Learning design thinking well: organizing (introductory) workshops for optimal participant experience

Abstract

A better understanding of the implementation of design thinking (DT) as a means to increase the assimilation of its practices is an important concern for R&D and innovation managers because more frequent use of DT practices raises organizational innovative capabilities. Introducing DT practices in workshops is a common, but also challenging approach to learning DT. Participants often have little to no prior encounters with the tools, techniques and principles used to practice DT and often mistrust or misinterpret the DT concept after a bad experience during the first exposure. For that reason, a suboptimal experience in introductory workshops can prevent or reduce the assimilation of DT practices. This study investigates how participant experience during first exposure as a vital precursor to the assimilation of DT practices can be improved via the organization of introductory workshops. We examine flow as the core experience measure in a quantitative‐inductive, quasi‐experimental study of two 3‐day DT workshops and compare periods with step‐by‐step acquisition of DT practices under guidance, periods of flexible, independent application of DT practices and periods of recovery. Our research employs a segmented time series analysis on more than 1100 real‐time observations collected with the experience sampling method (ESM). This study contributes to the scarce empirical research on improving the implementation of DT practices by indicating that a positive initial experience depends on workshop length, the logic of guided periods, the combination of guided and unguided periods, timing and type of recovery, as well as on team formation. Our results lead to five organizing principles, which can be used as testable propositions for future research, as well as in the planning and execution of (introductory) DT workshops.