Essential Tensions in Facilitating Design Thinking: Collective Reflections

Abstract

As design thinking expands into educational contexts, teams engaged in the process increasingly encounter situations that involve facilitating collaborative problem-solving. In design-focused workshops and other collaborative design activities, facilitators play a key role in supporting small group interactions in order to generate ideas, structure discussions, and guide the process. Yet despite this increased focus on collaborative design thinking, there is little research to inform either facilitator roles or facilitator practices in this process. We address this gap by presenting a qualitative study that thematically examines our experiences as university-based facilitators who supported a community-wide educational design event. Specifically, we served as facilitators in a collaborative, multi-stakeholder, educational design thinking workshop that sought innovations for a local high school improvement initiative. This research is a qualitative study of our own facilitation processes based on data generated through open-ended self-reflection questionnaires and facilitator planning and debriefing discussions. Our results demonstrate that design facilitation resonates with Thomas Kuhn’s (1977) notion of “essential tension.” Essential tension exists within multiple aspects of design thinking roles and practices—including processes, products, discussion flow, and group dynamics. We reflect on these findings and propose implications for design thinking facilitation in future research and practice.