Empathy2015

DESIGN FOR EMPATHY in DESIGN FOR SOCIAL INNOVATION Adam Thorpe Reader, Socially Responsive Design Design Against Crime Research Centre Design for Social Innovation and Sustainability Lab Central Saint Martins College of Arts and Design University of the Arts London

bag theft + atm crime + bike theft stalking + shoplifting + terrorism + anti-social behaviour + bag theft + atm crime + bike theft stalking + cycber crime + terrorism + antisocial behaviour bag theft + atm crime + bike theft stalking + cyber crime + terrorism + anti-social behaviour + shoplifting + cyber

bag theft + atm crime + bike theft stalking + shoplifting + terrorism + anti-social behaviour + bag theft + atm crime + bike theft stalking + cycber crime + terrorism + antisocial behaviour bag theft + atm crime +which bike theft stalking cyber “Design takes as its primary driver+social issues, its main consideration social impact, and crime its + main terrorism anti-social objective social+change� behaviour + shoplifting + cyber Thorpe, A. and Gamman, L. What is socially responsive design - A theory and practice review.

In: Wonderground – the 2006 Design Research Society International Conference. Lisbon, 2006.

DESIGN AGAINST CRIME

more and less promoting pro-social behaviours as well as preventing anti-social behaviours

DESIGN AGAINST CRIME use

abuse

abuser as well as user centred

DESIGN AGAINST CRIME * criminals * victims * police * service providers * local government * advocacy and interest groups

* designers * architects * engineers * planners * criminologists * ethnographers * manufacturers and suppliers

multidisciplinary and collaborative connecting communities of interest and practice understanding that those that experience crime are well placed to design against it

DESIGN AGAINST CRIME

practice based & practice led co discover challenges co define questions co develop proposals co deliver (and evaluate) responses

DESIGN AGAINST CRIME

design exemplars (operational capacity)

design resources (innovative capacity)

DESIGN AGAINST CRIME

PUBLIC ASSEMBLING AND PUBLIC SERVING

OPEN INNOVATION

closed

“not all the smartest people work for the same company” knowledge exchange (KE) and knowledge generation (KG) in a knowledge landscape

open

OPEN INNOVATION IN DESIGN RESEARCH

closed

KE and KG in a stakeholder landscape experiment with new ideas and share risks and rewards

open

co2 emissions + ageing population + e n e r g y c r i s i s + g row i n g population + water scarcity + food scarcity + biodiversity ual: reduction + air pollution + climate DESIS change + soil pollution + housing lab crisis + poverty + democracy crisis + healthcare costs + unemployment + crime +

DESIGN FOR SOCIAL INNOVATION & SUSTAINABILITY 40 Labs | 20+ countries | 6 continents

universities active in design research for social innovation staff and students as societal resource community context as learning environment

sharing economies + mutual help + time banking + food coops + micro finance + local currencies + car pooling + car sharing + ual: farmers markets + zero miles food DESIS + community supported lab Find new new waysbased for agriculture + community design to help meet societal goals and challenges+in cotourism + social enterprise socially beneficial ways working + co-housing + open education + restorative justice +

WHAT CAN DESIGN DO?

humanise sense making

problem solving

visualise public assembling

public serving

synthesise

EMPATHIC DESIGN

humanise “By ‘empathic design’ designers attempt to get closer to the lives and experiences of (putative, potential or future) users, in order to increase the likelihood that the product or service designed meets the user’s needs” (Koskinen et al. 2003)

EMPATHIC DESIGN

empathy “because sometimes we have to design things for [with] people that aren’t like ourselves.,qualitative research is necessary to inform and inspire designers to create ‘more useful and enjoyable things for people [they] may never meet’.

Empathy supports the design process as design considerations move ‘from rational and practical issues to personal experiences and private contexts’ (Mattelmäki and Battarbee 2002).

EMPATHIC DESIGN PROCESS

11

32

23

44

(M. Kouprie and F. SleeswijkVisser, 2009)

EMPATHIC DESIGN METHODS

EMPATHIC DESIGN TOOLS

Age Gain Now Empathy Suit (AGNES), MIT AGELAB, 2005

DESIGN FOR EMPATHY

Ploenpit (Tusy) Nittaramorn (BAPD, CSM, 2011

empathy tools for non-designers

DESIGN FOR EMPATHY IN THE CONTEXT OF EMPLOYMENT BA PRODUCT DESIGN JAN-JUNE 2014

EMPATHY & EMPLOYMENT

Somers Town

Kings Cross

EMPATHY & EMPLOYMENT

Kings Cross Somers Town

SOMERS TOWN

Population 13,500 people (6400 men, 7100 women).

Highest levels of unemployment in the borough at over 9%.

49% of residents defining themselves as BME in the 2011 Census.

Community Researchers’ ‘Listening Matters’ findings identified an ‘expectation gap’ between residents and employers.

BRIEF

Undertake collaborative design research in the creation of ‘design things’ (Binder et al, 2012) that promote or catalyse empathic understanding in the context of employment/job seeking

INVOLVED ACTORS * * * *

LBC, Employment and Growth Team Somers Town Community Association UAL DESIS Lab Research Team BA Product Design Students, CSM

* * * * * * * * *

Somers Town Residents (mix of age, gender and ethnicity) Somers Town Community Researchers Business Employment Education and Training Group Crick Institute Origin Housing Somers Town Coffee House Regents High School LBC Human Resources Team Kings Cross Recruit

INTRODUCTIONS

DISCOVER WORKSHOP

DISCOVER WORKSHOP

DISCOVER WORKSHOP

DISCOVER WORKSHOP

PROJECT JOURNEY (JAN - JUNE)

Nathalie Jerming-Havill, BAPD

OUTPUTS

FIND & SEEK Emma Jonsson BAPD, 2014

OUTPUTS

FLOURISH Ella Dorfman BAPD, 2014

OUTPUTS

GOGGLES Nathalie Jerming Havill BAPD, 2014

OUTPUTS

TIPPING POINT Silke Jorgensen BAPD, 2014

FEEDBACK “I’ve had very positive feedback - interestingly from one particular individual who has been very doubtful about any meaningful intervention having an impact” STCA “I’ve applied ot do an MA in Collaborative Design this project was really useful for me to understand that this is what I wanted to find out more about and was useful at interview” STUDENT “I am writing the recruitment strategy for [our organisation] right now and after today I’m going to pay a lot more attention to ensuring we provide feedback to applicants” EMPLOYER

“I used to go round Somers Town but now I go through it” STUDENT

FEEDBACK “It’s been really useful to work alongside employers - to see them as people” RESIDENT “I’ve had really positive feedback from XX as well as representatives from Somers Town...I also thin it has been a great opportunity to develop the relationship between CSM and Somers Town and can see there are many opportunities for future collaboration” “I realise how difficult it is to deal with so many applications and how difficult it is to find the right person” RESIDENT

LBC

REFLECTIONS

e s g n i k a m

e v i nsit

sense making

problem solving

public assembling

public serving

REFLECTIONS * Process of design more impactful in terms of empathy generation than products of design * Co-research and co-design delivers empathic insights for participants * Design activity provides a context for reflective collaboration - no ‘journey’ (process) without a ‘destination’ (objective) * Co-research and co-design is itself an impactful empathic ‘thing’ (socio- material assembly around an issue of concern) that fosters empathy for the subjects of design amongst the participants within the design process.

REFLECTIONS Collaborative design involving conflicted actors offers restorative potential in that it: * provides a context in which these actors may understand the “consequences of injustices“ and “acknowledge them appropriately as a starting point towards healing the hurts of injustice and transforming the conditions that allowed injustice to flourish” Braithwaite (2002) * involves ‘to the extent possible, those who have a stake in a specific offence [issue] and to collectively identify and address harms, needs, and obligations, in order to heal and put things as right as possible’ Zehr (2002).

THANK YOU

a.thorpe@csm.arts.ac.uk