessions.

4.2 Requirements

4.2.1 Awareness hammer broadcasting the advantages of Visual Thinking.

The design should help JAMmers to inform their presence as Visual Thinkers in sessions by

stimulating their curiosity about Visual Thinking. Participants can therefore anticipant the JAMmers’

involvement in the process instead of ignoring them.

Figure 4-2 The design should help JAMmers to inform their presence as Visual Thinkers in sessions.

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4.2.2 Open to evolve into JAMmers’ personal tool.

To take advantages of the creativities and diversities in their changeable characteristics, the design

should be flexible for the JAMmers to adjust and feel comfortable to use. The JAMmers are like

creative chefs. All we need to do is to provide them the best ingredients and they can cook a dish

suitable for their instinct and experience.

Figure 4-3 The design should be flexible for the JAMmers to adjust and feel comfortable to use.

4.2.3 A sharing trigger for JAMmers to exchange experience.

The design should trigger JAMmers to share their experience in gaining awareness from the

participants in Visual Thinking sessions.

Figure 4-4 The design should trigger JAMmers to share their experience in Visual Thinking sessions.

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4.3 Concepts development

4.3.1 Name card

To gain an early attention from participants, it is possible to take advantage of the timing to

exchange name cards. It is a social ritual widely accepted. When name cards are exchanging, a close

and personal interaction is also created in between JAMmers and participants. Without knowing

what will be the next graphics on the card, every introduction could be a little, fresh challenge for

the JAMmers to express stories behind each card.

A. Description

This concept is a series of folded cards printed illustrations which content the essential elements in

Visual Thinking (See Figure 4-5). The illustrations are mainly distilled from the findings in the

chapter 3. Each illustration represents one key characteristic, technique, or role/ function of Visual

Thinkers in sessions. For example, Visual Thinkers have to switch swiftly and frequently between

being logical and being empathetic (See 4-6). JAMmers can choose to have all the cards in hand or

only parts of them. Therefore, the name card is shown in different illustration each time.

Figure 4-5 These name cards are a series of illustrations representing key characteristics,

techniques, and roles/functions of Visual Thinkers in group sessions.

Figure 4-6 Visual Thinkers have to switch swiftly between being logical and being empathetic.

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B. Scenario

Before the start of a given session, JAMmers talk to participants randomly and ask to exchange

name cards and take one card out from a stack of the folded cards. The participants could be

curious about the illustrations or the way it looks like. This social event simply creates a chance for

JAMmers to introduce themselves. With the reference of the illustrations, JAMmers can tell the

participant a brief introduction of the illustration, which expresses how Visual Thinker works and

influences the thinking process. The introduction process can be a little challenging and fun for the

JAMmers by randomly-appeared illustrations (See Figure 4-7). The JAMmers therefore can also be

aware of what his/her role in the sessions and how they can introduce it better and better.

C. Possible benefits

- Arousing instant awareness of participants

- Speaking out for JAMmers themselves

- Flexible to compose customized story for different JAMmers

Figure 4-8 Prototypes of Name card

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4.3.2 Info cube

With the advantage of 3-Dimensional form, the info cube can represent the dynamic and cycling

flow of Visual Thinkers’ roles/functions and interactions in Visual Thinking sessions (See Figure 4-9).

Figure 4-9 This concept is a polyhedron consisting of triangular and square facets.

A. Description

This concept is a polyhedron consisting of triangular and square facets. The essential elements of

Visual Thinking described in the section 3.5.2 and 3.6.1 can be pasted on the square facets. The

arrows can be pasted on the triangular facets. Both of the essential elements and the graphics of

arrows are printed on stickers, and JAMmers can compose their own storyline by pasting the

stickers on the polyhedron (See Figure 4-10).

Figure 4-10 Essential elements in Visual Thinking and graphics of arrows are printed on stickers.

JAMmers can compose their own storyline by pasting the stickers on the polyhedron.

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Figure 4-11 Taking the advantage of the 3-Dimension form, the elements can be linked by the arrows as a

complete cycle which represents the dynamical roles and techniques of the JAMmers.

Taking the advantage of the 3-Dimension form, the elements can be linked by the arrows as a

complete cycle which represents the dynamical roles and techniques of the JAMmers (See Figure

4-11). Two-way arrows indicate “switching” between their nearby elements. One-way arrows

indicate the direction of flow. The building process of the storyline is also a time for the JAMmers to

organize their personal introduction as a Visual Thinker.

B. Scenario

JAMmers can arrive the session earlier and make a use of the time when people are orientating the

surroundings and people. The JAMmers can introduce their roles and functions in the session when

people are curious about their doing. Or the JAMmers can simply approach participants to have a

quick chat and introduce themselves. Introduction with Info Cube can be done one-on-one and in a

small group when the JAMmers demonstrate the storyline in their Info Cubes.


- A complete and cycling flow of Visual Thinking can be represented naturally in the concept.

- Flexible in a brief inspiration or an elaborate story of Visual Thinking.

- Building process allows the JAMmers to compose their understanding about Visual Thinking

coherently.

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Figure 4-12 Prototypes of Info Cube

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4.3.3 Story telling cards

Participants can play the cards in a group. By using the cards to compose their own solutions to

given situations, they can learn the roles and functions of Visual Thinking in sessions.

Figure 4-13 To create the storyline of the cards helps participants experience Visual Thinking.

A. Description

This concept is a group of double-sided cards which content the illustrations of important roles,

techniques, and goals in Visual Thinking (See Figure 4-14). Participants follow the guidance of the

JAMmers to experience Visual Thinking process in problem solving sessions (See Appendix 16). In 12

to 15 minutes, participants play the roles of Visual Thinkers, practice Visual Thinkers’ techniques,

and try to reach the goals. They can also learn difficulties and values of Visual Thinking.

Figure 4-14 This concept is a group of selected cards which content illustrations of important roles,

techniques, and goals in Visual Thinking

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B. Scenario

The cards can be use as the warm up activities in Visual Thinking sessions. A group of people is

gathered and guided by one or two JAMmers. The JAMmers will ask participants to choose a card

and introduce participants about the meanings of each card. Consequently, each one gets the role

card can form his/her group, with whom possess a technique card or a goal card. A special situation

will be given by the JAMmers, and the participants will be asked to solve the given situation by

practicing their roles. The warm up session will end up in a reflection on their doings in the process.


- Understanding Visual Thinking in practicing themselves.

- Communicating values of Visual Thinking in a dynamic and interactive way.

- A large group can be involved tog

Figure 4-15 Prototypes of Story cards

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4.4 Evaluation

These proposed concepts in the section 4.3 are evaluated with JAMmers. The JAMmers are asked to

simulate the possible scenarios and give their feedback about if the concept meets the

requirements depicted in the section 4.2. The key points of the feedback are listed as the following.

4.4.1 Feedback on the concepts

Concept 1: Name card

This concept to arouse the curiosity early is welcomed by all of the JAMmers. JAMmers agree that

the concept can express the essence of Visual Thinking in a creative and inspiring way, which fits the

requirement, “awareness hammer”. The double-sided concept is welcomed by the advantage to

show that the inner logical thinking is also part of their values in sessions. The portable size is also

welcomed by the JAMmers, which people can simply put it in their wallets.

However, there are doubts on the timing to deliver the name cards in the beginning of sessions.

Only one of the JAMmers confirms that it is a proper timing while the majority of them is used to

deliver name cards after sessions. They also suggest that to deliver name cards is too

time-consuming to make effects in a large session.

Concept 2: Info cube

This concept is valued as the most original and eye-catching concept. JAMmers all agree that it

provides multiple ways to demonstrate the story behind the concept. It could catch longer attention

while people play with it because of its handy size and shape.

JAMmers do not agree that the concept can express the value of Visual Thinking clearly because the

intriguing shape can mislead people to a different interpretation instead of focusing on the

relationships of the small drawings. They also point out that it will take time to express the story

and can only be useful when you demand several minutes in a small group.

Concept 3: Storytelling card

The storytelling cards are valued to involve a group to spend quality time understanding Visual

Thinking. The flexibility of the concept is also credited by the JAMmers.

However, it will require a decent amount of time which is not realistic in generally tight-scheduled

sessions in JAM visual thinking. This reality makes the concept difficult to be implemented in the

practice of Visual Thinking sessions.

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4.4.2 Discussion

The double-sided concept in “name card” indeed gained the most positive feedback in its value to

imply that the functions of Visual Thinkers in sessions do not only lie in the entertaining drawing

skills. It will arouse the curiosity on Visual Thinkers’ doing and help to break the long-lasting

stereotype that the drawers are artists but no serious thinkers.

The concept should affect people in a very short time and inform the values of Visual Thinking

clearly but not overwhelmingly. The concept is expected to make effects with a group of people in a

short time. Otherwise, the concept cannot influence the performance of a Visual Thinking session

significantly.

To sum up, the double-sided concept embedded in “name card” is the concept which is worth to

build on to inform participants correctly with its simplicity and potential to break people’s

stereotype on Visual Thinkers. It is also suggested that JAMmers could develop their own idea

based on the double-sided concept, which they can feel comfortable to use.

One of the JAMmer has developed his own ideas based on the concept. The JAMmer chose the

name card which he thinks it is proper for him to deliver the name cards in the beginning of

sessions. The idea will be presented in the next section as the conclusion of the conceptualization

phase.

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4.5 Suggested idea based on the final concept

This idea is based on the “double-sided” concept which is meant to inform session participants the

potential of Visual Thinking and infiltrate their stereotype on drawers in order to gain the early

stage in Visual Thinking sessions. The suggested idea is presented with a short description.

Double-sided name card

This idea is to develop a double-sided name card (See Figure 4-16). On one side, it is a serious and

polished portrait photo. On the other side, it is a hand drawing self-portrait on a piece of rough

paper. This concept is to play upon with people’s stereotype that science and art cannot coexist. It is

going to express the idea that actually Visual Thinkers’ works are completed with the coexistence of

values in these two sides of brain.

Figure 4-16 This concept is to express the idea that actually Visual Thinkers’ works are completed with

the coexistence of values in these two sides of brain.

85

86

Chapter 5. Conclusions and Recommendations

5.1 Evaluation of objectives of the project

The goal of this project is to decipher the “Magic” of Visual Thinking in business and to develop a

concept to inform it to JAMmers and session participants. The researches in the chapter 1 and

chapter 2 are conducted in order to define where the “Magic” lies. Since the problem is fully

defined, the Contextmapping research in the chapter 3 is conducted to decipher it. Furthermore, by

finding the most critical problem in JAM visual thinking, I tried to bridge the final gap with the

suggested solution which is a concept depicted in the chapter 4.

In the chapter 1, it is presented that the progress and efforts of Visual Thinkers to bridge the gap

between visuals and logical thinking. “Visuals” and “Logical thinking” have been torn apart for a

long time by the educational systems. As we have discussed, the gap is still not bridged because of

the unknown Visual Thinking process which leads to poor performance in the practice of JAM visual

thinking. In the chapter 2, the Visual Thinking process is researched to find out the missing links in

the fields of literature and international practice of Visual Thinking. It is proved that human

interactions are the missing link which is crucial but lack of thorough research on it. It is also

suggested that the un-deciphered “Magic” of Visual Thinking is the human interactions in sessions.

The contextmapping research is conducted to understand the human interactions in Visual Thinking

sessions and to find the critical problem which hinters the interactions in sessions. Visual Thinkers in

sessions are defined as a human plays multiple roles and, by switching around the left-brain and the

right-brain, bridge the separate ends again. The dynamic balance, between these two ends, results

in an effective means for people to think logically with creativities and inspirations on a common

ground. This definition of Visual Thinkers in sessions demonstrated that the “Magic” of Visual

Thinking in sessions, in fact, lies in the harmony of left and right side of the brains.

In the chapter 3, the most critical problem is defined as a stereotype which leads to a early

misunderstanding about the functions of Visual Thinkers in sessions. This is the final piece of

puzzles to finish the bridge. In the chapter 4, the final suggested concept, double-sided name card,

is designed to infiltrate people’s stereotype and to fit into JAMmers’ personal preference.

Therefore, I conclude that the “Magic” of Visual Thinking in sessions is fully deciphered and

represented. And the further goal to inform it to JAMmers and session participants is fulfilled in the

suggested concept which can lead to a correct direction to enhance the effectiveness of Visual

Thinking in sessions in JAM visual thinking.

To sum up, efforts in the development of Visual Thinking in decades have built a firm foundation.

Right now, it just needs a tipping point to break down the stereotype built by the modern

educational system. And I believe the suggested concept will serve itself as the tipping point to

bring people’s brain in a harmony again.

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5.2 Application of Contextmapping research method

Supposing the Contextmapping research method is developed to explore and define a usage

context of a physical product, there would be a question that if this product-oriented approach can

be incorporated into a facilitation methodology which involves a dynamic context. Considering the

major benefit of the Contextmapping research, surfacing the inner thinking, feeling and ideas of

people, the high intensity of human interactions in Visual Thinking sessions indeed demands this

kind of approach to thread through the complexity and unpredictability of the dynamic context.

The results of the research question 1 (See section 3.4) have represented abundant in-depth

knowledge in how JAMmers (user) implement Visual Thinking (product) in sessions (context). The

complex relationships therefore can be mapped in a logical and understandable way which leads to

a further visual translation. As a result, I conclude that the Contextmapping research method can

be applied on a given field which involves intense human interactions and multiple variables in the

context.

5.3 Further study

Although the result of the study suggests a positive improvement of understanding Visual Thinking

in sessions, several directions of further researches can be suggested to follow up in the fact of the

limits of time in this graduation project.

5.3.1 Potential negative Roles/functions in sessions

A successful session probably needs not only catalyst of the discussion but also friction. In the

research of this project, the defined roles of JAMmers in Visual Thinking sessions are generally

positive and supportive. However, there are some situations when session participants behave

ignorant to their responsibilities, deny active participation, and even show disrespect to their

works.

The JAMmers indeed avoid these kinds of sessions. If they are in that situation, they are forced to

behave negative intentionally to evoke participants in an aggressive way. This kind of last resort for

the JAMmers can lead to harsh confrontation and embarrassing moments. These situations are not

mentioned clearly and also not shown common in the results of this project. it is only mentioned

from time to time by the JAMmers when they talked about the conclusions of the Contextmapping

research when it is too late to conduct another scientific research on this topic.

Despite of the concerns of harsh confrontation, there is potential to manipulate the negative

roles/functions of the JAMmers in order to deal with unfriendly and passive participants. If they

could be played well, from JAMmers’ feedback, the effectiveness of Visual Thinking sessions can be

enhanced intensively.

Therefore it is suggested in this work to conduct the later research on the negative roles/functions

of the JAMmers and find a way to take advantages of them to improve the interactions in Visual

Thinking sessions.

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5.3.2 Specific demands of different session participants

Based on the feedback in JAM visual thinking, session participants can be identified specifically as

clients, process facilitators, participants, JAMmer leader, and JAMmer supporters. A brief

description of each group is as the following.

Clients are people who offer the case but not always participant the sessions. Process facilitators

sometimes organize the sessions and have to control the process of the sessions. Participants are

the majority of the session participants, who have the least chance to see and talk with JAMmers

before sessions. JAMmer leader is in charge of the communication with the process facilitator in

sessions. JAMmer supporters are mainly to support the discussion with drawings in sessions.

Under the identification, a research can focus on the specific demands and problems of each group

to insure an effective session which meets expectation of all parties.

5.3.3 Researches on preparation and evaluation of the sessions

The focus of the research can be extended on the preparation before sessions and on the

evaluation after sessions. In this research, the focus is basically on the processes in Visual Thinking

sessions. However, a good or bad preparation can already influence the performance of Visual

Thinking in sessions.

Furthermore, a well-designed feedback system can help JAMmers monitor the feedback of session

participants. This feedback can help JAMmers to improve their performance according to the real

responses.

There is already an initial investigation about this topic conducted in JAM visual thinking. Here I

suggest the future researches can follow her studies to design a systematic mechanism to

document and evaluate the feedback of session participants about the performance in the

preparation and the process of sessions.

89

90

Chapter 6. Reflection

This chapter looks back on the project and discusses learned lessons.

6.1 Challenges in this project

6.1.1 Specification of the problem definition

In the beginning of this project, the first and the biggest challenge is to narrow down the research

field by defining a proper problem. In fact, It took me nearly five months to grasp concrete

orientation of the problems, and they were still subjected to later modifications through the whole

project. The field of this project is based on a dynamic context which depends heavily on human

interactions. Therefore it demanded much time on keeping observing and questioning in order to

make sure the essence of the problem is not from a subjective opinion.

6.1.2 Scheduling

My project management is another issue of the challenges in the project. The approach and tasks

taken in the study considered appropriate since the feedback of the results are positive. However,

time estimation is far from realistic in this project. Part of the reasons is the ill time management

due to my endless curiosity in the field of the study. I usually dive too deep and did not notice that

the time is running out. The ill time management, in fact, results in a series of problems in the

progress of the project and miscommunication with the supervisory team. Another reason to the

issue is the difficulty to demand time from usual busy JAMmers for a thorough interview. In spite of

their eager cooperation, the early planning should be always made or it would result in an endless

waiting and delay of the schedule.

6.2 Skills and knowledge development

6.2.1 Academic reading and writing

During the graduation project, my English reading and writing skills were improved intensively with

time. There are learned lessons about structuring the findings and reporting them in an academic

way.

6.2.2 Conducting Contextmapping research method

The practice of Contextmapping research method is one of the meaningful improvement I made in

the project. There are diverse requirements of techniques for conducting the approach, such as

observational research, development of the research materials, interview skills, project

management, interpretation, conducting workshops, and communication skills. All of the practice

counts for me to work in the field of industrial design in the near future.

6.3 Further improvement

If there is the chance to redo the project, I will try my best to prepare a practical planning first and

stick to the planning. Because there is no clear-cut planning in this project, it was completely a

continuing process of trial and error. The lessons in the project have taught me that without a clear

91

planning, the inefficiency could result in unpredictable outcome and the process cannot be

evaluated and improved later on. Now I have more realistic view than I used to have. I can be more

practical in the project management. The time wasting on trial and error can be put on developing

more profound findings and contribute more in the field of research.

92

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