Service Design Taxonomy by isabellapsg

SERVICE DESIGN TAXONOMY

Introduction

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An extremely widely used tool used by Service Designers and others in the service sector, the service blueprint has established itself for many years, since its initial conception by Lynn Shostack in the 80s, as the primary tool for mapping the processes that occur when carrying out a service. The tool allows for an overall view of the linear process, as well as enough flexibility to zoom in to details and smaller parts that compose the service as a whole. It is this malleability and ease of use that has made this tool so widely spread and employed. But it is its linearity and distinction between the two sides of a service (providing and receiving) that have made its resemblance of the “real world” somewhat questionable. Delving into these matters, the students from IACT370 and SERV310 began considering alternatives and variations to this long established model. Basing their understanding among other foundational literature on Service Dominant Logic by Vargo and Lusch, they began questioning several factors about the traditional blueprint that they found contradictory. The first thing they analyzed was the consideration of a service as a single process with a start, an end and a linear trajectory which posed a clear dissimilarity with the proposed Service Dominant Logic concept. Another point they took into consideration was the clearly set “line of visibility”, which presented, in turn, the concepts of Frontstage and Backstage. Finally there was the idea of the distinction between the actors of a service being either the providers or the consumers. If, in fact, a service is the co-creation of value, this distinction should be inexistent and both parties should be considered as one, creating value together and for each other. Taking into account these shortcomings, and aiming to create an alternative to the current model, the students took on the challenge of compiling a relevant service taxonomy and proposing an alternate way of developing a blueprint.

Our goal

Professor Mauricio Manhaes

The goal of this project was to faithfully represent the nature of services. A service understood as an ongoing process, which happens organically and through usually interchangeable phases, depending on individuals, their own perceptions and the context in which they are situated. A service understood as co-created value, exchanged between all actors that participate in it, actors who work together and on the same level, in order to achieve a final goal. A service understood as a complex system, made of multiple interconnected elements, that depend on and affect each other; a symbiotic ecosystem. This project was an attempt at creating a new service taxonomy that would successfully encompass all necessary elements to understand and study a service offering. In addition, based on this structure, provide a faithful visual representation that would enable its use as a tool for the application to varying contexts, situations and individuals. The development of the taxonomy was led by Jonatas Maia, Ana Carolina Faria, Isabella Pineda, Manuella Schorchit and Andra Wibisono.

Andra Wibisono

Ana C. Salomao

Isabella Pineda

Jonatas Maia

Manuella Schorchit

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Table of contents Reception of vocabulary

Taxonomy

Defining and internalizing

Category: Context

Category identification

Category: Perception

The beginning of convergence

Category: Relationship

The final 5

Category: Resource

Preparing to co-create Assembling and refining

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It all begins with context

Order and hierarchy

Visualizing

Sequence

Category: Process Glossary

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RECEPTION OF VOCABULARY The starting point for this taxonomy was defined by four sets of words related to service and service design created freely by students of SERV310. From these vastly different sets of words, students from IACT370 created a unifying list, removing repeated words and consolidating synonyms. From that unifying list, the four groups from SERV310 created different affinitizing solutions that were captured into 4 different boards. Therefore, these boards were developed by the class SERV310, as part of their process of redesigning the service blueprint. The boards consisted of several dozens of post-it notes with all terms they considered pertinent to Service Design and the mapping of service, based (among other foundational literature) on the text Service Dominant Logic by Vargo and Lusch These terms were affinitized by the four groups, each in its own independent manner. The students from IACT370 then proceeded to recognize patterns in the seemingly disparate solutions all the groups had provided.

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DEFINING AND INTERNALIZING To perform the task of assigning the correct taxonomy to categories, the students from IACT370 developed a glossary of words that encompassed all of the terms used by the students from SERV310, based on definitions provided by the Oxford English Dictionary1. The comprehension of these terms was crucial to the correct unfolding of this taxonomy, which explains the importance and crucial role of this step to the process. This glossary allowed them to properly understand the words given to them and consequently assign terms that were pertinent and appropriate. The adequate comprehension of all terms allowed for various insights and correct assumptions by the students, leading them to notice patterns and connection otherwise unnoticed.

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Lusch, R. F., & Vargo, S. L. (2014). Service-Dominant Logic. Premises, Perspectives, Possibilities. Cambridge University Press.

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CATEGORY IDENTIFICATION The students then proceeded to assign names to the grouped words that properly encompassed all the present elements. They aimed to preserve the original set of words, instead finding connections between them that could justify a common given name. This decision stemmed from the desire to understand the decisions made by the students from SERV310, challenge assumptions and broaden the way of understanding service. The categories from the four SERV310 groups varied in size, number and elements greatly. But, as the group advanced their work, they discovered that most of the groups shared all the same words, with very few exceptions and variations. This allowed, further down the process, to streamline decision making, by clinging to identified and established patterns of grouping behaviors.

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THE BEGINNING OF CONVERGENCE

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After all the categories were properly named, the IACT 370 students moved forward to identifying commonalities present between the groups, and making small changes that would accommodate to a convergence and assimilation of all groups into one, which was the established final goal. These decisions included finding common names for categories which were very similar between groups, as well as the somewhat standardization of names according to a number of common elements within the groups. For example, if a group of terms had space, area, environment and location, it was considered to be correctly named with the term context.

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THE FINAL 5

As the categorization process came to a conclusion, the students from IACT370 established five categories that were shared by all the groups. The taxonomy given to them was as follows: Context, Process, Relationship, Perception and Resources. Since a guiding principle throughout the whole process was to not intervene or invasively modify the decisions made by the groups, four other categories arose, which were not shared by all groups. These categories were given the following taxonomy: Ethics, Entities, Information, and Knowledge. These categories represented realistically the patterns the students had uncovered while analyzing the work done by the groups, and allowed for a more holistic comprehension of their understanding.

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PREPARING TO CO-CREATE Recognizing the importance of socialization and the acquisition of divergent perspectives outside the class, the students prepared a cocreation session with the SERV310 students. This session aimed to communicate the process of the IACT370 students, as well as help the groups understand and internalize the terms, their meanings and their respective categories. The different sections of the co-creation session are explained in depth below, their planning as well as their execution.

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PREPARING TO CO-CREATE

The students of IACT370 had a key goal that had to be achieved through cocreating with SERV310 students: reach a singular consensus; a final, united set of words. In order to achieve this, they knew the students had to fully grasp the process they had gone through, and be able to appropriate the new structure. This is why they decided the session had to incorporate two main components: a divergent process and a convergent process. The divergent process would begin the session, when the students would break up into the original four groups and discuss the organization of their own board. Following this would be a reflection period, where the groups would present their insights on the previous process. The convergence process would compose the last section of the session, where all students would come together and perform a card-sorting activity with all remaining terms, finally reaching a final consensus on the general structure. The planned co-creation session was carried out as follows: The first section of the co-creation consisted in breaking up into the original four groups who developed the boards, and with a representative of IACT370, the group went through the changes and allocated what they named “unique words”. Unique words were labeled as all words that pertained to only one of the groups, but that were not shared with all other groups. As individual groups and with the aid of the glossary they allocated these words by observing similarities with other groups and understanding the meaning of the terms. At the end of this initial session all groups had allocated their “unique words” and had acquired the understanding and meaning of the different placement, the defined categories and the terms placed under these. During the “reflection period” each one of the groups socialized their main insights uncovered by the activity. The groups explained why they had made certain decisions and overall thoughts on categories and term placement. Groups discussed and contested the relevancy of terms, their elimination and reallocation. This socialization allowed for a transition into the convergence process.

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PREPARING TO CO-CREATE

As stated before, the activity planned for this section was a “card-sorting exercise” each member of the class received seven cards with different terms, their job was to place them on the boards labeled as the different categories. These cards contained all “orphan words”. Orphan words were terms that did not belong to any given category after denomination was done by the students. Following this designation process, the class began a discussion about the general placement of the terms, and wherever a single term was spread out into more than one category, a discussion was open to decide through consensus where the term correctly belonged. In this manner, all “orphan words” were correctly and unanimously placed into categories. By the end of the co-creation session the established goal was achieved, students from IACT370 left with a single structure reached through consensus, ready for further refinement.

Process

Relationship

Perception

Resource

Action Augment Co-creation Delivery Exchange Facilitating Interaction Phase Research Rhythm Services Stage Sub-service Supporting Transport

Connection Iteration ownership Socialize Symbiotic System Trust

Attitude Emotions Fallibility Five senses Internalize Motivators Thoughts Truth

Artifacts Capabilities Goods Input Money Objects Operand Physical Possession Product

Ethic Adaptability Responsibility Sustainability Transparency Visibility Entity Agents Customer Employee Organizations Participant Stakeholders User

Information Embedded value Evidence Explicit Feedback Implicit Quotes Signals

Knowledge Information Operant Research Tacit Value

* Initial draft

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ASSEMBLING AND REFINING

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Following the co-creation session, the students from IACT370 had to undergo the task of bringing together all that had been discussed as well as refining and producing the final version of the structure. Each board which was co-created with the individual groups was analyzed, and the changes they made were carried on to the structure. This process was also carried out with the card-sorting boards. After these changes were integrated, the group assembled to thoroughly analyze and make further changes. The result was a final structure, consisting of the five final main categories of Process, Perception, Relationship, Resource and Context; as well as four sub-categories Entity, Ethic, Knowledge and Information.

IT ALL BEGINS WITH CONTEXT

The structure in itself meant very little without a clear hierarchy and evident connection between the terms and categories. With the intention of moving away from the timeline, the students tried to devise an alternate manner of organizing that was coherent to mapping service. This order would give meaning to the structure, and shed light on how to properly use it to analyze a service. The realization was that there was a sequence to the blueprint, but not in regards to actions, but rather a sequence necessary to fully understand a service with all of its components. It all began with Context, which set the stage for the service, where the actors would construct Perceptions, and engage in Relationships with other actors or different Resources, necessary to carry out the Processes that composed the service as a whole. (Further on you will find a more comprehensive explanation of this logic.)

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ORDER AND HIERARCHY

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The flow discussed before established the relationship between the taxonomy categories, but not between the individual elements within the categories. This is why a hierarchy was deemed necessary. All terms were studied and understood, with the assistance of the glossary, to establish the relationship between them and their proper affinitizing. The terms were first grouped together, and as the connections were discovered, different levels were established. In the end, five levels were defined, which varied between the categories. This hierarchical organization allowed to explicitly communicate the terms that belonged together and those which composed a larger encompassing term.

VISUALIZING A tool should be easily understood and used by anyone who wishes to do it, which is why a clear visualization of a concept is always necessary to clearly communicate a complex idea. As the last step of this process, the students from IACT370 devised a visual tool that clearly communicated the new proposed service design taxonomy. Circular in form, it made emphasis on the fact of a sequence, but not necessarily a linear one. The graphic allowed for the understanding of the taxonomy through layers of information, peeling from the highest level of hierarchy to the smallest. As well as a progressive analysis beginning with Context and ending in Process. The visual represented all values the students aimed to achieve and had present all through out the process. A concept that proposed a new way of regarding service that proved to be simple, interconnected and allencompassing.

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SEQUENCE The graphic represents the proposed sequence for the five main categories of the taxonomy. The students were deeply aware that in regular biological taxonomy all items in the same level posses equal hierarchical status, and no element should precede another. However, this approach proved conflictive when applied to this particular case of socio-technical taxonomy. Therefore, it seemed to make sense for the students to attempt a proposed sequence. Thus, the students concurred that the primary element to consider when developing or analyzing a service is the context in which it takes place. Context defines how all other elements are going to develop, it is the basis of the stage where the service will take place. After defining the Context, the next element taken into consideration is Perceptions. This is the manner in which participants of the service internalize said context, and how they perceive it. Perception is the basis for the Relationships that will happen and be established throughout the service. Relationship encompasses all the interactions between the actors, elements and systems of a service and what makes it an ever-evolving, changing dynamic. Resources are those elements which allow the service to be made possible, the things that are exchanged, shared, and used to create value. Only after establishing the Context, Perceptions, Relationships and Resources of a service, can a Process be constructed. A Process which will be inherently unique to a particular service because it has taken into account all elements that directly affect its development.

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CONTEXT

PERCEPTION

RELATIONSHIP

RESOURCE

PROCESS

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This is the visualization of a new proposed Service Design taxonomy developed by the students from IACT370. It is an exploration towards an alternative way of viewing and mapping services, a variation of the traditional blueprint. It encompasses all terms relevant to Service Design and organizes them hierarchically under five main categories.

SERVICE DESIGN TAXONOMY

Service Design

CATEGORY CONTEXT As a first step, the development of a new service would start by designing the context into which the service will unfold, through elements as Catalyst (which has as its sub-elements: Moment and Trigger), Variation, Space (which has as its sub-elements: Area and Location), Need and Offer.

Service Design

CATEGORY PERCEPTION After designing the Context, the next step would be to design the elements related to Perception, which were defined as: Fallibility, Thought (which has as its subelements: Emotion, Internalization, Attitude and Truth), Senses (which has as its sub-elements: Hearing, Sight, Smell, Taste and Touch) and Motivation.

Service Design

CATEGORY RELATIONSHIP

Having designed, or at least wickedly defined, Context and Perceptions, the following endeavor would be to design Relationship related elements as System (which has as its sub-elements: Connection and Symbiosis), Socialization (which has as its sub-elements: Iteration and Trust), Entity (which has as its sub-elements: Participant, Agent, Stakeholder, Organization and User), Ethics (which has as its sub-elements: Sustainability, Adaptability, Responsibility, Transparency and Visibility). The Relationship connects Context and Perception to Resource and Process.

Service Design

CATEGORY RESOURCE

Now it would be necessary to consider the Resource(s) necessary to support or enact the Context, Perception and Relationship architecture designed so far. The elements of Resource are: Artifact (which has as its sub-elements: Money, Goods and Operand), Knowledge (which has as its sub-elements: Value, Operant (which has as its sub-elements: Capability and Skill), Tacitness, Information (which has as its sub-elements: Implicit [Signal], Explicit [Evidence and Feedback]).

Service Design

CATEGORY PROCESS

Finally, after designing from Context to Resource, systematically scanning from a design to a management realm, it is time to design the processes that will actually deploy the service. The Process category is composed by Augmentation (which has as its sub-elements: Research, Interaction [Facilitating, Supporting, Co-creation and Exchange]), Chunk and Rhythm (which has as its sub-elements: Phase and Stage).

Service Design

GLOSSARY Disclaimer: In case of any discrepancies or inconsistencies, please refer to the Oxford English Dictionary. http://www.oed.com/ - All definitions presented here were taken from the Oxford English Dictionary.

GLOSSARY TAXONOMY

A Adaptable adj. 1 able to adjust to new conditions. 2 able to be modified for a new use or purpose -DERIVATIVES: adaptability n. adaptably adv. Agent n. 1 a person that provides a particular service, typically one organizing transaction between two other parties. > a person who manages financial or contractual matters for a performer, writer, or sportsperson. 2 a person who works in secret to obtain information for a government. 3 a person or thing that takes an active role or produces a specified effect. > grammar the doer of an action. 4 computing an independently operating Internet program, typically one that performs background tasks such as information retrieval or processing on behalf of a user or other program. Area n. 1 a region or part of a town, country, etc. > a space allocated for a specific use: the dining area. > a part of an object or surface. 2 a subject or range of activity. 3 the extent or measurement of a surface. 4 a sunken enclosure giving access to a basement.

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GLOSSARY TAXONOMY

A Artifact n. US spelling of artefact 1 an object made by a human being. 2 something observed in a scientific investigation that is not naturally present but occurs as a result of the investigative procedure. Attitude n. 1 a settled way of thinking or feeling. > a position of the body indicating a particular mental state. 2 informal truculent behaviour. > self-confident behaviour: she snapped her fingers with attitude. 3 the orientation of an aircraft or spacecraft. Augmentation n. 1 the action or process of augmenting. > music the lengthening of the time values of notes in a melodic part.

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GLOSSARY TAXONOMY

C Capability n. 1 power or ability to do something. > an undeveloped or unused faculty. Catalyst n. 1 a substance that increases the rate of a chemical reaction without itself undergoing any permanent chemical change. > a person or thing that precipitates an event. Chunk n. 1 a thick, solid piece. > a large amount.> v. N Amer, divide into chunks. Co-creation Co- prefix 1 (forming nouns) joint; mutual; common: co-author. 2 (forming adjectives) jointly; mutually: coequal 3 (forming verbs) together with another or others: co-produce. 4 mathematics of the complement of an angle: cosine. > the complement of co-latitude. Creation n. 1 the action or process of creating. > a thing which has been made or invented, especially something showing artistic talent. 2 (the Creation) the creation of the universe, especially when regarded as an act of God. > the universe.

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GLOSSARY TAXONOMY

C Connection n. 1 a link or relationship between people or things. 2 an opportunity for catching a connecting train, bus, etc. 3 (connections) people with whom one has contact. 4 informal, chiefly N. Amer. a supplier of narcotics. 5 chiefly historical an association of Methodist churches. Context n. 1 the circumstances that form the setting of an event, statement, or idea. > the parts that immediately precede and follow a word or passage and clarify its meaning.

E Emotion n. 1 a strong feeling, such as joy, anger, or sadness. > instinctive or intuitive feeling as distinguished from reasoning or knowledge. Entity n. 1 a thing with distinct and independent existence

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GLOSSARY TAXONOMY

E Environment n. 1 the surrounding or conditions in which a person, animal, or plant lives or operates. > computing the overall structure within which a user, computer, or program operates. 2 (the environment) the natural world, especially as affected by human activity. Ethics n. 1 the moral principles governing or influencing conduct. 2 the branch of knowledge concerned with moral principles. Evidence n. 1 information indicating whether a belief or proposition is true or valid. > law information drawn from personal testimony, a document, or a material object, used to establish facts in a legal investigation or admissible as testimony in a law court. > signs; indications. Exchange n. 1 an act or the action of exchanging. 2 a short conversation or argument. 3 the changing of money to its equivalent in another currency. > a system or market in which commercial transactions involving currency, shares, etc. can be carried out within or between countries. > a building or institution used for the trading of commodities. 4 a telephone exchange. 5 chess a move or sequence of moves in which both players capture material of comparable value.

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GLOSSARY TAXONOMY

E Explicit adj. 1 stated clearly and precisely. 2 describing or representing sexual activity in a direct and detailed way. -DERIVATIVES: explicitly adv. explicitness n.

F Facilitate v. 1 make easy or easier. -DERIVATIVES: facilitation n. facilitative adj. facilitator n. facilitatory adj. Fallible adj. 1 Capable of making mistakes or being wrong -DERIVATIVES: fallibility n. fallibly adv. Feedback n. 1 information given in response to a product, a personâ&#x20AC;&#x2122;s performance of a task, etc., used as a basis for improvement. 2 the modification or control of a process or system by its results or effects. 3 the return of a fraction of the output of an amplifier, microphone, or other device to the input, causing distortion or a whistling sound.

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GLOSSARY TAXONOMY

G Goods pl. n. 1 (goods) merchandise or possessions. > (often as modifier) brit. freight: a goods train. 2 (the goods) informal exactly what is required.

H Hearing n. 1 the faculty of perceiving sounds. > the range within which sounds may be heard; earshot. 2 an opportunity to state oneâ&#x20AC;&#x2122;s case. 3 law an act of listening to evidence, especially a trial before a judge without a jury.

I Implicit adj. 1 implied though not directly expresses. 2 (implicit in) always to be found in. 3 with no qualification or question: an implicit faith in God. 4 mathematics (of a function) not expressed directly in terms of independent variables. -DERIVATIVES: implicitly adv. implicitness n. 38 | Taxonomy for Service Design

GLOSSARY TAXONOMY

I Information n. 1 facts or knowledge provided or learned. 2 what is conveyed or represented by a particular sequence of symbols, impulses, etc.: genetically transmitted information. > data as processed, stored, or transmitted by a computer. 3 law a charge lodged with a magistrate’s’ courts. Interaction n. 1 reciprocal action or influence Internalize v. 1 psychology make (attitudes or behaviour) part of one’s nature by learning or unconscious assimilation. > acquire knowledge of (the rules of a language). 2 economics incorporate (costs) as part of a pricing structure. DERIVATIVES: internalization n. Iterate v. 1 perform or utter repeatedly. 2 make repeated use of a mathematical or computational procedure, applying it each time to the result of the previous application. -DERIVATIVES: iteration n.

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GLOSSARY TAXONOMY

K Knowledge n. 1 information and skills acquired through experience or education. > the sum of what is known. > philosophy true, justified belief, as opposed to opinion. 2 awareness or familiarity gained by experience.

L Location n. 1 a particular place or position. > the action or process of locating. 2 an actual place in which a film or broadcast is made, as distinct from a simulation in a studio. 3 s. african former term for township.

M Moment n. 1 very brief period of time. > an exact point in time. 2 formal importance; significance. 3 physics a turning effect produced by a force on an object, expresses as the product of the force and the distance from its line of action to a given point.

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GLOSSARY TAXONOMY

M Money n.

1 a medium of exchange in the form of coins and banknotes. > (moneys or monies) formal sums of money. > wealth or financial gain. > payment for work. Motivation n. 1 a reason or reasons for doing something. 2 a desire to do something, enthusiasm.

N Needful adj. 1 formal necessary; requisite. 2 dated needy. -DERIVATIVES: needfully adv. needfulness n.

O Offer v.

1 present (something) for (someone) to accept or reject. 2 express readiness to do something for or on behalf of someone. 3 provide (access or an opportunity). 4 (often offer something up) present (a prayer or sacrifice) to a deity. 5 (offer something up) position something to assess its appearance or fit. > n. 1 an expression of readiness to do or give something. 2 an amount of money that someone is willing to pay for something. 3 a specially reduced price. 4 a proposal of marriage. -DERIVATIVES: offerer n. Taxonomy for Service Design | 41

GLOSSARY TAXONOMY

O Operand n. 1 mathematics the quantity on which an operation is to be done. Operant adj. 1 involving the modification of behaviour by the reinforcing or inhibiting effect of its own consequences. > n. an item of behaviour that is not a response to a prior stimulus but something which is initially spontaneous. Organization n. 1 the action of organizing. > systematic arrangement of elements. > a systematic approach to tasks. 2 an organized group of people with a particular purpose, such as business of government department.

P Participant n. 1 a person who takes part in something

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GLOSSARY TAXONOMY

P Perception n. 1 the ability to see, hear, or become aware of something through the sense. > the state of being or process of becoming aware of something in such a way. 2 a way of regarding, understanding, or interpreting something. > intuitive understanding and insight. 3 Psychology & Zoology the neurophysiological processes, including memory, by which an organism becomes aware of and interprets external stimuli. Phase n. 1 a distinct period or stage in a process of change or development. > each of the aspects of the moon or a planet, according to the amount of its illumination. 2 zoology a generic or seasonal variety of an animalâ&#x20AC;&#x2122;s coloration. 3 chemistry a distinct and homogeneous form of matter separated by its surface from other forms. 4 physics the relationship in time between the cycles of an oscillating or repeating system and a fixed reference point or a different system. > v. 1 carry out in gradual stages. > (phase something in/out) introduce something into (or withdraw something from) use in gradual stages. 2 apply phasing to (an electronic musical instrument). 3 physics adjust the phase of (something), especially so as to synchronize it with something else. Process n. 1 a series of actions or steps towards achieving a particular end. > a natural series of changes. > a series of interdependent operations carried out by computer. 2 Law a summons to appear in court. 3 Biology & Anatomy a natural appendage or outgrowth on or in an organism. 4 [as modifier] Printing relating to or denoting printing using ink in three colours (cyan, magenta, and yellow) and black.

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GLOSSARY TAXONOMY

R Relationship n. 1 the way in which two or more people or things are connected, or the state of being connected. > the way in which two or more people or groups regard and behave towards each other. 2 an emotional and sexual association between two people. Research n. 1 the systematic investigation into and study of material and sources in order to establish facts and reach new conclusions. > v. carry out research into. > use research to discover or verify information presented in (a book, programme, etc.). Resource n. 1 a stock or supply of materials or assets. > a teaching aid. 2 a strategy adopted in adverse circumstances. > (resources) personal attributes that sustain one in adverse circumstances. Responsibility n. 1 the state or fact of being responsible. 2 the opportunity or ability to act independently and take decisions without authorization. > (often responsibilities) a thing which one is required to do as part of a job, role, or legal obligation. Rhythm n. 1 a strong, regular repeated pattern of movement or sound. > the systematic arrangement of musical sounds, according to duration and periodical stress. > a type of pattern formed by this. > a personâ&#x20AC;&#x2122;s natural feeling for musical rhythm. 2 the measured flow of words and phrases in verse or prose as determined by the length of and stress on syllables. 3 a regularly recurring sequence of events or actions: the rhythms of the tides.

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GLOSSARY TAXONOMY

S Senses n. 1 a faculty by which the body perceives an external stimulus; one of the faculties of sight, smell, hearing, taste, and touch. > (oneâ&#x20AC;&#x2122;s senses) oneâ&#x20AC;&#x2122;s sanity: she seems to have taken leave of her senses. 2 an awareness of something or feeling that something is the case. 3 a sane and realistic attitude to situations and problems. > a reasonable or comprehensible rationale. 4 a way in which an expression or situation can be interpreted; a meaning. 5 chiefly mathematics & physics the property distinguishing two opposite but otherwise identical things, e.g. motion in opposite directions. 6 [as modifier] genetics relating to or denoting a coding sequence of nucleotides, complementary to an antisense sequence. > v. 1 perceive by a sense or senses. > be vaguely or indefinably aware of. 2 (of a machine or similar device) detect. Sight n. 1 the faculty or power of seeing. 2 the action or fact of seeing someone or something. > the area or distance within which someone can see or something can be seen. 3 a thing that one sees or that can be seen. > (sights) places of interest to tourists and other visitors. 4 (a sight) informal a person or thing having a ridiculous or unattractive appearance. 5 (also sights) a device on a gun or optical instrument used for assisting in precise aim or observation. > v. 1 manage to see or briefly observe. 2 take aim by looking through the sights of a gun. 3 take a detailed visual measurement with or as with a sight. > adjust the sight of (a gun or optical instrument). Signal n. 1 a gesture, action, or sound conveying information or an instruction. 2 an indication of a state of affairs. 3 an event or statement that provides the impulse or occasion for something to happen. 4 a light or semaphore on a railway, giving indications to train drivers of whether or not to proceed. 5 Bridge a prearranged convention of bidding or play intended to convey information to oneâ&#x20AC;&#x2122;s partner. 6 an electrical impulse or radio wave transmitted or received.

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GLOSSARY TAXONOMY

S Skill n. 1 the ability to do something well; expertise or dexterity. > v. (usu. as noun skilling) train (a worker) to do a particular task. Smell n. 1 the faculty of perceiving odours by means of the organs in the nose. 2 a quality in something that is perceived by this faculty; an odour. > an unpleasant odour. 3 an act of inhaling in order to ascertain an odour. > v. (past and past part. smelt or smelled) 1 perceive or detect the odour of > sniff at (something) in order to ascertain its odour. > (smell something out) detect or discover something by the faculty of smell. > detect or suspect by means of instinct or intuition. 2 emit an odour of a specified kind. > have a strong or unpleasant odour. > be suggestive of something. Socialize v. 1 mix socially with others. 2 make (someone) behave in a way that is acceptable to society. 3 organize according to the principles of socialism. -DERIVATIVES: socialization n. socialized adj.

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GLOSSARY TAXONOMY

S Space n. 1 a continuous area or expanse which is free or unoccupied. > a gap between printed or written words or characters. > pages in a newspaper, or time between broadcast programmes, available for advertising. 2 the dimensions of height, depth, and width within which all things exist and move. > (also outer space) the physical universe beyond the earthâ&#x20AC;&#x2122;s atmosphere. > the near-vacuum extending between the planets and stars. 3 an interval of time (indicating that the time is short): both cars were stolen in the space of a few hours. 4 the freedom and scope to live and develop as one wishes. 5 mathematics a mathematical concept generally regarded as a set of points having some specified structure. 6 telecommunications one of two possible states of a signal in certain systems. The opposite of mark. > v. 1 position (items) at a distance from one another. 2 (be spaced out or chiefly N. Amer. space out) informal be or become euphoric or disoriented, especially from taking drugs. Stage n. 1 a point, period, or step in a process or development. > a section of a journey or race. 2 a raised floor or platform on which actors, entertainers, or speakers perform. > (the stage) the acting or theatrical profession. 3 a scene of action or forum of debate. 4 a floor of a building. 5 each of two or more sections of a rocket or spacecraft that are jettisoned in turn when their propellant is exhausted. 6 electronics a part of a circuit containing a single amplifying transistor or valve. 7 a raised plate on a microscope on which a slide or specimen is placed for examination. 8 geology a range of strata corresponding to an age in time, confirming a subdivision of a series. 9 historical a stagecoach. > v. 1 present a performance of (a play or other show). > organize and participate in (a public event). > cause (something dramatic or unexpected) to happen. 2 medicine assign (a disease or patient) to a stage in a process.

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S Stakeholder n. 1 an independent party with whom money or counters wagered are deposited. 2 a person with an interest or concern in something. Support v. 1 bear all or part of the weight of. 2 give assistance, encouragement, or approval to. > be actively interested in (a particular sports team). > (as adj supporting) (of an actor or a role) of secondary importance to the leading roles in a play or film. > (of a pop or rock group or performer) function as a secondary act to (another) at a concert. 3 provide with a home and the necessities of life. > be capable of sustaining. 4 corroborate. 5 endure; tolerate. > n. 1 a person or thing that supports. > the action of supporting or the state of being supported. > corroborative evidence. 2 assistance, encouragement, or approval. -DERIVATIVES: supportability n. supportable adj. Sustainable adj. 1 able to be sustained. > conserving an ecological balance by avoiding depletion of natural resources. -DERIVATIVES: sustainability n. sustainably adv. Symbiosis n. 1 biology an interaction between two different organisms living in close physical association, especially to the advantage of both.

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S System n. 1 a complex whole; a set of things working together as a mechanism or interconnecting network. > the human or animal body as a whole. 2 an organized scheme or method. > orderliness method. 3 (the system) the prevailing political or social order, especially when regarded as oppressive and intransigent. 4 geology a major range of strata corresponding to a period in time. 5 music a set of staves joined by a brace.

T Tacit adv. 1 understood or implied without being stated. -DERIVATIVES: tacitly adv. Taste n. 1 the sensation of flavour perceived in the mouth on contact with a substance. > the faculty of perceiving this. 2 a small portion of food or drink taken as a sample. 3 a brief experience of something. 4 a personâ&#x20AC;&#x2122;s liking for something. 5 the ability to discern what is of good quality or of a high aesthetic standard. > conformity to a specified degree with generally held views on what is appropriate or offensive: a joke in bad taste. > v. 1 perceive or experience the flavour of. > eat or drink a small portion of. 2 have experience of.

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T Thought (1) n. 1 an idea or opinion produced by thinking or occurring suddenly in the mind. > (one’s thoughts) one’s mind or attention. > an act of considering or remembering. 2 the action or process of thinking. > careful consideration or attention. 3 the formation of opinions, especially as a philosophy or system of ideas, or the opinions so formed. Thought (2) n. 1 past and past participle of think. Touch v. 1 come into or be in contact with. > come or bring into mutual contact. > bring one’s hand or another part of one’s body into contact with. > strike (a ball) lightly in a specified direction. 1 harm or interfere with. > [usu with neg.] consume or use (food, drink, money, etc.). 3 have an effect on. > [with neg.] have any dealings with: he took jobs that nobody else would touch. 4 produce feelings of affection, gratitude, or sympathy in. 5 informal reach (a specified level or amount). > [usu with neg.] approach in excellence. 6 (as adj touched) informal slightly mad. 7 (touch someone for) informal ask someone for (money) as a loan or gift. 8 (touch something in) chiefly art lightly mark in details with a brush or pencil. > n. 1 an act of touching. > a musician’s manner of playing keys or strings respond to being played. > a light stroke with a pen, pencil, etc. 2 the faculty of perception through physical contact, especially with the fingers. 3 a small amount. 4 a distinctive detail or feature. 5 a distinctive manner or method of dealing with something. > an ability to deal with successfully. 6 rugby & soccer the area beyond the sidelines, out of play. 7 bell-ringing a series of changes shorter than a peal. 8 archaic a test of worth.

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T Transparency n. 1 the condition of being transparent. 2 a positive transparent photograph printed on plastic or glass, and viewed using a slide projector. Trigger n. 1 a device that releases a spring or catch and so sets off a mechanism, especially in order to fire a gun. 2 an event that causes something to happen. > v. 1 cause (a device) to function. 2 (also trigger something off) cause to happen or exist. Trust n. 1 firm belief in someone or something. > acceptance of the truth of a statement without evidence or investigation. 2 the state of being responsible for someone or something: a man in a position of trust. 3 law an arrangement whereby a person (a trustee) holds property as its nominal owner for the good of one or more beneficiaries. > a body of trustees. > an organization managed by trustees. 4 chiefly N. Amer. a large company that has or attempts to gain monopolistic control of a market. 5 W. Indian or archaic commercial credit. 6 archaic a hope or expectation. > v. 1 believe in the reliability, truth, or ability of. > (trust someone with) have the confidence to allow someone to have, use, or look after. > (trust someone/thing to) commit someone or something to the safe keeping of. > (trust to) place reliance on (luck, fate, etc.). 2 hope or expect (used as a polite formula): I trust that you have enjoyed this book. 3 archaic allow credit to. Truth n. 1 the quality or state of being true. > (also the truth) that which is true as opposed to false. > a fact or belief that is accepted as true.

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U User n. 1 a person who uses or operates something. 2 a person who exploits others. 3 law the continued use or enjoyment of a right.

V Value n. 1 the regard that something is held to deserve; importance or worth. > material or monetary worth. > the worth of something compared to its price: at $12.50 the book is good value. 2 (values) principles or standards of behaviour. 3 the numerical amount denoted by an algebraic term; a magnitude, quantity, or number. 4 music the relative duration of the sound signified by a note. 5 linguistic the meaning of a word or other linguistic unit. > the sound represented by a letter or symbol. 6 the relative degree of lightness or darkness of a colour. > v. (values, valuing, valued) 1 estimate the value of. 2 consider to be important or beneficial. Variation n. 1 a change or slight difference in condition, amount, or level. > (also magnetic variation) the angular difference between true north and magnetic north at a particular place. 2 a different or distinct form or version. > music a new but still recognizable version of a theme. > ballet a solo dance as part of a performance.

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V Visibility n. 1 the state of being visible. > the distance one can see as determined by light and weather conditions.

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REFERENCES

Agrawala, M., Li, W., & Berthouzoz, F. (2011). Design principles for visual communication. Communications of the ACM, 54(4), 60. http://doi.org/10.1145/1924421.1924439 Aigner, W., Miksch, S., Müller, W., Schumann, H., & Tominski, C. (2007). Visualizing timeoriented data—A systematic view. Computers & Graphics, 31(3), 401–409. http://doi.org/10.1016/j. cag.2007.01.030 Allen, B. R., & Boynton, A. C. (1991). Information architecture: in search of efficient flexibility. MIS quarterly, 435-445 Bitner, M. J., Ostrom, A. L., & Morgan, F. N. (2008). Service blueprinting: A practical technique for service innovation. California Management Review, 50(3), 66–95. Retrieved from http://g51studio. com/parsons/ServiceBlueprinting.pdf Buckland, M. K. (1986). What Is a “Document”? Journal of the American Society for Information Science Sep, 48(9). http://doi.org/10.1002/(SICI)1097-4571(199709)48:9<804::AID-ASI5>3.0.CO;2-V Buckland, M. K., & Buckland, M. K. (1991). Information as thing. Journal of the American Society for Information Science, 42(5), 351–360. http://doi.org/10.1002/(SICI)1097-4571(199106)42:5<351::AIDASI5>3.0.CO;2-3 Buchanan, R. (2015). Worlds in the Making: Design, Management, and the Reform of Organizational Culture. She Ji: The Journal of Design, Economics, and Innovation. Friedman, A., & Smiraglia, R. P. (2013). Nodes and arcs: concept map, semiotics, and knowledge organization. Journal of Documentation, 69(1), 27–48. http://doi.org/10.1108/00220411311295315 Hegarty, M. (2011). The cognitive science of visual-spatial displays: Implications for design. Topics in Cognitive Science, 3(3), 446–474. http://doi.org/10.1111/j.1756-8765.2011.01150.x

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REFERENCES Kitchin, R., & Dodge, M. (2007). Rethinking maps. Progress in Human Geography, 31(3), 331–344. http://doi.org/10.1177/0309132507077082 Lengler, R., & Eppler, M. J. (2007). Towards a Periodic Table of Visualization Methods for Management. 2007 IASTED International Conference on Graphics and Visualization in Engineering, GVE 2007, 83–88. http://doi.org/10.1.1.95.6639 Lusch, R. F., & Vargo, S. L. (2014). Service-Dominant Logic. Premises, Perspectives, Possibilities. Cambridge University Press. Mumford, E. (2006). The story of socio-technical design: reflections on its successes, failures and potential. Information Systems Journal, 317–342. Nesbit, J. C., & Adesope, O. O. (2006). Learning With Concept and Knowledge Maps: A Meta-Analysis. Review of Educational Research, 76(3), 413–448. http://doi.org/10.3102/00346543076003413 O’Donnell, A. M., Dansereau, D. F., & Hall, R. H. (2002). Knowledge maps as scaffolds for cognitive processing. Educational Psychology Review, 14(1), 71–86. http://doi.org/10.1023/A:1013132527007 Shostack, G. (1984). Designing services that deliver. Harvard Business Review, 62(1), 133–139. http:// doi.org/10.1225/84115 Stickdorn, M. & Schneider, J., 2010. This Is Service Design Thinking, Amsterdam: BIS.

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SERVICE DESIGN TAXONOMY