Teams and technology: Tensions in participatory design

Mankin, Don; Cohen, Susan G.; Sikson, Tora K.

doi:10.1016/s0090-2616(97)90028-0

Cited by 28 publications

(23 citation statements)

References 2 publications

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“…They have supported a logical, systematic and rationalist view of design activities. However, later met with resistance, second‐generation designers emphasized the participatory and argumentative design and planning processes (Mankin, Cohen, & Bikson, ). Similar to their earlier counterparts, the second generation was also restricted to moderate popularity, which was then denounced by the third generation of designers.…”

Section: Literature Reviewmentioning

confidence: 99%

Design thinking in social organizations: Understanding the role of user engagement

Kummitha

2019

Creat Innov Manage

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Design thinking has recently gained significant attention as a potential approach to address major global problems. Although its practice is proven to contribute to advance organizational efficiency and address user needs, lack of understanding about its practice in social organizations limits our understanding about its social context. With this background, we study how users persuade social organizations to adopt design thinking. We conducted a qualitative study in four social organizations in India during 2008–2013 and interviewed 38 respondents to answer our research question. Our results indicate that the designer roles are blurred when social organizations adopt design thinking, where users in the form of interconnecting agency reduce the gap between designers and communities.

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Section: Literature Reviewmentioning

confidence: 99%

Design thinking in social organizations: Understanding the role of user engagement

Kummitha

2019

Creat Innov Manage

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“…Studies of geographically dispersed teams show that actual physical proximity is not essential provided the team can come together with ready access to each other in a virtual sense via technology and communication systems (Mankin et al, 1997). Virtual NPD teams have been shown to make better decisions than face‐to‐face teams (Schmidt et al, 2001).…”

Section: Proposed Conceptual Modelmentioning

confidence: 99%

Project success and project team management: Evidence from capital projects in the process industries

Scott-Young

Samson

2007

J of Ops Management

199

131

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Efficient project execution is a key business objective in many domains and particularly so for capital projects in the process industries, but existing project management research gives little direction about how project team factors influence three important capital project outcomes: cost, schedule, and operability. After an extensive cross-disciplinary review of the general team and project management literatures, we constructed and tested a theoretically based, five-dimensional model of organizational context, project team design, project team leadership, project team processes, and project outcome factors. We examined the model by means of an empirical study of 56 newly completed capital projects executed by 15 Fortune 500 companies in the process industries.The results indicate the value of disaggregating project outcomes for research purposes. Different bundles of project team factors were found to drive project cost, schedule, and operability. Project team efficacy, cross-functional project teams, autonomous project team structure, and virtual office usage were the strongest predictors of project cost effectiveness. Continuity of project leadership, cross-functional project teams, and project manager incentives were the strongest predictors of project construction schedule. In contrast, clear project goals and an office design to facilitate effective communication were the main predictors of plant operability. Implications of these findings for researchers and project practitioners are discussed. One major practical implication of our findings is that project managers need to clearly focus and prioritize their goals for each project so they can adopt the appropriate bundles of project team practices that will facilitate their goal achievement. #

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“…Participatory design is an approach to design that supposes active participation of end users of any system in its design process, and in making decisions that will affect them, in order to help ensure that the final design meets the needs of its users (Berns 2004;Kensing and Blomberg 1998;Mankin, Cohen, and Bikson 1997). In many areas outside education, it is common practice to involve potential users of a product or system in the design phase.…”

Section: Introductionmentioning

confidence: 99%

An approach to participatory instructional design in secondary education: an exploratory study

Könings

Brand‐Gruwel

Merriënboer

2010

Educational Research

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Background: Teachers have limited insight in students' perspectives on education, although these perspectives influence quality of learning. As students' and teachers' perspectives differ considerably, there is a need for teachers to learn more about students' experiences and ideas about education. Participatory design might be a good strategy to take student perspectives into account in instructional design. In areas outside education, the positive effects of participation have already been demonstrated. Purpose:The main goals of this exploratory study are to develop an approach -based on the principles of participatory design -for student participation in instructional design, and to evaluate how students and teachers experience the discussion about possible changes in the design and how they cooperate in designing lessons. Additionally, the study investigates whether the used approach is workable and suitable for use with a range of courses. Sample:The sample consisted of six teachers (of mathematics, economics and English) from two secondary schools in the Netherlands and their tenth grade pre-university students (N = 139; average age, 16 years). In each class, a small group of seven co-designing students was selected as a representative sample of their class. All other students in these classes (i.e., those not directly involved in participatory re-design) were also included, as evaluators of the proposed changes.Design and methods: A participatory design meeting was organized for each group separately. In all groups, the same approach for participatory design was used. The quality of the meeting and the agreement with the proposed changes were evaluated using open questions. The questions were answered individually by both teachers and co-designing students. The remaining students answered questions about their agreement with the proposed changes. The written answers were analyzed using a coding scheme.Results: Findings suggest that both teachers and co-designing students were largely satisfied with the meeting. The atmosphere was experienced predominantly as comfortable and enough Educational Research 3 opportunities were provided to express thoughts and ideas. Teachers, additionally, stated that the usability of students' suggestions was good. The remaining students predominantly agreed on the proposed changes discussed. No differences were found between the evaluation scores of students of different courses. Conclusions:The main conclusion from this exploratory study is that participatory design appears suitable for use in education. The approach used for initiating and structuring the discussion between the teacher and his/her students was appropriate for designing lessons, according to all those involved. As this study suggests, the barriers to the inclusion of students in the instructional design process are not insurmountable, and there are compelling reasons for implementing participatory design in education.

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Teams and technology: Tensions in participatory design

Cited by 28 publications

References 2 publications

Design thinking in social organizations: Understanding the role of user engagement

Design thinking in social organizations: Understanding the role of user engagement

Project success and project team management: Evidence from capital projects in the process industries

An approach to participatory instructional design in secondary education: an exploratory study

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