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SEEING AROUND THE CORNER UX STRATEGY FOR INCREASINGLY DISRUPTIVE FUTURE STATES AND BEHAVIORS
September 16 2016
Sean Rhodes, Executive Creative Director, @917K
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May you live in interesting times – “Chinese” curse
Source: BloombergSource: Economist
Designers are now responsible for impacting customer behavior through the creation of products and services.
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Then, we were invited to help mold our client’s cultures and the way their people work together.
Often times to be more like us.
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Origin story: “We’re the world’s 14th largest software company. Now what?” – Jeff Immelt , CEO GE
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Something big was happening: The data captured by the technology running GE’s industrial equipment is becoming as valuable as the equipment itself.
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Ergo: GE needed to make great software to capture that data value, or someone else would.
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To pull this off they just need to change the whole $270B company. And move HQ to Boston.
“If we can’t pull this off, we’re toast”
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Lorem
GE as we knew it, was among the last great apex predators of the industrial epoch.
Adapt or die. If GE can do it, so can we.
CHALLENGE
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OUR OPPORTUNITY
Use design to help organizations to adapt to the new reality of transient advantage.Structured, Hardwired,Siloed, Deliberate, and Built-to-Last
Networked, Dynamic,Interdependent, PredictiveDestined-to-Change
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Credit: Buster Benson and John Manoogian 3
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ARE WE UP TO THIS?
“Recognizing the need is the primary condition for design” – Charles Eames
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CALL TO ACTION
From problem solving to problem framing
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OUR PROCESS
Understanding human’s unmet needs has been a primary method to frame our design objectives.
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CALL TO ADAPT
“Understanding and meeting human’s needs is only 10% of what makes us successful.
So what else you got for us?”
– Super Successful Frog Client
SEEING AROUND THE CORNER TWO STORIES OF UX STRATEGY ADAPTATION IN ACTION
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FUTURECASTING01
FOR USE WHEN
Solving for current pain points may be irrelevant because the context is evolving so rapidly.
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OUR MISSION
Transform of the way the world buys, sells and owns cars in 5-10 years.
Only 17 out of 4023 folks dig it today. But who the heck knows what it’s going to be like in 10 years?!
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How do we strip away preconceived notions of the future, not so we can predict it, but so we can understand and act against the underlying forces that shape it?
KEY FRAMING
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FUTURE CASTING OVERVIEW
RESEARCH DEFINE IDEATE
Identify the critical questions stakeholders are seeking to answer about the future. Begin to explore the potential forces that will shape that future context.
DEFINE THE FOCUS
Identify driving forces behind potential future events and define the frameworks to look at them.
DEFINE DRIVING FORCES FOR THE FUTURE
Flesh out potential futures that are both compelling and adequately divergent. Optionally craft singular events that act as tell tale signs for potential futures.
CREATE POTENTIAL FUTURES
Create workshop activities to explore and craft optimal company strategies and/or products and services in light of potential futures and the shared values of all stakeholders.
EXPLORE FUTURE-FACING COMPANY STRATEGIES AND/OR PRODUCTS & SERVICES
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DEFINE FOCUS01
WILL SERVICES AND PLATFORMS DISPLACE CARS AS THE PROFIT CONCENTRATORS IN TRANSPORTATION?
OUR FOCUS
¿Que onda?
PROVOCATION
SMART CAR
18 YEARS
1M CARS SOLD
CARS2GO
6 YEARS
1M CUSTOMERS
*Sources: DaimlerAG and Cars2Go as of 2014
SMART CAR
18 YEARS
1M CARS SOLD
CARS2GO
6 YEARS
1M CUSTOMERS
SERVICED BY 12K CARS
*Sources: DaimlerAG and Cars2Go as of 2014
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RESEARCH DRIVING FORCES
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Taken together STEEP forces provide a big-picture view of how the world is changing. They span multiple spectrums and exist in combination with each other, not isolation.
RESEARCH FRAMEWORK
STEEP FRAMEWORK
POTENTIAL FUTURES
ECONOMICALENVIRONMENTAL
POLITICAL
SOCIAL
TECHNOLOGICAL
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DEFINE DRIVING FORCES & FUTURE STATES
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Events are sign posts along a road that helps us identify characteristics of a potential future. Plan to create 40-50 events that cover a range of different themes.
CONTENT BUILDING BLOCKS
EVENTS
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EVENT EXAMPLE
TITLE
SUPPORTING IMAGERY
FEATUREPARAGRAPH
LIKELIHOOD
EVENT YEAR (+/- 2020)
Likely Unlikely Uncertain
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“Potential futures” are the content backbones of the workshop activities. A typical workshop entails creating 3-4 potential futures. Posters are a great format, because they facilitate group activities and share outs.
CONTENT BUILDING BLOCKS
POTENTIAL FUTURES
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THE WORKSHOP04
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IMMERSIVE FORMAT EXAMPLE
This diagram below represents how
a room environment can be crafted
to create an immersive experience in
support of a Futurecasting
Workshop
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Events are sign posts along a road that helps us identify characteristics of a potential future. Plan to create 40-50 events that cover a range of different themes.
WORKSHOP
EVENTS TO POTENTIAL FUTURES
TODAY
POTENTIAL FUTURES
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IDEATION ACTIVITIES
An overview of ideation and concepting
activities for a product strategy
workshop after potential future
QUICK SYNTHESIS
FINAL CONCEPTING
Teams work together to refine their final concept and to create a pitch for selling the concept during the group readout.
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Teams synthesize the learnings from their potential future immersion to identify opportunity areas and capture initial ideas.
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RAPID IDEATION & VOTING
Taking the output of the synthesis activity, the team generates as many ideas as possible using worksheets that get pinned on the poster.
2.
Team members share ideas and vote for the top ones to take into final concepting
3.
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INSTRUMENTED PROTOTYPING02
FOR USE WHEN
The future behaviors we hope to influence don’t currently exist.
“How do we know this thing is going to work waaaaaaaay before we built it?” – Frog Clients
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THE PROBLEM
America has a savings problem. And it’s getting worse.
1960
5%
10%
15%
2015
PERSONAL SAVINGS RATE
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THE PROBLEM
Bad saving behaviors will critically affect future generations. And in time blow up our client’s biz.
RETIREMENT SAVINGS
MILLENIALS 25-34
GEN X 35-44
OLDER GEN X: 45-54
BABY BOOMERS 55-64
10% 5% 3% 2%
On track for retirement
Off track for retirement
THE OPPORTUNITY
We can change that by reaching kids and families early to create lifelong savers.
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You just got $20!Where does it go?
My GoalsSpending
THE CHALLENGE
For something so simple (on paper) It’s really difficult to understand and effect someone’s saving behaviors.
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Spend Save
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ADAPTING THE PROCESS
To better understand and effect the saving behaviors we created a prototype and used it for a longitudinal in-home study that provided a platform that supplied usage data and the means to adapt the experiment while in-flight.
Basically we folded Lean UX and Agile on top of Design Thinking to help define the problem space and set goals..
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Clarify the audience…Clarify the audience
Sensorimotor 0 to 18-24 months
Infant
Aware of what is immediately in front of them
Object Permanence: develops memory
Imitation achieved,
engagement in “self talk”; starts
counting
Inductive learning through experience; learns that merchandise requires payment
Learns about money in 1st
grade
Develops ability to control cognitive processes and inhibit behavior — the root of financial concepts like saving
Applies complex math to real world problems using money in 5th grade
Abstract concepts
including algebra taught in
7th/8th grade
1 2 3 4 5 6 7 8 9 10 11 12
Pre-Operational 18-24 months to 6-7 years
Concrete Operational 6-7 years to 11-12 years
Formal Operational 11-12 years +
Toddler Preschool Elementary School
Tween
Develops autonomy, ability to plan ahead and self efficacy i.e. the confidence to achieve goals
OpportunityShort term goals, extrinsic incentives, simpler education, more physical/tangible
Longer term goals, intrinsic incentives, more complex financial concepts, more software
Opportunity
Able to think about things symbolically and further develop language
Demonstrate logical, concrete reasoning and realizes thoughts are their own
Clear understanding of abstract concepts, hypotheticals and metacognition (learn to learn)
Age:
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…and get specific about desired behaviors.
TARGET BEHAVIORS
COMPARE VALUES
OCCURS
View relative value of
savings and/or goal.
Opportunistically / during goal pursuit.
EDUCATIONAL GOALS
Understand value of savings relative to other
measures, e.g., products, time, peer behavior.
OCCURS
Opportunistically / during goal pursuit.
EDUCATIONAL GOALS
Attend to and understand saving behavior patterns.
OCCURS
Opportunistically / during goal pursuit.
EDUCATIONAL GOALS
Understand how long it will take to reach savings
milestones relative to current and alternative
saving patterns.
OCCURS
Opportunistically / adjacent to allocation and
goal setting.
EDUCATIONAL GOALS
Provide an alternate evaluative context for near
term saving decisions and goal setting.
AUDIT TRANSACTIONS
Review deposits and
withdrawals.
FORECAST VALUE
Project value of savings in
some future state.
PLAY-ACT
Role play to inform
near-term behavior.
SET A GOAL
PURSUING GOALS
HANDLING MONEY
UNDERSTANDING VALUE
OCCURS
Identify a goal and input it
into the system.
Whenever kid wants to make a purchase they cannot
afford.
EDUCATIONAL GOALS
Understand explicit value of stated goal. Understand
time to goal and optimal savings behaviors.
OCCURS
When a goal is set / opportunistically.
EDUCATIONAL GOALS
Understand value relative to other goals.
Understand different paths to achievement.
OCCURS
Whenever kid has money and is motivated to
contribute.
EDUCATIONAL GOALS
Understand current status, behavior-to-date and
level of accomplishment. Understand remaining
time to goal and potential improvements to
savings behaviors.
OCCURS
When kid has reached their initial stated goal.
EDUCATIONAL GOALS
Understand behaviors that lead to their
accomplishment. Get a sense of adjacent goals.
PRIORITIZE GOALS
Identify one goal as more
valuable than another.
PROGRESS TO A GOAL
View progress toward goal
during a transaction.
ACHIEVE GOAL
Update to more ambitious
goal or withdraw savings.
DEPOSIT
OCCURS
Put money in savings.
Whenever kid has excess money and is
inclined to deposit.
EDUCATIONAL GOALS
Put money in the bank whenever it is possible
to do so.
OCCURS
Whenever kid receives money (e.g., allowance, receiving
gifts, rewards or payments).
EDUCATIONAL GOALS
Understand impacts of different savings ratios.
OCCURS
Opportunistically / during goal pursuit.
EDUCATIONAL GOALS
Understand current saving status via various
metrics (i.e., not just the numbers).
OCCURS
Whenever kid wants to make a purchase they can
afford, outside the bounds of a stated goal.
EDUCATIONAL GOALS
Understand impact of withdrawals, especially
when compromising goals.
ALLOCATE
Split money into saving, spending
and/or other groupings whenever it
is received.
CHECK BALANCE
Check amount saved.
AVOID WITHDRAWALS
Refrain from
withdrawing savings.
Behaviors that cultivate understanding of current, comparative and future value of savings.
Desirable behaviors are split into three groups that
build upon one another. Foundational behaviors are at
the base, more complex behaviors stack on top.
UNDERSTANDINGVALUE
Behaviors associated with planning and achieving savings goals.
Foundational behaviors such as depositing, allocating money and avoiding withdrawals.
PURSUING GOALS
HANDLING MONEY
TARGET BEHAVIORS
COMPARE VALUES
OCCURS
View relative value of
savings and/or goal.
Opportunistically / during goal pursuit.
EDUCATIONAL GOALS
Understand value of savings relative to other
measures, e.g., products, time, peer behavior.
OCCURS
Opportunistically / during goal pursuit.
EDUCATIONAL GOALS
Attend to and understand saving behavior patterns.
OCCURS
Opportunistically / during goal pursuit.
EDUCATIONAL GOALS
Understand how long it will take to reach savings
milestones relative to current and alternative
saving patterns.
OCCURS
Opportunistically / adjacent to allocation and
goal setting.
EDUCATIONAL GOALS
Provide an alternate evaluative context for near
term saving decisions and goal setting.
AUDIT TRANSACTIONS
Review deposits and
withdrawals.
FORECAST VALUE
Project value of savings in
some future state.
PLAY-ACT
Role play to inform
near-term behavior.
SET A GOAL
PURSUING GOALS
HANDLING MONEY
UNDERSTANDING VALUE
OCCURS
Identify a goal and input it
into the system.
Whenever kid wants to make a purchase they cannot
afford.
EDUCATIONAL GOALS
Understand explicit value of stated goal. Understand
time to goal and optimal savings behaviors.
OCCURS
When a goal is set / opportunistically.
EDUCATIONAL GOALS
Understand value relative to other goals.
Understand different paths to achievement.
OCCURS
Whenever kid has money and is motivated to
contribute.
EDUCATIONAL GOALS
Understand current status, behavior-to-date and
level of accomplishment. Understand remaining
time to goal and potential improvements to
savings behaviors.
OCCURS
When kid has reached their initial stated goal.
EDUCATIONAL GOALS
Understand behaviors that lead to their
accomplishment. Get a sense of adjacent goals.
PRIORITIZE GOALS
Identify one goal as more
valuable than another.
PROGRESS TO A GOAL
View progress toward goal
during a transaction.
ACHIEVE GOAL
Update to more ambitious
goal or withdraw savings.
DEPOSIT
OCCURS
Put money in savings.
Whenever kid has excess money and is
inclined to deposit.
EDUCATIONAL GOALS
Put money in the bank whenever it is possible
to do so.
OCCURS
Whenever kid receives money (e.g., allowance, receiving
gifts, rewards or payments).
EDUCATIONAL GOALS
Understand impacts of different savings ratios.
OCCURS
Opportunistically / during goal pursuit.
EDUCATIONAL GOALS
Understand current saving status via various
metrics (i.e., not just the numbers).
OCCURS
Whenever kid wants to make a purchase they can
afford, outside the bounds of a stated goal.
EDUCATIONAL GOALS
Understand impact of withdrawals, especially
when compromising goals.
ALLOCATE
Split money into saving, spending
and/or other groupings whenever it
is received.
CHECK BALANCE
Check amount saved.
AVOID WITHDRAWALS
Refrain from
withdrawing savings.
Behaviors that cultivate understanding of current, comparative and future value of savings.
Desirable behaviors are split into three groups that
build upon one another. Foundational behaviors are at
the base, more complex behaviors stack on top.
UNDERSTANDINGVALUE
Behaviors associated with planning and achieving savings goals.
Foundational behaviors such as depositing, allocating money and avoiding withdrawals.
PURSUING GOALS
HANDLING MONEY
Develop conceptsand redirect through brute force.
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THE PRODUCT
We created a digital intervention that sought to empowered kids to make this choice…
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Spend Save
THE PRODUCT
…and something like this happened when they saved.
With enough features to engage with it for a week (or longer)
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Spend Save
INITIAL VALIDATION
We gave it to 6 kids for a week. They saved an average of xx% and every family loved it.
“I loved the app. I know it’s getting built but I really wish I wouldn’t have to wait.” —Matilda, 9
Age Range Avg Time Spent in App
8-11 xxmMet xx% Savings Target
xxx%# of Interactions
xxxx
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Software stability Experience depth Client readiness Team willingness
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THIS WAS CHOCKFULL OF RISK
“When the rate of change on the outside is greater than the rate of change on the inside the end is near.” – Jack Welch
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BUT THE RISK OF DOING NOTHING WAS GREATER…
“MOST OF MY MONEY COMES FROM BETS AND THE TOOTH FAIRY.”
— BECKETT, 9
KIDS AS THE DARNEDEST THINGS
frog is a company of Aricent © 2016 frog design inc.
Thanks!
Sean Rhodes | [email protected] | @917K
