Good Designers Do "X": Mapping Design to Conceptual Frameworks

Introduction

“Good Designers do “X”: Mapping Design to Conceptual Frameworks” is one of three activities created for the Good Designers do “X” collection. Good Designers do “X” is a set of 180 statements responding to the question, “When you talk to someone and say ‘good designers do “x”’, what are the top things you list?” from 35 individuals in the field of design research.

In “Good Designers do “X”: Connecting Design and Teamwork”, students will identify and make connections between Good Designers do “X” statements and conceptual frameworks of teamwork and team dynamics. We have three frameworks here, but we encourage you to also apply any of your own frameworks that you find or develop.

Alan Marks’ 5 principles of leadership:

Connect Continuously
Commit to Character
Communicate Clearly
Champion Colleagues
Cultivate Compassion

Liz Chatterton’s 5 principles of teamworking, outlined in The Essential Guide to Effective Teamwork in 2019:

Psychological Safety: “A shared belief that the team is safe for interpersonal risk-taking.”
Trust and Reliability: “Can you count on each team member to meet their deadlines and do good work?”
Clear Roles and Goals: “When everyone knows exactly what needs to be done and how they fit in.”
Shared Purpose: “Each team member genuinely believes that the work matters.”
Tools and Tech: “Ensuring digital spaces are designed for teamwork.”

Oriol Banús’ Problem Statement Template, outlined in Conducting UX design critiques for helpful insights:

I am showing [early/mid/late] work
...Around [the problem]Because [why it’s a problem]
...And am looking for feedback around [specific focus for feedback]

Why do this activity?

The purpose of this activity is to have students connect the Good Designers do “X” collection to teamwork. Design is done in teams, which is why it’s important to understand how design and teamwork reinforce each other. This activity was done in a university class on teamwork, encouraging students to see themselves acting as team members to enact good design processes.

This activity can help students:

Learn a practical usage of Good Designers do “X”.
See their design processes in the context of group work rather than just individual work.
Understand why good design is vital to effective teamwork.
Understand why good designers are vital to effective teambuilding.

Materials needed

If you would like this activity done physically:

A printed copy of our “Good Designers do ‘X’” card deck (coming soon!) (one deck for each group of students)

If you would like this activity done virtually:

A copy of our Miro board template: Good Designers do “X” Template
Student personal laptops

Note that the virtual version can be done both in online and in-person settings.

Setting up the activity

If you are using physical cards: (40 minutes preparation):

Download the “Good Designers do ‘X’” card deck PDF. (coming soon!)
Print this card deck on 8.5”x11” paper, double-sided lengthwise. (You will need to print one copy for each group.)
Cut along the lines on each sheet of paper.
Pass out one card deck to each group of students.

If you are using a Miro board: (5 minutes preparation)

Copy this template: Good Designers do “X” Template into your Miro account.
Inside the Miro board, click the “Share” button. In the popup, adjust your settings so that anyone with the link may edit the board.
Send this link to your students.

Doing the activity

If you are using physical cards:

Give groups 10 minutes: Have students pick one or more of the frameworks they are interested in, or mix and match different aspects of different frameworks. Each student can then pick 5-6 statements that resonate with them (for ease, students may choose to split the deck among group members).
Give students 5 minutes to think about the cards they chose and how they might relate to the principles from the framework(s) their group chose.
Give groups 10 minutes to discuss the cards they individually picked. Each student may also explain their thinking on how the statements they chose relate to the framework(s). The group may use the following discussion questions:
1. Why did these cards resonate with you?
2. What principle shows up most prominently in your selection of cards?
3. Is there a principle that you would find difficult to connect to your cards? Why?
Give groups 5 minutes to think about and discuss any patterns or new insights they see as a group across the cards they have selected.
Have a 15-20 minute classroom discussion where each group presents the statements and the principles they belong to. Students may talk about the discussion their group had.

If you are using a Miro board:

Split your class into breakout rooms, and give groups 10 minutes: Each group picks one or more of the frameworks they are interested in, or mix and match different aspects of different frameworks. Each student can then pick 5-6 statements that resonate with them.
Give students 5 minutes to think about the statements they chose and how they might relate to the principles from the framework(s) their group chose.
Give groups 10 minutes to discuss the statements they individually picked. Each student may also explain their thinking on how the statements they chose relate to the framework(s). The group may use the following discussion questions:
1. Why did these statements resonate with you?
2. What principle shows up most prominently in your selection?
3. Is there a principle that you would find difficult to connect to the statements? Why?
Give groups 5 minutes to think about and discuss any patterns or new insights they see as a group across the cards they have selected.
Have a 15-20 minute classroom discussion where each group presents the statements and the principles they belong to. Students may talk about the discussion their group had.