ENABLING COLLABORATION DMGT 750 | PROFESSOR TOM HARDY | SPRING 2016
a.k.a.
DESIGN MANAGERS COLLABORATING TO CREATE A COLLABORATION SPACE FOR DESIGN MANAGERS. 1
TABLE OF CONTENTS
2
4
THE TEAM
58
INITIAL CONCEPTS
7
DESIGN BRIEF
69
REFRAME
12
PROJECT PLAN
73
CLASS AND CAPACITY ANALYSIS
15
FRAMING THE CHALLENGE
103
FINAL CONCEPT
19
SECONDARY RESEARCH
127
BUDGET
27
PRIMARY RESEARCH
151
CONCLUSION
41
DRAWING INSIGHTS
153
REFERENCES
3
THE TEAM
4
TEAM MEMBER
GABI CAMPAGNA
FELIPE CUELLAR
REBECCA DIAZ
PILAR MORENO
CLAIRE PARTLOW
JOHN STOREY
DIANA ECHEGUREN
SHANNON VANDERHILL
5
ESTHER KIM
JINGYA ZHANG
CAROL MASSA
COLOMBIA
COMMUNICATIONS
INDUSTRIAL DESIGN
USA CHINA
ILLUSTRATION
PUERTO RICO ARCHITECTURE
TEXAS 6
BRAZIL PHOTOGRAPHY
MEXICO
GRAPHIC DESIGN
DESIGN BRIEF
7
RESEARCH AND DEVELOP A COLLABORATIVE DMGT EDUCATION WORKSPACE TO ENABLE A MORE EFFECTIVE STUDENT LEARNING EXPERIENCE, MAXIMIZE ADAPTABILITY, AND ENSURE THAT SCAD BECOMES THE PREEMINENT LEADER IN DMGT LEARNING.
PROFESSOR EXTRAORDINAIRE TOM HARDY 8
PROJECT BRIEF Our project brief was to discover the requirements for effective collaboration within Design Management at SCAD and to design a space that reflected those insights. Currently, Design Management is housed within SCAD’s Gulfstream Center for Design. This is a shared building among several majors, of both graduate and undergraduate students. Some of the majors in Gulfstream include Industrial Design, Furniture Design, Service Design, and Sustainability Design. Gulfstream provides students with many valuable resources such as: a workshop room, 3D printing lab, photo room, spray booths, printing lab and a designated space for graduate students called Gradspace. However, with the growth of student population at SCAD, Gulfstream has become overcrowded. Furthermore, it is difficult to find space for effective collaboration at Gulfstream. In previous quarters, other groups of students have explored how to improve the current space at Gulfstream. Therefore, our brief was to think outside the box in creating the ideal space for the unique needs of Design Management and similar majors, at a completely new location.
9
PROJECT DELIVERABLE Innovative and distinctive state of the art DMGT collaborative education workspace that supports SCAD guiding principles:
MISSION
VALUES
VISION
Learning will exist in a positively oriented SCAD environment enabling individual attention, collaboration, innovative teaching and advanced learning resources
SCAD values will be supported: student-centered, exceptional, excellence, innovative, results-oriented, can-do attitude and going the extra mile
SCAD will be recognized as the leader in defining Design Management education
10
PROJECT DELIVERABLE Innovative and distinctive state of the art DMGT collaborative education workspace that supports SCAD 2020:
QUALITY
IDENTITY
SCAD will provide a learning environment that anticipates student needs
SCAD will continue to build its reputation, character, distinction and academic excellence
COMMUNITY
FORTITUDE SCAD will provide a superior educational environment that enhances the student experience
SCAD will offer an experience that appeals to the most capable students in the world
11
PROJECT PLAN
12
GAME PLAN In order to begin focusing on our project and the task at hand, we discussed and developed a six stage “Game Plan,” adapted from the Grove Consultants’ Creative Planning Tools. This Game Plan also included our goals for the outcome of the project, criteria for success, and potential challenges we could face.
13
GANTT CHART In order to further plan the logistics of our project, the group structured the research process as a GANTT Chart. This is a visualization tool commonly used in project management to show the duration of tasks and actions that are occurring simultaneously.
14
FRAMING THE CHALLENGE
15
OPPORTUNITY One of the most important considerations for any collaborative project is alignment. We ensured our team was aligned by creating a “How Might We” statement that clearly articulated our goals and main areas of focus for the project. Our final HMW was crafted as “How might we improve the collaborative experience of the Design Management educational environment?” Through this exercise we identified collaboration, Design Management, and Environment as being the three key areas to research in order to build the ideal experience of all of the constituents within the program.
HOW MIGHT WE IMPROVE THE COLLABORATIVE EXPERIENCE OF THE DESIGN MANAGEMENT EDUCATIONAL ENVIRONMENT?
16
HOW MIGHT WE IMPROVE THE COLLABORATIVE EXPERIENCE OF THE DESIGN MANAGEMENT EDUCATIONAL ENVIRONMENT?
ENVIRONMENT
DESIGN MANAGEMENT
COLLABORATION
EXPERIENCE 17
DESIGN MANAGEMENT THE DESIGN MANAGEMENT PROGRAM PREPARES STUDENTS FOR PROFESSIONAL SUCCESS, ENABLING THE CONDITIONS FOR DESIGN-DRIVEN INNOVATION AND VALUE CREATION FOR PEOPLE, MARKETS, AND ORGANIZATIONS.
COLLABORATION THE CONVERGENCE OF PEOPLE WITH DIVERSE DISCIPLINES AND EXPERIENCES FOR THE PURPOSE OF WORKING TOWARDS A SHARED VISION OR GOAL.
ENVIRONMENT A SPACE IN THE PHYSICAL AND/OR DIGITAL WORLD THAT ENABLES AN EXPERIENCE.
18
SECONDARY RESEARCH
19
SECONDARY RESEARCH In order to fully understand our areas of research, we dove right into secondary research. This portion of the research process included gaining familiarity with published written materials such as academic journals and other publications relating to the areas of research.
EDUCATION
CORPORATE Another area we focused on during secondary
In order to understand the offerings of our
research was corporate spaces. We were
competitors and learn about what has proved
particularly interested in corporate collaboration
to be successful in other academic settings, we
spaces, both physical and virtual. Innovative
researched the types of collaboration spaces other
corporations such as Steelcase have also
design schools offered. This allowed us to make
thoroughly explored the concept of employee
informed decisions regarding the types of spaces
wellness and how the built environment impacts
we proposed to SCAD. We also researched methods
it. Also, SCAD aims to prepare students for
for better incorporating online students into the
their professional careers, therefore creating
on-ground campus experience.
an environment that reflected trends in the corporate world was appropriate.
20
SCAD
In addition to understanding the approaches of other design schools, we also wanted to better understand SCAD’s approach to creating unique and playful spaces that also fulfill a need. SCAD does its best to create avant garde spaces that are surprising and memorable to guests, while also balancing function. Another unique feature of SCAD buildings is that they are mainly buildings that have been bought and repurposed, rather than built from scratch. This approach to Sustainable design is one that SCAD values greatly.
DMGT CURRICULUM We realized it was imperative that we understand the unique needs of each course in the Design Management curriculum. The Design Management curriculum is a combination of lecture courses, client presentations, research, and studio components. By taking a closer look at the specific needs of each Design Management course, we are able to make informed decisions about the types of spaces and tools that are required for a successful outcome.
21
KEY FINDINGS FROM SECONDARY RESEARCH The results of our research were key findings that gave us a grasp on what collaboration means in terms of a built environment. We grouped these key findings into three sets that describe an important aspect of collaboration: community, choice, and access.
22
Being slightly uncomfortable promotes productivity and creativity
Respect context
Space should adapt to accommodate a variety of use needs/desires Accessibility encourages use
Provide an ecosystem of organic spaces Collaboration is a stepping stone towards co-creation
Leaders need to model behavior in a space
Human factors and sensory elements affect behavior
Collaboration is glocal
Choice and control empowers users It all starts with space
Culture and space are symbiotic
Process is iterative and surprising, the space should be too Fostering community fosters collaboration
Space enables or hinders social interactions Space/environment communicates identity
Transparency of space reflects transparency of process/culture
Spectrum of typology (remote, formal, open, informal)
Be sustainable, lead by example
Collaboration in short-speedy spurts is valuable
Caves are as important as commons Space isn’t sacred
23
Technology drives use
SCAD takes pride in restoring Savannah
Leaders need to model behavior in a space Collaboration is glocal
COMMUNITY Culture and space are symbiotic
Collaboration is a stepping stone towards co-creation
Fostering community fosters collaboration
Space enables or hinders social interactions Space/environment communicates identity Be sustainable, lead by example
24
SCAD takes pride in restoring Savannah
Being slightly uncomfortable promotes productivity and creativity
Human factors and sensory elements affect behavior
Space should adapt to accommodate a variety of use needs/desires
Spectrum of typology (remote, formal, open, informal)
Choice and control empowers users Process is iterative and surprising, the space should be too
Provide an ecosystem of organic spaces
Collaboration in short-speedy spurts is valuable
CHOICE
Caves are as important as commons Space isn’t sacred
25
Respect context
It all starts with space
Accessibility encourages use
Technology drives use
ACCESS
Transparency of space reflects transparency of process/culture
26
PRIMARY RESEARCH
27
STAKEHOLDERS We confirmed through primary research that the key stakeholders of our project were Design Management Students, Design Management faculty, and professional collaborators. These stakeholders were the people we needed to understand in order to design effectively. They became the subjects of our primary research.
DMGT STUDENTS
STAKEHOLDERS
PROFESSIONAL COLLABORATORS
28
PROFESSORS
PRIMARY RESEARCH Primary Research is the part of the process that includes gathering data through research methods such as observation, immersion, user-research, co-design, prototyping with end users, focus groups, and cultural probes. Essentially primary research is the phase of the process in which data is collected by the researchers until all the questions in the Research Plan are sufficiently answered.
INTERVIEW
SELF-REPORTING
PRIMARY RESEARCH
CULTURAL PROBE
29
CO-CREATION WORKSHOP
INTERVIEWS An essential part of user research is talking to those directly involved. We interviewed several people within our stakeholder groups including professional collaborators at IBM and Steelcase, Design Management faculty, and Design Management students and alumni. We also spoke with experts on Steelcase’s Workspace Futures team to gain their valuable perspectives on our project and insights thus far.
30
OBSERVATION Observation is a core component of ethnographic research. In order to truly understand the users, we observed several of the SCAD Design Management classes. This provided the data we desperately needed in order to fully understand how the spaces were currently being used and whether or not they were meeting the needs of the students and faculty. We were able to see the specific challenges the users were adapting to in their current academic setting.
31
CULTURAL PROBES Cultural Probes are used for the purpose of gaining insight into people’s values, thoughts, and preferences. These activities are often fairly abstract and serve as inspiration in the concept development phase. The Cultural Probe idea that was implemented was to visually exhibit the wants, aspirations, and views on collaboration of Design Management students and some other students who shared the space in Gulfstream.
32
CULTURAL PROBE ROUND 1 33
CULTURAL PROBE ROUND 2 34
SELF-REPORTING Another tool we used to gain valuable data from our key stakeholders was custom designed self-reporting booklets. These booklets were created for the purpose of collecting data on day-to-day collaborative activities of SCAD Design Management students. From this portion of our research we learned that many students viewed their time spent in SCAD buildings as the most stressful part of their day. They said that they felt enervated, especially being deprived of natural sunlight as there is a lack of windows in Gulfstream, for an average of 8 hours at a time.
35
SELF-REPORTING BOOKLETS 36
CO-CREATION WORKSHOP At this point in our research, we believed it was necessary to host a co-creation workshop with fellow students to share our insights and gain their feedback and unique perspectives. We also asked them to share more with us about their collaborative experiences at SCAD and in the business world. An important insight that was revealed from the workshop was that well-being is an important part of a student’s life.
37
CO-CREATION PROCESS 38
AFFINITIZATION Our process of affinitization was extensive and highly analytical. Over the course of several sessions, we sorted through all of the data we had compiled thus far. This allowed us to recognize patterns and see how the data informed the bigger picture of designing a collaborative space for SCAD Design Management. Although we had a fairly good understanding of human factors and collaboration before the project, we discovered some surprising insights that were supported by data from our research process. The next chapter discusses the full collection of our insights.
39
AFFINITIZATION PROCESS 40
DRAWING INSIGHTS
41
INSIGHT 1
42
THERE IS AN OPPORTUNITY TO...
CREATE A SPACE THAT REFLECTS THE GROWING COLLABORATIVE NATURE AND IDENTITY OF DMGT. I don’t feel that SCAD classrooms foster collaboration.
I, as a Design Manager, need to embody collaboration and should have access to spaces that foster it.
I value collaboration but I need more ways to embody and implement it.
I need a classroom space that meets the needs of the class.
DMGT education requires an adaptable and growing environment.
Design Managers should lead by example.
I recognize shared classroom spaces are unique collaborative learning environments that benefit from constrained flexibility.
I’ve realized each collaborative effort demands its own unique level of group/individual work and number of participants.
43
I believe that DMGT and collaboration lead to and require one another.
I believe collaboration is intrinsic to the discipline of Design Management.
As a professor, I want to collaborate with my peers and foster a collaborative environment and learning experiences for students.
INSIGHT 2
44
THERE IS AN OPPORTUNITY TO...
ENABLE TEAM-BUILDING FOR TRUST AND RESPECT TO SUPPORT EFFECTIVE COLLABORATION. I believe collaboration requires trust and respect.
I need transparent, open sharing for effective group collaboration.
I need to build a shared understanding to be fully engaged in collaboration.
I believe collaboration depends on trust built from open sharing.
Being transparent improves collaboration.
I need to be fully engaged with both the people and the project in order to truly collaborate.
I collaborate better if I get to know my teammates personally.
45
I collaborate better when my team shares a common goal.
INSIGHT 3
46
THERE IS AN OPPORTUNITY TO...
FACILITATE THE INTERACTION FOR AT-A-DISTANCE COLLABORATION. I need a space that enables, not hinders, a variety of digital tools.
I use technology for daily and realtime communication/group input.
I need digital tools to collaborate but lack effective ones for distance collaboration.
I think digital tools are still limited in fostering the human connection like face-to-face collaboration.
I use technology to collaborate at a distance effectively.
I use digital tools to enable group input, and to emulate a faceto-face collaborative experience as well as is possible with current tech. I feel the future of collaboration relies on a long-term digital platform.
47
Collaboration is glocal.
As an online student I collaborate with classmates that live in different time zones.
I feel that time zones are a major challenge in distant collaboration.
INSIGHT 4
48
THERE IS AN OPPORTUNITY TO...
IMPROVE THE AVAILABILITY AND ACCESSIBILITY OF TOOLS. I use analog tools to share thoughts/ideas in a tangible way.
I need access to analog tools to share thoughts and ideas.
I need necessary analog tools to be available and accessible to use.
49
INSIGHT 5
50
THERE IS AN OPPORTUNITY TO...
CREATE A VARIETY OF PERSONAL AND SHARED SPACES FOR USERS TO CHOOSE FROM. Caves are as important as commons.
Personal spaces are important to me.
I value being able to choose between a variety of public and private spaces based on my personal preferences. I need flexibility in the types of spaces available.
51
INSIGHT 6
52
THERE IS AN OPPORTUNITY TO...
FOSTER DIFFERENT LEVELS OF HUMAN INTERACTION THROUGH THE AVAILABILITY OF SPACE AND RESOURCES. Space should be flexible to adapt to present needs of a group.
I need spaces outside the classroom that are adaptable and enable different levels of human interactions.
I need my space to be flexible for different human interactions.
Space makes the experience.
I need a space that encourages interaction and provides the right resources to enhance my collaboration experience. I want the space to encourage interactions.
53
I don’t feel that Gulfstream promotes well being or engagement.
I want a space that allows me to feel comfortable and engaged.
I’m often distracted by external sights and noise.
INSIGHT 7
54
THERE IS AN OPPORTUNITY TO...
PROVIDE WORK ENVIRONMENTS AND TOOLS THAT PROMOTE EQUALITY WITHIN DIVERSITY. Collaboration thrives on diverse perspectives and open-mindedness.
I believe that diverse teams increase the level of creativity and learning.
I need multi-disciplinary teams to collaborate at the highest most creative level.
I think that collaboration happens organically when it is a space where everyone can contribute.
I believe collaboration leverages each other’s learning.
I believe that collaboration is most effective when everyone is equal.
55
I believe collaboration happens naturally when equality is encouraged.
I think collaboration is a nonlinear iterative process within groups.
INSIGHT 8
56
THERE IS AN OPPORTUNITY TO...
CREATE AN ENVIRONMENT THAT PROMOTES WELLBEING. I need access to food and beverages.
I wish for a space that I can customize with comfortable furniture, natural light, big tables, and coffee and food.
I WANT AN INFORMAL COLLABORATION SPACE THAT MEETS MY HUMAN NEEDS.
Having informal lounge space makes sharing easier and improves collaboration.
57
INITIAL CONCEPTS
58
CONCEPTING PROCESS The concepting process had a few phases of iteration. We began by looking at our insights from affinitization and translating them into design criteria. Using the design criteria that is informed by research, we can be certain that our concepts meet the actual needs of the users. In order to generate creative concepts for our project, we decided to do a rapid brainstorming activity called “Crazy 8’s”. Crazy 8’s allows people to free their minds from self-judgement while generating creative ideas. After participating in the Crazy 8’s activity individually, we each shared our ideas with the group.
59
AREA RELATIONSHIPS MAP The relationship map was created to visualize which spaces were related and which areas could possibly merge into a dual-purpose space. This allowed us to see how the spaces could be used in conjunction with each other and experiment with different configurations.
Team Building Room
Mess Room
Print Production Room
Outdoor Workout
Game Room No Stress Room
Park Work / Maker Space
Food Place/ Cafe
Glass Cube Rooms Duplicated Room
Class
Outdoor Food
White Room Private Room
Faculty Student
Gallery Space DMGT Library
60
Theatre
Outdoor Theatre
Outdoor Workspace
PRINT PRODUCTION ROOM
61
WORK | MAKER SPACE
62
GAME | NO STRESS ROOM
63
DIGITAL GALLERY
64
THEATRE SPACE | LECTURE
65
OUTDOOR SPACE
66
ROOM RESERVATION SYSTEM
67
GROUND RULES
68
REFRAME
69
STEELCASE VISIT In order to gain feedback from the experts we collaborated with, we went to Atlanta to visit the Steelcase showroom and presented our research and insights to the Steelcase research team in New York City via web-conference. This was a valuable experience for us because we gained feedback from the experts and also got to experience virtual collaboration. In addition to sharing our research, we enjoyed a tour of the Steelcase showroom and got to test several of the potential furniture options.
70
71
FEEDBACK GRID As part of the Reframing process, we took a page from the IBM Design Thinking Field Guide playbook. A Feedback Grid offered our group the chance to voice individual thoughts on what worked, what needed to be changed, any questions lingering and also any new ideas. We clustered them by category and from there developed the next stage of the action plan before moving into final concepts.
72
CLASS AND CAPACITY ANALYSIS
73
CAPACITY Through the initial class observations, the group noted the existing capacity and issues with the size, layout and technology of each classroom. From there, one team did a focused analysis on the actual class needs for the last three quarters of DMGT, BUSI and BADL classes on-ground at SCAD’s Savannah campus. Another team detailed the ideal technology, furniture and environment for each of the classes in the DMGT program. They followed this up with an analysis of the types of classrooms needed and a simulation of the recent Winter 2016 quarter of classes in the new proposed space.
74
CLASS NEEDS
75
A
PRESENT DATA 2016
120 DMGT STUDENTS
85 ON-GROUND &35 ONLINE
76
CLASS CLUSTERS
FACILITATION 732 | 740
BASIC 702 | 704 | 711
INDIVIDUAL 706 | 748 | 757 783 | 790
CLASSIC 501 | 502 | 503
COLLABORATION 720 | 747 | 750
77
PROJECTION DATAA 2020
184 DMGT STUDENTS
132 ON-GROUND &52 ONLINE
78
NEW BUILDING CAPACITY PROJECTION
254 Max. Capacity Gulfstream
26%
Potential Increase Capacity DMGT
79
320 Max. Capacity New Building
CLASSROOMS CONFIGURATION
80
DESIGN & THEORY ROOM
CLASS AVAILABILITY
FURNITURE
81
REAL WORLD ROOM
CLASS AVAILABILITY
FURNITURE
82
CLASSIC ROOM
CLASS AVAILABILITY
FURNITURE
83
UTILIZATION FLOW
84
Space Team Class
Building Room
Food Game Place Room
Print Room
Maker Space
Mess Small Room Library
Quiet (Public) Work Space
No Stress Gallery White Group Room Space Room Room
Theatre
MA MFA Rooms Rooms
Design & Theory
702 704 706 711 732 740
Real World
720 747 748 750 757 790
Classic Room
783 501 502 503 BUSI BDAL
Time in Class 3.3 5
Time Outside Class
85
7
10
20
30
40
50
60
70
80
90
100
CLASS ARRANGEMENT SIMULATION MON WED
8AM
DESIGN & THEORY ROOM -16-
11AM
2PM
REAL WORLD ROOM -16-
86
5PM
CLASSIC ROOM -32-
CLASS ARRANGEMENT SIMULATION MON WED
8AM
11AM
2PM
5PM
DESIGN & THEORY ROOM -16-
REAL WORLD ROOM -16-
CLASSIC ROOM -32-
DMGT 702 -16-
DMGT 720 -16-
BUSI X -32-
87
CLASS ARRANGEMENT SIMULATION MON WED
8AM
11AM
2PM
5PM
DESIGN & THEORY ROOM -16-
REAL WORLD ROOM -16-
CLASSIC ROOM -32-
DMGT 706 -16-
DMGT 747 -16-
BDAL X -32-
88
CLASS ARRANGEMENT SIMULATION MON WED
8AM
11AM
2PM
5PM
DESIGN & THEORY ROOM -16-
REAL WORLD ROOM -16-
CLASSIC ROOM -32-
DMGT 704 -16-
DMGT 750 -16-
BUSI X -32-
89
CLASS ARRANGEMENT SIMULATION MON WED
8AM
11AM
2PM
5PM
DESIGN & THEORY ROOM -16-
REAL WORLD ROOM -16-
CLASSIC ROOM -32-
DMGT 711 -16-
DMGT X -16-
BUSI X -32-
90
CLASS ARRANGEMENT SIMULATION TUES THURS
8AM
DESIGN & THEORY ROOM -16-
11AM
2PM
REAL WORLD ROOM -16-
91
5PM
CLASSIC ROOM -32-
CLASS ARRANGEMENT SIMULATION TUES THURS
8AM
DESIGN & THEORY ROOM -16DMGT 740 -16-
11AM
2PM
REAL WORLD ROOM -16DMGT 748.1 -8-
DMGT 748.2 -8-
92
5PM
CLASSIC ROOM -32-
DMGT 502 -16-
DMGT 503 -16-
CLASS ARRANGEMENT SIMULATION TUES THURS
8AM
DESIGN & THEORY ROOM -16DMGT 704 -16-
11AM
2PM
REAL WORLD ROOM -16DMGT 757 -8-
DMGT X -8-
93
5PM
CLASSIC ROOM -32-
BDAL X.1 -16-
BDAL X.2 -16-
CLASS ARRANGEMENT SIMULATION TUES THURS
8AM
DESIGN & THEORY ROOM -16DMGT 711 -16-
11AM
2PM
REAL WORLD ROOM -16DMGT 790 -8-
DMGT X -8-
94
5PM
CLASSIC ROOM -32-
DMGT 501 -16-
BDAL X -16-
CLASS ARRANGEMENT SIMULATION TUES THURS
8AM
DESIGN & THEORY ROOM -16DMGT 732 -16-
11AM
2PM
REAL WORLD ROOM -16DMGT X -8-
DMGT X -8-
95
5PM
CLASSIC ROOM -32-
DMGT 783 -16-
BUSI X -16-
CLASS ARRANGEMENT SIMULATION FRI SAT SUN
Morning
DESIGN & THEORY ROOM -16-
Evening 1
REAL WORLD ROOM -16-
96
Evening 2
CLASSIC ROOM -32-
CLASS ARRANGEMENT SIMULATION FRI SAT SUN
Morning
DESIGN & THEORY ROOM -16-
Evening 1
Evening 2
REAL WORLD ROOM -16-
CLASSIC ROOM -32-
GROUP 1 -4-
GROUP 2 -4-
GROUP 1 -4-
GROUP 2 -4-
GROUP 1 -4-
GROUP 2 -4-
GROUP 3 -4-
GROUP 4 -4-
GROUP 3 -4-
GROUP 4 -4-
GROUP 3 -4-
GROUP 4 -4-
GROUP 5 -4-
GROUP 6 -4-
GROUP 7 -4-
GROUP 8 -4-
97
CLASS ARRANGEMENT SIMULATION FRI SAT SUN
Morning
Evening 1
DESIGN & THEORY ROOM -16-
REAL WORLD ROOM -16-
GROUP 1 -8-
GROUP 1 -8-
GROUP 2 -4-
GROUP 3 -4-
GROUP 2 -4-
GROUP 3 -498
Evening 2
CLASSIC ROOM -32-
GROUP 3 -4-
GROUP 1 -8-
GROUP 2 -8-
GROUP 4 -4-
GROUP 5 -4-
GROUP 6 -4-
CLASS ARRANGEMENT SIMULATION FRI SAT SUN
Morning
DESIGN & THEORY ROOM -16GROUP 1 -8-
GROUP 2 -8-
Evening 1
REAL WORLD ROOM -16GROUP 1 -8-
GROUP 2 -8-
99
Evening 2
CLASSIC ROOM -32-
GROUP 1 -8-
GROUP 2 -8-
GROUP 3 -8-
GROUP 4 -8-
PERSONAS PERSONAS
Prof. Peter
Chelsea
Jose Miguel
Age: 54 Occupation: DMGT Professor + Consultant Schedule: 8:00 am - 1:30pm / night owl Status: Married, long distance Mental State: chill, pleasant Hobbies: read, car shows and podcasts Attributes: family centered, Industrial Design background, Industry expert, semi-organized. Location: Downtown Savannah in a carriage house. Commute Time: 12 min Hometown: Out of state
Age: 25 Occupation: DMGT Student + Grad. Mentor Schedule: 2 classes Status: single Mental State: ambitious, energetic, work hard - play hard. Hobbies: homework, music, podcasts, eating out with friends, TV. Attributes: school as priority, financially conscious, no time! Location: Midtown Savannah Commute Time: 10 min Transportation Method: car Hometown: Texas
Age: 27 Occupation: DMGT Int. Student + Freelance Schedule: 3 classes Status: long distance relationship Mental State: hard worker and big dreams. Hobbies: workout, music, foodie, photography. Attributes: social, financially conscious and entrepreneurial. Location: Near Forsyth Park Commute Time: 15-20 min Transportation Method: bike and bus Hometown: Colombia
100
Prof. Peter
EMOTION Layer
NEW SPACE BLUEPRINT
7:55AM
Actions
arrives
KITCHEN
TEAM BUILDING ROOM
9:15AM
Group
break breakfast
KITCHEN
TEAM BUILDING ROOM
GROUP ROOM
goes home CAR
1AM
goes home LATE NIGHT BUS
arrives
bathroom break
11:45AM QUIET WORK SPACE
3:15PM
11:45AM QUIET WORK SPACE
3:15PM
101
bathroom break
bathroom break
Office hours
FACULTY ROOM GAME + MESSY + GROUP ROOM GAME+ MESSY+ GROUP ROOM
10AM
meeting
CONFER. ROOM (R)10PM
10AM
goes for social gathering
works at home
(R)10PM
10AM QUIET WORK SPACE
goes for social gathering
Saturday
AFTERNOON
AFTERNOON
EVENING
MORNING
AFTERNOON
MORNING
EVENING
Dinner Break
SAT
Friday
HOME
HOME
1AM
3:15PM
HOME or KITCHEN
break breakfast
GROUP ROOM
5PM
2PM CLASS
BEFORE
EVENING
Dinner Break
AFTERNOON
Lunch Break
11AM Group
FACULTY ROOM
1:45PM
Order food
arrives
9:15AM
FACULTY ROOM
FRI
DMGT 706
6PM
goes home
THUR
Tuesdays | Thursday
Byte Cafe or Carnival
7:45AM
bathroom break
Office hours
Byte Cafe or Carnival
arrives
9:15AM
HOME or KITCHEN
7:30AM
Actions
Jose M.
WED
DMGT 704
Actions
Chelsea
TUE
Mondays - Wednesdays
Byte Cafe or Carnival
Prof. Peter
MON
Gulfstream
Byte Cafe or Carnival
DAYS of the week
8AM CLASS
TIME of the day
BEFORE
SUN
Students
Sunday
3PM
thesis
Go home to their families (OUT OF TOWN)
CONFER. ROOM 2PM
10AM
mentor
meeting
GROUP ROOM
GROUP ROOM
5PM
11AM TEAM+ GAME ROOM
goes home
12AM
2PM
7PM
goes for social gathering
meeting
goes home
12AM
2PM
7PM
goes for social gathering
GROUP ROOM
meeting
PRINT ROOM
goes home
Prof. Peter
EMOTION Layer
Students Gulfstream
7:55AM
Actions
arrives
KITCHEN
TEAM BUILDING ROOM
9:15AM
Group
break breakfast
KITCHEN
TEAM BUILDING ROOM
GROUP ROOM
goes home CAR
1AM
goes home LATE NIGHT BUS
arrives
bathroom break
11:45AM QUIET WORK SPACE
3:15PM
11:45AM QUIET WORK SPACE
3:15PM
102
bathroom break
bathroom break
Office hours
FACULTY ROOM GAME + MESSY + GROUP ROOM GAME+ MESSY+ GROUP ROOM
10AM
meeting
CONFER. ROOM (R)10PM
10AM
goes for social gathering
works at home
(R)10PM
10AM QUIET WORK SPACE
goes for social gathering
Saturday
AFTERNOON
AFTERNOON
EVENING
MORNING
AFTERNOON
MORNING
EVENING
Dinner Break
SAT
Friday
HOME
HOME
1AM
3:15PM
HOME or KITCHEN
break breakfast
GROUP ROOM
5PM
2PM CLASS
BEFORE
EVENING
Dinner Break
AFTERNOON
Lunch Break
11AM Group
FACULTY ROOM
1:45PM
Order food
arrives
9:15AM
FACULTY ROOM
FRI
DMGT 706
6PM
goes home
THUR
Tuesdays | Thursday
Byte Cafe or Carnival
7:45AM
bathroom break
Office hours
Byte Cafe or Carnival
arrives
9:15AM
HOME or KITCHEN
7:30AM
Actions
Jose M.
WED
DMGT 704
Actions
Chelsea
TUE
Mondays - Wednesdays
Byte Cafe or Carnival
Prof. Peter
MON
Byte Cafe or Carnival
DAYS of the week
8AM CLASS
TIME of the day
BEFORE
SUN
Sunday
3PM
thesis
Go home to their families (OUT OF TOWN)
CONFER. ROOM 2PM
10AM
mentor
meeting
GROUP ROOM
GROUP ROOM
5PM
11AM TEAM+ GAME ROOM
goes home
12AM
2PM
7PM
goes for social gathering
meeting
goes home
12AM
2PM
7PM
goes for social gathering
GROUP ROOM
meeting
PRINT ROOM
goes home
FINAL CONCEPT
103
SITE VISIT As part of the project, the group was given an existing building to imagine repurposing for the Design Management program. A former lumber factory, it is located next to Montgomery Hall which already has extended parking access as well as several food and beverage outlets. The group did a site visit to measure the space in order to create a 3D model on which the new proposed space would be proposed.
104
SITE SIMULATION
105
106
107
108
109
SCAD FACILITIES PLAN
110
SITE PLAN
111
CONCEPT ELEVATION
112
CONCEPT AXONOMETRIC
113
FIRST LEVEL FLOOR PLAN
114
FIRST LEVEL FLOOR PLAN
115
MAKER SPACE RENDER 116
FIRST LEVEL FLOOR PLAN
117
KITCHEN RENDER 118
FIRST LEVEL FLOOR PLAN
119
THEATRE RENDER 120
121
SECOND LEVEL FLOOR PLAN
122
SECOND LEVEL FLOOR PLAN
123
QUIET SPACE RENDER 124
SECOND LEVEL FLOOR PLAN
125
HYBRID CLASSROOM RENDER 126
BUDGET
127
In tandem with the final concept development, one team concentrated on an initial budget analysis. We knew that SCAD usually spent about $200 per square foot to renovate existing structures and convert them into university classrooms and other facilities. Based on the site visit, we estimated that we would need to use two of the four bays of the former lumber factory to be dedicated to the Design Management program. We would build a second floor in each, meaning there would be a final estimated floor space of 18,240 sq. ft., which would be an estimated $3,648,000, in construction costs. The SCAD Design Group bases their furniture budgets on 10% of the total construction costs, which would allow for $364,800. We plugged in the solutions proposed by Steelcase then edited some of the nonessential offer to get a budget per room and space type. The final figure came to $893,240.79 for furniture as we adopted Steelcase solutions for each space.
128
FACULTY OFFICES
129
CONFERENCE ROOMS
130
KITCHENETTE (FACULTY ONLY)
131
MFA/MA INDIVIDUAL STUDY SPACE
132
QUIET PUBLIC SPACE
133
SMALL LIBRARY SPACE
134
CALL/INTERVIEW CUBICLE ROOMS
135
HYBRID CLASSROOMS (ELEARNING+ONGROUND)
136
SHOOTING/FILMING ROOM
137
INDIVIDUAL STUDY SPOTS
138
GROUP STUDY ROOMS
139
PRINT ROOM
140
KITCHEN+DINGING ROOM
141
GAME ROOM
142
CLASSIC 1.0 CLASSROOM
143
CLASSIC 2.0 CLASSROOM
144
OUTDOOR SPACE
145
COMPUTER ROWS
146
MAKER SPACE
147
MESS ROOM
148
TEAM BUILDING ROOM
149
TOTAL BUDGET
150
CONCLUSION
151
Collaborative Culture in Design Organizations was the name of the class we took this quarter. The group project we were assigned offered us a unique chance to team up with industry leaders in design furniture solutions Steelcase as well as collaborative design and education at IBM. By researching and conducting in-depth interviews with SCAD faculty and students, we were also exposed to the pains and gains of real-time collaboration right around us: the importance of environment and technology but also the role and impact of culture and personal relationships in the process of collaboration. The project offered our group the opportunity to hone our Design Management skill sets and to draw upon other collective experiences and education—from architecture and accounting to statistics and service design—to enhance the research process and polish the final deliverables. It is our sincere wish that the concepts we proposed here might be the building blocks for a future SCAD Design Management space that has its users, the faculty and students, at is very core.
152
REFERENCES
153
Art Practices. Parsons Journal for Information Mapping. New York
Amador, C. (April 2016) Trend Alert: Workspace Design Trends Report. Guatemala. Retrieved April 06, 2016, from https://www.officingtoday.com/2016/04/trend-alert-workspace-designtrends-report/
Knoll, Inc. (2013) Creating Collaborative Spaces that Work: A Performance-based Approach to Successful Planning. Retrieved April 06, 2016, from https://www.knoll.com/media/315/283/CollaborativeWorkplace_wp.pdf
Design Management. (n.d.). Retrieved April 9, 2016, from https://www.scad.edu/academics/ programs/design-management
Korn, M. and Silverman, R. (June 2012) Forget B-School, D-School Is Hot. ‘Design Thinking’ Concept Gains Traction as More Programs Offer the Problem-Solving Courses. Retrieved April 06, 2016, from http://www.wsj.com/articles/SB10001424052702303506404577446832178537716
Design Management Careers. (n.d.). Retrieved April 7, 2016, from https://www.scad.edu/ academics/programs/design-management/careers Design Management Faculty. (n.d.). Retrieved April 9, 2016, from https://www.scad.edu/ academics/programs/design-management/faculty
M.A. in Design Management. (n.d.). Retrieved April 9, 2016, from https://www.scad.edu/ academics/programs/design-management/degrees/ma
Design Management Student Experience. (n.d.). Retrieved April 7, 2016, from https://www. scad.edu/academics/programs/design-management/student-experience
M.F.A. in Design Management. (n.d.). Retrieved April 9, 2016, from https://www.scad.edu/ academics/programs/design-management/degrees/mfa
Design Management Student Work. (n.d.). Retrieved April 7, 2016, from https://www.scad.edu/ academics/programs/design-management/student-work
Moore, H. (2014). How Classroom Design Can Engage Learners-a Lesson from Finland. Retrieved April 06, 2016, from http://remakelearning.org/blog/2014/09/29/how-classroom-designcan-engage-learners-a-lesson-from-finland/
Disney, J. (March 2015) Why Workspace Design is Going Back to School: Part One. United Kingdom. Retrieved April 06, 2016, from https://www.officingtoday.com/2015/03/whyworkspace-design-is-going-back-to-school-part-one/
Nieminen, R. (November 2012) Collaborative Environments: the Design Process Retrieved April 06, 2016, from http://www.interiorsandsources.com/article-details/articleid/19550/title/collaborativeenvironments-the-design-process/viewall/true.aspx
Disney, J. (March 2015) Why Workspace Design is Going Back to School: Part Two. United Kingdom. Retrieved April 06, 2016, from https://www.officingtoday.com/2015/04/whyworkspace-design-is-going-back-to-school-part-two/
SCAD Course Descriptions. (n.d.). SCAD. Retrieved from https://www.scad.edu/sites/default/ files/PDF/SCAD-Course-Descriptions-info.pdf
Flexible Classrooms: Providing the Learning Environment That Kids Need Retrieved April 06, 2016, from http://www.edutopia.org/practice/flexible-classrooms-providing-learningenvironment-kids-need
SCAD Faculty Directory. (n.d.). Retrieved April 9, 2016, from https://www.scad.edu/academics/ faculty/directory
Kennedy, C. (2010) Groups and Spaces: Mapping Collaborative Cultural Production and Social
154
THANK YOU!
155