bootcamp bootleg methodology was proposed by stanford d. school

Design Thinking Bootleg

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The d.school's Design Thinking Bootleg is a compendium of tools and method used by design thinkers, formulated into a convenient (pdf) deck of cards for you to keep around. Available in English, Spanish, and German, the deck covers the five different "modes" that are the components of design thinking: empathize, define, ideate, prototype, and test. Anyone interested in design thinking can use it for inspiration or to generate new ideas for potential ways of doing things.

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BOOTCAMP BOOTLEG DESIGN THINKING METHOD AND ITS MODES OF OPERATION

• Post author: UNI SQUARE CONCEPTS
• Post category: DESIGNING
• Post published: November 30, 2018
• Post last modified: May 29, 2022
• Reading time: 7 mins read

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There are several steps to generate ideas for commercial designing using the bootcamp bootleg method. Since it’s a commercial design, the process from initial design to final outcome is long . A trend-setting idea is not thought of in one day and implemented the very next day. The whole work needs a design thinking process to strategize the steps to generate ideas for commercial designing. This article will present you with the steps to use the Bootcamp Bootleg design thinking method.

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Bootcamp Bootleg design thinking method was first published as a working document through the Hasso Plattner Institute of Design, a.k.a the d.school, at Stanford in 2009. Bootleg is the name of the working document that captures some part of the foundation course of the institute, i.e. design thinking bootcamp. This is how it came to be known as Bootcamp Bootleg design thinking method. Are you also having this question in your mind: ‘the bootcamp bootleg process consists of ____________ stages’? Let us answer this for you. The bootcamp bootleg process consists of 5 stages.

The method involves five modes of operations to work on and as you go forward towards each mode, you discover more steps to generate ideas for commercial designing. Many people wonder what the final stage of the boot camp boot leg design thinking method is. We receive numerous queries on a regular basis, asking ‘the final stage in the bootcamp bootleg process is __________’! Let’s take a look on this design methodology for professional designing to know its details and the name of the final stage of bootcamp bootleg.

5 Modes/ Stages of the Bootcamp Bootleg Design Thinking Method

1. empathize mode.

The first mode of this design methodology for professional designing deals with human empathy. The Bootcamp Bootleg design thinking method requires you to first understand the target audience. Their likes, dislikes, habits, mindset and everything that can affect their views of your design. This design methodology for professional designing, requires you to engage in short encounters with people. For example: interviewing or interacting with a small group of your targeted audience will help you to understand the users’ emotions, which guide their behaviors.

In addition to that, you will need to create a personal experience space for yourself too. You will have to immerse into the experiences, which your users are having to understand their perspective in a better way. These are some of the best steps to generate ideas for commercial designing.

2. Define Mode

The define mode of this design methodology for professional designing deals with defining the data aggregated from the first mode. All the knowledge that you gathered from the first step, is of primary focus now. You need to process and synthesise the findings into compelling insights and need to scope out a specific design idea. For that, you will need to develop a deep understanding of the audience and your design space, and then come up with your point of view.

You can use several techniques like an empathy map or a journey map, POV madlib, etc. in this mode. Your point of view will guide you towards crafting a specific and compelling design brief and moreover, it will help you proceed with the steps to generate ideas for commercial designing.

3. Ideate Mode

The third mode of the Bootcamp Bootleg design thinking method involves brainstorming of ideas. It aims to generate comprehensive design options. You will need to explore the vast ideation space that you created from all the insights of the define mode. By a wide ideation space, we mean both a large number of ideas and variations within those ideas. Evaluation of ideas is also necessary. You can use techniques like Why-How laddering, 2×2 Matrix, Powers of Ten, etc. for boosting up your steps to generate ideas for commercial designing. From this, you can proceed to the next step of the Bootcamp Bootleg design thinking method.

4. Prototype Mode

The Prototyping mode of this design methodology for professional designing deals with getting real with our ideas and a little away from the outlandishly creative side. The fourth step of these steps to generate ideas for commercial design involves prototyping anything that can be taken for testing. Build your design in a rough form at this stage. It will help you to learn and investigate a lot of different possibilities . User-driven prototyping is recommended the most, as it enables the user to engage with your prototype.

Meanwhile, you should try to understand his/her empathetic views. Gain insights on user feedback about your prototype by observing their reactions and by talking to them about their experience. It will help you to progress through the steps to generate ideas for commercial designing for your final design.

5. Test Mode: The final stage of bootcamp bootleg

The final stage of the Bootcamp Bootleg design thinking methodology is the ‘Test Mode’ or the ‘Test Phase’. The Final mode of this design methodology for professional designing is all about iteration of several processes on your final product. It gives you a chance to take a note on the feedback provided on your design, ideas and the prototype. It helps you find the hidden mistakes and fallacies within your design or your final outcome. Try to overcome them and make your final product flawless.

This was the in-depth description of the Bootcamp Bootleg design thinking method and all of its modes. Use it to create better designs and outputs. Read our blog on ‘10 Designing Methodologies for Creative Conceptualization of Ideas ’, to know more about different designing methodologies for professional designing. Before we conclude this blog on one of the top design thinking methodologies, we have compiled for you an interesting infographic below. This infographic focuses on the various elements of design. Though they are basic in nature, many times we forget to incorporate them in a proper manner. Do not forget to run through this info-graphic when you are in the final stage of the bootcamp bootleg design thinking method. You should definitely test your design for each of the elements mentioned in the infographic below.

The Bootcamp Bootleg Design Thinking Methodologies is certainly one of the top design methods which is used by several people from the corporate, industry, academia, and the research field. If the method is carried on through its last phase of ‘Test Mode’, properly then it is sure to fetch good results.

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The D.School Bootcamp Bootleg

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My Stanford Design Thinking Bootcamp Takeaway: Innovation Can Be Repeatable

• Partner Content
• Author: Steve Wilson, Citrix. Steve Wilson, Citrix

Is innovation a mystical event that occurs in a flash of unexplainable brilliance, or is it a process? More so, is it teachable and repeatable process? This was a question at the core of my exciting journey last week. I just did something I haven’t done previously in more than 15 years. I took four, consecutive days away from my day job and worked on developing a new skill.

I attended Stanford University’s Design Thinking Bootcamp . This is a program delivered by Stanford’s legendary “D School” (aka d.school ) to get a group of executives looking ramped up quickly on d.school’s way of thinking. I was nominated to take this class by the Citrix Customer Experience (CX) group, and had little idea what I was getting into. It turned out to be a game changer for me. These four days have changed the way I think about my job. Let me try and share a bit of the experience with you.

Getting to attend Stanford, even for a few days, was special for me. My dad is a Stanford alum and I grew up in Palo Alto. In fact, I went to high school right across the street from the Stanford campus. Walking down the pedestrian friendly streets with my tiny shoulder bag (and no laptop), while gazing up at the Hoover Tower really got me in the mood to learn something new. And, it’s a good thing I was in the right mood because we jumped right in.

After a short introduction to what we’d be doing for the week, they told us about our project. We were going to be working with JetBlue Airlines to redesign San Francisco Airport’s International Terminal “experience.” And, we were going to start right now. We got relatively little direction on what “redesigning the airport experience” meant, but we were told that the only way to learn was by doing it (this is a recurring theme for the week.).

Fortunately, I was paired up with a great partner for this exercise. Amy, a leader from a San Franciso-based, non-profit organization focused on African education, and I set off to poke at people about their airport experience. The first hour was tough. People didn’t want to talk to us. And, those who did mostly described their experience as “fine.” That’s not exactly the kind of deep emotional connection we were looking for. We were a bit dejected. We went back to our program mentor Rich (a former full-time Fellow at d.school who recently relocated to Seattle) and he gave us some tips and encouraged us to keep trying.

We moved from area to area, getting little bits, but never feeling like we were getting the kind of info that was going to help us to “redesign the airport experience.” Eventually, almost out of desperation, we decided to hop on the intra-terminal train and go to the Rental Car plaza. This is where things got interesting.

There were a lot of people here, and they didn’t seem to be going anywhere fast. We walked up to several people and got really raw, actually emotional responses. Some of them even involved harsh language, so we knew we were getting somewhere. We found people at the end of all-day journeys, who had been waiting for an hour to pick up the car they’d reserved. They were quite happy to spend time with us, since they were already stuck waiting, and tell us in detail how this made them feel. Now we were getting somewhere.

After a couple of hours of this, we piled back in the bus and headed back to campus. Then, over what I figured would be a routine dinner service, was one of the most poignant parts of the week. We got to meet Doug.

It turns out my skepticism was badly misplaced. As Doug told his own, personal story about product design, the audience was rapt from the start. He talked about going to see a GE customer (a hospital technical) and learn how they were using his product. After all, talking to your customer was supposed to be really important. He said the technician had all kinds of pleasant, constructive feedback for him about controls, cable ties and such. Doug was feeling pretty good about his design prowess.

However, Doug’s attitude soon changed dramatically. As he left, he watched a family with a small, sick girl go into the room with his machine. The little girl saw the machine and panicked. Doug’s creation was so physically imposing for a small child that she had to be sedated by an anesthesiologist before she could be loaded into the machine. Doug realized he hadn’t even known who his real customer was. His customer wasn’t the hospital technician. It was that sick little girl, and he felt deeply that he had failed at his job and let her down.

What Doug talked about next was amazing. After a period of depression, he decided to use what he’d learned at d.school to fix this. He put together a rag-tag group of people with different expertise, including hospital social workers, employees from the children’s science museum, and actual kids, to help him design a new experience for his customers. Doug found that up to 80% of small children needed to be sedated before being scanned. It wasn’t just that one little girl — it was everyone. Armed with a more complete picture of his customer’s needs, and his new, extended design team, he completely reframed the problem he was trying to solve. It wasn’t about better scan resolution, or better technician controls. His team asked what it would mean if they could.

Capitalize on a Child’s Imagination to Transform the Radiology Experience

Now, that’s a problem statement that seemed worth solving, and Doug’s team attacked it with passion. What happened was magical. Doug and his team picked apart every part of the experience. Sight, sound, even scent and completely redesigned the experience. Instead machines that looked like a “giant car crusher”, they designed machines that looked like pirate ships, space craft and canoes.

On day two, we started by meeting in groups to “unpack” all our observations. Our group of six students shared several accounts of people they met in the airport and we were challenged to pick a single one of these users for which to redesign the airport experience (much as Doug had designed for that scared little girl). Our group selected “Raging Ray,” an upset man that Amy and I had met while he waited in the rental car plaza. We were then challenged to reframe our problem from the original “improve the airport experience” (an amorphous, practically un-actionable statement) in the same way Doug had done.

Make Renting a Car a Way to Release the Stress of Your Journey

It was a tall order, and we didn’t know how we were going to do it, but it was a problem that seemed worth solving. We spent much of the next two days brainstorming, prototyping and testing idea. I’ve done all these activities many times before, but I feel like I picked up some serious new tools with which to attack these better in the future.

I’ve brought home techniques that I’m dying to try out in my own work on my own company’s cloud product portfolio . The broad adoption of these techniques is going to make Citrix a more empathetic, customer centric, fast moving and successful company. And, I’ve become convinced that these techniques and process really do push us in a direction where innovation can be a repeatable practice.

There are many more stories for me to share out of my trip to bootcamp. Leave me a comment if you’re interested.

Steve Wilson is VP of Cloud Engineering at Citrix.

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Stanford d.school Design Thinking Bootcamp

The Stanford University d.school  -  Design Thinking Bootcamp Bootleg , Design Thinking tools and the  Resources page . have gone through a number of iterations to refine the exercises and tools. The Bootleg offers the latest version (as of May 2020) for people to download and use for free.

Teaching the Innovation Methodology at the Stanford d.school

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• Banny Banerjee 5 &
• Theo Gibbs 6  

Part of the book series: Understanding Innovation ((UNDINNO))

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The Stanford Hasso Plattner Institute of Design, also known as the “d.school”, is an internationally celebrated hub of innovation. It has been active in spreading innovation culture and methods across the Stanford University community, Silicon Valley, and beyond. The d.school has created a strong culture of innovation that places hands-on, Design Thinking-based, team-based studio classes at its core. Central to the approach is its distinct perspective on design: the d.school believes that creativity can be cultivated, not just an innate quality. Anyone can be an innovative designer if they can unlock their creativity and utilize the right process. Its mission is to build creative confidence in every person who walks through its doors, and to make the design thinking method as accessible as possible.

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Banerjee, B., Gibbs, T. (2016). Teaching the Innovation Methodology at the Stanford d.school. In: Banerjee, B., Ceri, S. (eds) Creating Innovation Leaders. Understanding Innovation. Springer, Cham. https://doi.org/10.1007/978-3-319-20520-5_9

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d.School bootcamp bootleg deck

by Consultant's Mind

Stanford d.school is the gold standard for all things experience, design, and honestly, cool. What do you expect when you combine smarts, engineering, meritocratic Groove-style culture, VC money, and graphics. So, it I was fairly delighted to find this 90 pg+ free pdf about design thinking called the d.school bootcamp bootleg deck here (2018). Think: Ideo on the cheap.

For consultants who have conducted 10+ executive workshops, and dozens of projects, you will see a lot of oldie-goldie tools in here. You’ll also appreciate how they approach these tools – much less linear, much more lateral thinking – that we decision-tree-driven engineering types think.

Namely, some of the hardest problems require some open space. Some problems require new, diverse, cross-functional membership. Some problems are not meant to be solved, rather embraced. Some problems need redefinition. Some problems are not problems.

Creative Commons

Already, they are thinking different from the monopolist. They are sharing. Think Seth Godin’s abundance mindset. Think Gary Vaynerchuk’s jab, jab, jab, right hook (affiliate link). Let me share first, then ask for something. These are their most used tools. All graphics from d.school files. An old one here and a new one here (2018). I will mix and match below.

5 Modes of Design Thinking

Empathize: Understand that it’s not about you. You are designing for someone else. BOOM. This is harder than you think – because we filter through our MBA-brains – and it’s actually hard to really SEE what the consumer / client is experiencing. Observe. Engage. Immerse.

(Loosely) Define: Narrow down the topic. Create a common baseline to work from by sketching out the edges of the puzzle. As the d.School says, “Understanding the meaningful challenge to address and the insights that you can leverage.” Caveat: traditional management consultants (read: me) will make this too MECE, too constricted, too robotic. Remember, this is still early in the process and efficiency is not the goal.

Ideate: Generate a lot of diverse, radical, and who-would-have-thought-of-it solutions to the challenge. Move beyond the obvious solutions. Know when you are generating ideas (good) and evaluating ideas (not now).

Prototype: Bring all the talky-talk to life with a physical sample, visualization, storyboard, drawing, or soundtrack. Extract it from the thought-bubble to something material. Yes, you are testing functionality, but also 1) learning 2) solving disagreement 3) starting a conversation 4) failing cheaply 5) breaking the problem into smaller parts for solution-ing.

Test: This is the yin/yang of prototyping. Learn about the user, refine the prototype, refine your Point of View. (Namely, is there a willingness to pay?)

7 Design Mindsets

The d.school summarizes so well below:

List of 30+ Design Tools

Assume a beginner’s mindset – Tom Kelley – IDEO – said it best in 2008; think like a traveler here.

What, How, Why – Using photographs and videos shot during observation, move from the concrete (What you see in the photos) to the emotional (Why you think they are doing this).

User camera study – Super document the experience from the vantage point of the user. When hospital consulting, we would often have someone play the role of the patient and get rolled through the emergency department (from the ambulance, through triage, to the bays) (hat tip: AP).

Interviews – Consultants do this all the time. Some good generic tips here , Design-oriented interviews emphasize emotional connections and stories. Asking the interviewee “why”. This will become ingredients for design.

Extreme users – Examine the edges of the distribution. Identify your super-users and see how they interact with your products/services. Do they have work-arounds that you should make standard?

Saturate and group – Collect copious input, drawings, observations – then stratify into buckets . Consultants excel and breaking it down into processes , or stakeholders , or functional areas.

Empathy map – What do users 1) Say 2) Do 3) Think 4) Feel? List them out, and reflect on the needs (verbs). For the marketer: “When does the user’s words not match their actions?” Seth Godin echos this idea here .

Journey map – What does the user’s journey look like? Activities, sequences, timeline, interactions, emotions, environment, etc. For a process consultant: “Where does the process slow down?” For the marketing consultant: “What does the user disengage, and abandon the purchase?”

Composite character profile – What’s the user’s personna? Marketers: think STP (segmentation, targeting, positioning). There is no such thing as average. “Average gross margin” is a myth. Work with specifics.

Powers of ten – Be willing to use the elements of exaggeration to test the assumptions underlying a process. What if it cost $1M, not $100? What if this had to be done in 24 hours, not 3 months? This “flares” the discussion towards more radical ideas, trade-offs, and outcomes. Basically, more fun.

2 x 2 matrix – Consultants LOVE 2×2. Founder’s Mentality . BCG Growth Matrix. SWOT. The list goes on and on.

WHY-HOW laddering – The premise is to ask Why questions to elevate the customers need (usually higher-level, more abstract, Maslow’s hierarchy) and How questions to narrow down to more specific tactics. This may be a better version of the 5 Why’s that operations consultants often learn; this one lets you get more general and more specific (Why vs. How).

Point of View – According to d.school, “A point-of-view (POV) is your reframing of a design challenge into an actionable problem statement that will launch you into generative ideation.” This can take the form of a Mad Lib. [User] needs to [User’s need] in order to [Insight]. Or this can be a fictitious scenario where the user posts a want-ad for something.

POV checklist – “Use this Checklist to ensure that your team’s POV is valid, insightful, actionable, unique, narrow, meaningful, and exciting.” This has a series of 4 questions: 1) What’s the point 2) Who says 3) What’s new? 4) Who cares? This is probably the most important point – read for yourself on page 27 of the old d.school workbook here .

Design principles – These are imperatives to guide the design. What are guardrails in the design process? What do we want to make sure happens? Sometimes, the WAY of getting to the output is just as important.

How might we? – These short questions create the seeds for brainstorming. They “fall out of the point-of-view, design principles, or insights” according to the d.school. As a facilitator, the art is choosing “How might we . . . ” questions which are not too broad or narrow. Great examples on page 29. S

Stroke (Energy Up) – Get the energy of the room UP. Throw a ball. Improv. Category, category, die! (Go in a circle, name something in the category, keep rotating until someone misses it, then they are out)

Yes, AND – As with improv , take what someone said/thought and build on it.

Brainstorm facilitation – Create an environment where people offer wild, wide-ranging ideas. Get Headlines. Whiteboard . Make it visual with drawings. Facilitating this is a craft. Keep the teams “on-topic” and yet, don’t judge or rule-out ideas. Go for quantity. THEN, only THEN, group them.

Brainstorm selection – Key point: don’t narrow down too quickly. A few ways to legislate: 1) voting, people put dots on their favorites 2) four category method: rational choice, darling choice, delightful choice, long-shot. Caveat: this is where the facilitator has enormous power to influence the breadth of choices, architecture of choice, and favored outcome.

Bodystorming – just like it sounds.

Add constraints – It’s counter-intuitive, but deliberately adding constraints can help increase creativity. “What if you had to build it for under $100?” “What if it were for the blind?” “What if all the instructions had to be pictures.” “What if you only have 2 hours to complete it?”

Prototype for empathy – Prototyping is a core activity of design work – and very different from traditional measure-twice-cut-once approach to product design. Earlier in the process, you can prototype to generate reactions / evoke MORE empathy as an ingredient to the process.

User testing – Let the user try out your prototype. What’s their reaction?Let them talk it out. Ask follow up questions. Think Agile development. Other variants: Wizard of Oz prototyping, User-generated prototyping.

Identify (and test) a variable – Understandably, you cannot test everything. Make trade-offs and determine what parts need testing. “Prototype with a purpose” extols the d.school.

User Feedback – Feedback is gold for the consultant. In the diagram below, what is great (+) constructive criticism(delta), questions(?), and new ideas?

Storytelling – Everything is storytelling .

Innovation portfolio – As with any portfolio, you need to know what you have and continually prioritize. What’s disruptive (Clayton Christensen) and what’s sustaining innovation? What’s a shallow vs. deep insight?

Finally, here’s a 6 page summary of how you can run a design session yourself here . Thank you d.school. Solid work.

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Design Thinking Methodologies

3 thoughts on “ design thinking methodologies ”.

1: Tom is a designer at ABC firm. He is assigned with the task of designing a protective headgear targeted at workers of the construction industry. With plenty of design thinking mechanisms at his disposal, he has the liberty to choose any one of them and proceed. Keeping in mind the risks involved in recalling the product due to poor design, he has to stick to a robust design mechanism. Out of the design thinking mechanisms that you have learned in the course, which one do you think would best fit Tom’s purpose? Ans: 4D UX methodology is incorrect Answer.

2:Visual QA is done at this stage. Ans: Design stage is incorrect Answer.

3:It is often necessary to do an exercise within a phase multiple times to arrive at the required outcome, since ____________ Ans: All the options is incorrect answer.

4: Design thinking has _____________ Ans: everything to do with developing products that succeed is incorrect answer.

I have been meaning to post about something like this on one of my blogs and this has given me an idea. Thanks.

You should seek to re-define the problem as a problem statement in a human-centered manner

TRUE is the correct answer

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Design Thinking Bootcamp: Make Impact and Drive Growth in Your Organization

Choose a session:.

At the cornerstone of Design Thinking Bootcamp is working on a real business challenge that gives you the opportunity to actively learn tools and behaviors that you will apply to your work before leaving the d.school.

Program Highlights

The d.school is using cutting-edge Stanford-developed teaching methods of collaboration, experience content, and work actively in a hands-on design studio through the in-person session.

Instruction

Design thinking experts (a combination of Stanford faculty and innovation leaders from Fortune 500 companies and other leading organizations) will guide teams through a in-classroom experience while paying close attention to individual growth and discovery. The student-to-faculty ratio is 6:1.

The first three days of Design Thinking Bootcamp focus on applying design thinking skills (empathy, define, ideate, prototype, test) along with learning tools to generate and evaluate a portfolio of high-quality design work. These days are taught in the classroom in a combination of lessons and hands-on small group work. You will learn the theory and practice of our methods. On the last day of the program, you will make progress on your real business challenge using the tools you’ve learned. In the week after the program, you will be supported by our coaches to apply design techniques to a real business challenge.

Environment

The d.school is a cutting edge space where you will experience classroom content and also work actively in a hands-on design studio.

Small teams are composed of professionals with unique perspectives and backgrounds.

The Design Thinking Bootcamp Experience

Program dates, fees, and faculty subject to change. Consistent with its non-discrimination policy, Stanford’s programs are open to participants regardless of race, color, national or ethnic origin, sex, age, disability, religion, sexual orientation, gender identity or expression, veteran status, marital status or any other characteristic protected by applicable law.

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____________ methodology was proposed by Stanford d. school.

• Design Thinking Methodologies

a) Bootcamp Bootleg

b) Double Diamond

c) 4D UX methodology

d) None of the options

• design-thinking

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a) Bootcamp Bootleg methodology was proposed by Stanford d. school.

Related questions

• 4d-ux-methodology
• design-brief

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