A COLLECTION OF PROJECTS AND IDEAS
jordan.e.shade@gmail.com
To practice great human centered design requires great skills - to be able to facilitate and craft a moment in a conversation where fifteen simultaneous light bulbs turn on and the seeds of a new idea, discovery, or opportunity are recorded and visualized amongst the excitement. My design practice lives where my people skills meet my artistic background, when I am able to build empathy and trust, think critically, and illustrate a complex system.
design
skills
OUR TEAM LEADS CLIENTS THROUGH A CO-CREATIVE WORKSHOP, EXPLAINING VALUE OF LOW-FI PROTOTYPING
I am passionate about leading others through design activities and processes. I believe that inviting people to participate in their own design solutions empowers them to make changes in their environment and ensures buy-in and sustainable results. In this example of facilitating I explain to a group of nine participants how to create a low-fidelity prototype of ideas generated in a cocreative workshop setting. One prototype presented by a pair of participants - a kiosk - spurred on a new line of research and was then developed by my team into various stages and tested in context.
jordan.e.shade@gmail.com
CLIENTS USE CUSTOM MADE KIT OF MATERIALS TO BRING THEIR IDEAS TO LIFE
CLIENTS EXPLAIN THEIR PROTOTYPES, AND WE CAN BETTER UNDERSTAND THEIR MOTIVES AND GOALS
NEXT OUR DESIGN TEAM DOES FURTHER RESEARCH AND DEVELOPS PROTOTYPES FOR TESTING
Skill Sets: Enterprise Software Design Designing for Complex Contexts
SOME OF MY FAVORITE WORK IN RESEARCH IS CREATING PERSONAS BASED IN PSYCHOGRAPHIC DATA TO HELP MY TEAM UNDERSTAND THE UNIQUE HUMAN QUALITIES OF OUR USERS
In my work on IBM analytics products, I, along with several different teams, worked to uncovered the inner workings of the minds of our users—analysts, mechanical engineers, manufacturers, and business people—and define relevant problems that needed solving to provide these users meaningful experiences to help solve their problems. My role ran the gamut from user researcher, to ux designer, to team lead, facilitator, and even, yes, on the off case, visual designer. The most in-depth contributions I made to my team centered around my research practice: both in the advocating for design, research, and answering questions and assumptions, as well as in the creation of research plans, specific methods, personas and psycho-graphics, journey maps and insights. This work required collaboration with not only my design team, but IBM sellers, product owners, technical writers, and even engineers and architects. We were able to conduct contextual research, interviews, create our own research tools, journey maps, and design thinking activities.
jordan.e.shade@gmail.com
DESIGNING FOR THE ENTERPRISE AND BUSINESS TO BUSINESS SOFTWARE DEMANDS A HIGH AMOUNT OF LEARNING IN THE DOMAIN IN WHICH ONE DESIGNS. HERE IS AN EXAMPLE OF THAT EXPERTISE TAKING FORM IN A WIREFRAME FOR A PIECE OF COMPLEX ANALYTICS SOFTWARE.
THE COMPLEXITY OF THIS SPACE REQUIRES THINKING LIKE A SERVICE DESIGNER— CONSIDERING ALL TOUCHPOINTS OVER MULTIPLE EXPERIENCES AS SEEN IN THIS USER JOURNEY MAP.
As a designer, I work to create meaningful experiences with partners, clients and stakeholders. Through the use of custom design tools, conversations and interviews transcend speech and note taking and become visual interactions that can be later shared. Several of these tools feature the recreation of a physical space, key players, and objects in a context that I am exploring for a design project. When people use these tools we can draw connections, relationships, and begin to see patterns in the context at hand.
WE DESIGN SPECIFIC PAPER BASED OBJECTS TO THEN WORK WITH A PARTNER OR STAKEHOLDER
jordan.e.shade@gmail.com
THROUGH THE USE OF THESE TOOLS WE GAIN IMPORTANT INSIGHTS AND CREATE VISUAL ARTIFACTS
AS A PART OF MY GRADUATE THESIS I DESIGNED A ROLE PLAYING GAME TO FACILITATE DECISIONMAKING AMONGST A GROUP OF 12 TEENAGERS. I USED ROLE PLAY CARDS BECAUSE THIS IS A FAMILIAR IDEA TO THIS PARTICULAR GROUP VIA GAMES SUCH AS MAGIC
THE YOUNG ADULTS ARE ABLE TO WORK THROUGH A DIFFICULT PROCESS AND BE PRODUCTIVE BY ENACTING THE ROLES EACH IS ASSIGNED
jordan.e.shade@gmail.com
Through training on group dynamics and emotional intelligence I have strengthened my ability to manage and work in groups. I feel comfortable both leading a collaborative session, or creating tools to facilitate a collaborative process for others. In this photo a woman throws a “Devil’s Advocate Die� - a tool my design team created to manage a talkative group through a series of difficult questions. By making the questioner an inanimate object, the activity was less intimidating, and the performative nature of the die kept focus on the person rolling.
OUR DESIGN TEAM CREATES AND USE INTERVIEW TOOLS THAT WORK TO GATHER QUALITATIVE AND/OR QUANTITATIVE DATA WITH THE INTERVIEWEE
I really enjoy the process of gathering qualitative data from various stakeholders through creative means. Sharing a impactful quote in a meeting with a client organization always strikes me as the power of great design research at work. This page shows two interview tools at work and the resulting visual of the data in a raw form. Both tools were purposely designed to make their outcomes comparable across a wide sample of interviewees to then look for patterns and outliers.
jordan.e.shade@gmail.com
AFTER CREATING A MEANINGFUL INTERACTION, THE DATA FROM THE INTERVIEWS CAN BE EASILY VISUALIZED AND THEN SYNTHESIZED AS A PART OF THE DESIGN RESEARCH PROCESS.
Skill Sets: Visualizations Storytelling and Sharing My fine arts background is often a great asset when I turn pages of text-based data into a single board of graphics and information. I love the way a cleanly designed set of visual data can expose new opportunities or problem areas. In this project, I used online data from a variety of sources to build a case for a new set of bicycle infrastructure for the city of Philadelphia to help the Mayor reach a bike commuter goal of 5% by the year 2020. This panel illustrates the problem areas and issues with the current bike infrastructure that inhibit commuter ridership.
THE PHILADELPHIA
MAYOR’S OFFICE HA
THE CITYWIDE GOAL
5% BICYCLE COMMU
RATE FOR THE YEAR
While the city is ranked number one among big cities in th capita for bike commuters,1 the growth rate is dropping, an will not reach the Mayor's goal. Potential bike commuters ci
unsafe roads and the speed and volume of traffic as the top riding. Only 17% of potential and current riders feel safe o normal bike lanes or in "sharrows" – shared lanes between b
To achieve 5% bicycling commuters by 2020, the city of Phila green protected bike lanes, increasing both perceived and a
BICYCLE COMMUTER PERCENTAGE IN PHI
3.0 3.0
2.0 2.0 1.0
1.0 1990
1990
jordan.e.shade@gmail.com
1 2 3 4 5 6 7 8 9 10 11 12
2000 CURRENT
2000
US Cencus Bureau The Green Lane Project The New York Times US Cencus Bureau The Bicycle Coalition of Greater Philadelphia The Green Lane Project The Green Lane Project The New York Times The Bicycle Coalition of Greater Philadelphia LA Street Blog www.metronews.ca The Bicycle Coalition of Greater Philadelphia
© Jordan Shade 2013
2010 201 PROJECTED 2010
CURRENT PHILADELPHIA BIKE LANES
AS SET
L OF A
UTER
R 2020.
he United States per nd at the present rate ite lack of bike lanes,
three reasons for not or very safe 2 riding in bikes and cars.
adelphia should adopt actual safety of riders.
Unprotected bike lanes give no buffer between cars and bike riders. Cars often stop in these lanes to load or wait, causing the cyclist to have to maneuver into car traffic. Even the slightest swerve from a car can cause a collision. A lawsuit from severe bicycle accidents can cost the city from 2 to 9 3 million dollars in settlements.
KEY
MOVING CAR
Signs alerting drivers of the existence of bike lanes are small and not in the immediate line of sight, doing little to make drivers more aware of potential
PARKED CAR
cyclists on the road. In “sharrow” lanes the cyclist is even less protected. When sandwiched between
ILADELPHIA 4 5
BICYCLE ACCIDENTS PER YEAR IN PHILADELPHIA
BICYCLE ACCIDENTS PER YEAR IN PHILADELPHIA 1000
500
13
2013
2020
2020
1998
2000 CURRENT
2010 PROJECTED
2020
two cars the cyclist becomes nearly invisible to other surrounding drivers or people exiting their cars from adjacent parking lanes.
design
work
IBM Design Thinking University Scaling Enablement & Education How do you drive the adoption of design thinking into a 300,000+ employee organization historically run by engineers? Organizational transformation is never an easy task, full of complexity, and the messiness of human emotions, goals, rituals, trust (or lack thereof), pride…we can treat this as any design problem, and design meaningful, personal, contextual learning experiences for teams and organizations the same we would any other product or service.
A MODEL UNCOVERED BY A RESEARCH PROJECT I CONDUCTED IN 2015 TO MAP THE ADOPTION OF DESIGN THINKING IN TEAMS IN OUR ORG.
jordan.e.shade@gmail.com
Visual designs by Collin Vaughn
IBM DESIGN THINKING DIGITAL BADGES, THE JOURNEY MARKERS FOR GROWING SKILLS AND EXPERIENCES
At IBM, we began our transformation with in-person, high-touch educational experiences. Over time, we needed to scale this effort, and decentralize our enablement efforts and expertise. In addressing these new challenges, I conducted a research project to create a model for the adoption of design thinking in teams within IBM. This research informed the development of several programs and projects including focusing on facilitation as a practice to compliment design thinking, as well as IBM Design Thinking University, a multi-faceted user experience for continuing design thinking education and mastery.
A SCALABLE RESOURCE AND PHYSICAL BOOKLET I EDITED TO SHARE BEST PRACTICES OF FACILITATION AT IBM
ARTIFACTS FROM A DESIGN THINKING FACILITATION TRAINING I DESIGNED AND DELIVERED FOR OVER A YEAR
Cover design by Raquel Breternitz Major contributions by Erin Hauber
Jordan Elizabeth Shade
Testing Teen Engagement Design Education Throughand Design THIS PROJECT PIQUED MY INTEREST IN THE ROLE DESIGN MAY HAVE IN EDUCATION REFORM
Working with the Free Library of Philadelphia’s Philadelphia's Teen Programming department, my team Teen Programming Department, my team set set out to test methods and assumptions out to test methods and assumptions surrounding the issue of youth engagement. surrounding the issue of youth engagement. Through rigorous research, we developed a Through rigorous research, weinterests, developed a classroom model based on teen local youth organizations' values, and the design classroom model based on teen interests, local process in an educational setting. youth organizational values, and designbased learning. We tested this model in a workshop combining skills,incollaborative methods We tested artistic this model an after-school and design methods such as brainstorming, workshop We found that incorporating contextualsetting. interviewing and persona building. teen interests along with elements of design We found that incorporating teen interests along with elements of design increased increased engagement and an appreciation engagement and an working appreciation for a for a collaborative environment. collaborative working environment.
jshade@uarts.edu jordan.e.shade@gmail.com
Jordan Elizabeth Shade
Live Stop Impounded Car Windshield Live Stop Impounded Car Windshield Designing a Conversation Designing a Conversation
A PEDESTRIAN INTERACTS WITH OUR GENERATIVE INSTALLATION
This project artifact of of This projectused useda afamiliar familiar artifact Philadelphia's Live Stop Program a carcar Philadelphia’s Live Stop Program - tagged a tagged windshield - to invite participants to share their windshield - to invite participants to share their own experiences with this controversial program. We set up our installation the center of program. City own experiences with thisincontroversial Hall with the goal to increase awareness and My partner and I set up our installation in the public conversation through the lens of a citizen's center of City Hall with Passing the goalpedestrians to increase role in local government. wrote stories of their interaction with the Live the awareness and public conversation through Stop Program on the windshield, and read lens of a citizen’s role in local government. those Passing shared by others, creating an opportunity for pedestrians stories their meaning. interaction camaraderie, wrote discussion andof shared with the Live Stop Program on the windshield, and read those shared by others, creating an opportunity for camaraderie, discussion and shared meaning.
jshade@uarts.edu
Jordan Elizabeth Shade
The 1199c Training and Upgrade Fund Designing with With aa Non-Profit Non-Profit
CLIENTS SORT THROUGH DATA PRINTED ON POST-IT NOTES IN A CO-CREATIVE WORKSHOP
CONDUCTING CONTEXTUAL INTERVIEWS AT A LOCAL HOSPITAL USING A MAGNETIC TOOL
jshade@uarts.edu jordan.e.shade@gmail.com
The 1199C Healthcare Workers Union is themay Philadelphia Health Workers Union Members utilize free career services and classesOne from their largest labor union in Philadelphia. member Training and Upgrade Fund as a member benefit. benefit is the Training and Upgrade Fund – a free In this project my team and I are working with continuing educational resource locatedunion in Center many stakeholders: the union members, City. Over the of a of year team and employees, andcourse employees themy Upgrade FundI to improve lines communication amongst these worked with theof Training Fund to understand the three parties through a series of collaborative cocomplex communication networks and creative workshops aimed at increased visibility of relationships between the Training Fund and its the Fund. union membership. Through a series of co-creative workshops we explored together the design team’s research findings from the field. Through contextual interviews of various stakeholders and site visits to hospitals, nursing homes and the union hall itself, we outlined barriers to and issues surrounding the union members returning to the classroom.
1199C TRAINING FUND INTAKE PROCESS MAP 1. GET INTERESTED 2. GET INFORMATION 3. REGISTER FOR ASSESSMENT 4. TAKE ASSESSMENT TEST 5. START CLASSES
To facilitate our work with the Training Fund, we developed a series of custom design tools and boundary objects to use
1
PEERS, WORD OF MOUTH, TF STAFF
TRAINING FUND FLIER OR AD
1199C TF
INDIVIDUAL GOES TO TF WEBSITE
with our clients and collaborators. Many of these tools were designed to include relevant stakeholder participation in the design process. Examples 2 include an oversized dice which served as an inanimate “devil’s advocate” tool which was used in decision-making, as well as many visualizations such as a context map used to organize brainstormed ideas. The more we embedded ourselves into the culture of the Training Fund, we were able to customize these tools to the specific needs of the people we worked with.
User navigates website, chooses program or class
User can’t navigate website
INDIVIDUAL CALLS THE TF
INDIVIDUAL GOES TO THE TF
Automated system tells caller they can dial an extension number, but this doesn’t work.
Visitor might have to wait in line to ask receptionist a question (during peak hours).
User wants more personalized information
Call is answered
User calls Training Fund
Caller is on hold
“Hello, 1199C Training Fund, how can I help you?”
Caller knows what program/class they are interested in. Receptionist transfers call
TF Employee answers, gives info
No answer, inbox is full
Caller doesn’t know what they are interested in. Receptionist might: • Ask question about caller’s interests • Refer caller to website • Tell caller how to register for assessment test on website • Transfer call to specific department • Transfer call to hotline **This time creates a build up of incoming calls.**
Visitor asks for general info
Visitor asks for assessment info
Receptionist directs visitor to flier rack
Visitor gets information, learns how to register online for assessment
Visitor asks for specific staff
Receptionist calls staff
Visitor is overwhelmed by flier rack, cannot find info
Caller hangs up and calls back
3
INDIVIDUAL REGISTERS FOR ASSESSMENT TEST
4
INDIVIDUAL COMES TO TF TO TAKE THE ASSESSMENT TEST
5
ORIENTATION, BEGIN CLASSES!
VROUYR JOUBANIAN
JEFFERY NELSON
JORDAN SHADE
KATHARINA UNGER
FALL 2013
Children’s Community School Staff Working with Educators FOR THIS WORKSHOP I CREATED A SUITE OF CUSTOM DESIGN TOOLS
I was invited to work with the Children’s Community School – a small preschool in West Philadelphia – to support a large staff turnover and address group dynamics as well as classroom goals. For this workshop I created custom-made tools to facilitate the work among classroom teachers who are expected to collaborate and define their roles within the classroom. I first led the teachers through a community-building exercise, as per the director’s request to build camaraderie and empathy. The teachers then worked through a series of activities including mapping out their own tasks based on mental and physical energy required by themselves, before working together to organize their roles as a group. The new roles were then tested in a mock classroom scenario to test their real world application.
jordan.e.shade@gmail.com
Design in Translation Exploring Cultural Contexts in Beirut A DESIGN INSTALLATION THAT WAS DEVELOPED SPECIFICALLY FOR BEIRUT
In the summer of 2013, as a part of Beirut Design Week several colleagues and I traveled to Lebanon to explore the application of Western design tools in a different cultural context. In our research we conducted street interviews and facilitated two community workshops with designers as well as “nondesigners” to develop Beirut-specific boundary objects to be tested in the city. Our content was the theme of trust – a very controversial topic in this politically and religiously charged city. Over three weeks we began to examine the trust a human centered designer must develop with those in her community to build empathy and buy-in in order to create viable and sustainable solutions to social issues.
The Voice of Young Adults Generative Design Research with Teens KICKING OFF A YOUNG ADULT DESIGN WORKSHOP AS A PART OF MY GRADUATE THESIS
My graduate research and thesis work has centered around progressive educational models in the greater Philadelphia area – namely those practiced by homeschoolers and radical “unschoolers.” Through this project I have been working to develop new generative research techniques to use with teenagers as a feedback mechanism for education developers, facilitators and teachers. By including young people in the design of their education, we might ensure more engagement, participation, and deep understanding.
jordan.e.shade@gmail.com
PERSONA CREATED BY A HOMESCHOOLING YOUNG ADULT DURING AN INTERVIEW HER PEER
THIS PROBE KIT WAS SENT HOME WITH FIVE HOME SCHOOL FAMILIES FOR ETHNOGRAPHIC RESEARCH
why
design? My experiences in teaching and background in the fine arts led me to my career in design: as a teacher I designed for the needs of my students and myself when what we wanted wasn’t available. As an artist, I love to visualize the world around me and developed an attention to detail that requires careful observation.
Jordan Elizabeth Shade
Infant Toys Designed Observation Designingfrom for Needs THESE PROTOTYPES WERE CREATED AFTER HOURS OF EXTENSIVE OBSERVATION DURING MY TIME TEACHING INFANTS
Working intensively intensivelywith with infants allowed Working infants aged 3 to me 12 allowed mesensory to understand their to months understand their needs through sensory needs through extensive observation extensive observation and interaction. This and interaction. This led me to design plush led me to design toys modeling the toys modeling the plush density of human fingers density of human fingers to support a baby’s to support a baby's developing grasp. Other elements included objects found developing grasp.everyday Other elements include in the range of an infant's immediate scope: everyday objects found in the range of an zippers and buttons encourage the infant infant’s immediate scope: zippers and buttons to explore these commonplace textures and encourage the infant to explore these shapes informed by their natural curiosities. Internally, each toy houses bells to trigger commonplace textures and shapes informed a range of sounds based on intensity of by their natural curiosity. Internally, each toy movement to react to a baby's desire to test housesand bells to trigger a range of sounds space motion by waving objects around. based on the toy’s motion.
jshade@uarts.edu jordan.e.shade@gmail.com
Jordan Elizabeth Shade
Infant Room Storage Unit Infant Storage Unit Designed for Needs Designing for Needs THESE EARLY DESIGNS WERE BASED ON CAREFUL OBSERVATION AND STUDY OF INFANT NEEDS AND ABILITIES
After working workinginina abusy busyclassroom classroom with After with multiple teachers and small infants, I became multiple teachers and small infants, I became keenly aware of issues of both space and keenly aware of issues of both space and early childhood development. I designed earlystorage childhood I designed this this unitdevelopment. to hold a variety of toys and storage unit to holdthe a variety ofteachers. toys andI materials to address needs of embellished exterior handles, tubes, materials to the address thewith needs of teachers. and various windows into the box to aid in I embellished the exterior with handles, infant curiosities, sensory explorations, and tubes, and various windows into the box to growing bodies. encourage infant curiosity, sensory exploration, and physical growth.
jshade@uarts.edu
Jordan Elizabeth Shade Jordan Elizabeth Shade
Sensory Tables Designed from Observation
Designing forgroup groupcare care infant sensory play Designing for infant sensory play requires thorough on-site research and requires thorough on-site research and observation. From a very early age babies observation. From a very early age babies are are fascinated by water - whether reaching fascinated by water - whether reaching to grasp a moving stream, or filling and to grasp a moving stream, or filling andchildren pouring cups - I pouring cups, I watched young become engrossed in water play during my watched young children become engrossed in observations. I wanted to create something water play during my observations. I wanted to that reflected the falling water as found in create something nature that infants that seemreflected so drawnthe to, falling and water as found in nature that infants soas drawn incorporate other elements fromseem nature well to, in lieu of plastics and paints. and incorporate other elements from nature as well in lieu of plastics and paints.
jshade@uarts.edu jordan.e.shade@gmail.com
Jordan Elizabeth Shade
Infant Room Storage Unit Designing for Needs I BEGAN TO EXPERIMENT WITH DESIGN WHEN MY NEEDS AS A TEACHER WERE NOT MET BY EXISTING PRODUCTS
This ofof bamboo and This sensory sensorytable tableisismade made bamboo and natural wood, finished with beeswax as a natural wood, finished with beeswax as a natural water sealant. Water sanitation and natural water sealant. Waterinsanitation water waste are major issues group careand water play, and this pump/filtration system water waste are major issues in group care both cleans the water, keeps it moving, and water play, and this pump/filtration system uses a closed loop of water once filled. Four both cleans the water, keeps it moving, and streams of water flow out of the bamboo uses a closeallowing loop ofmultiple water once filled. attachment children to Four play together of while each having or her own streams water flow out his of the bamboo space. attachment allowing multiple children to play together while each having her own space.
jshade@uarts.edu
Jordan Elizabeth Shade
Observations Drawing from Life MY TRAINING AS AN ARTIST BEGAN MY PRACTICE OF CAREFUL OBSERVATION
I have in in have always alwaysbeen beeninterested interested capturing the qualitative story capturing the qualitative storya aperson person may tell through a split-second facial may tell through a Design split-second expression. Art and overlapfacial in their processes people overlap become in expression. Artwhen and design the center of the when research. Bothbecome artists their processes people and designers value the observation, the center ofand thatunderstanding process. Bothofartists careful study their subjects or stakeholders. my and designers value theThrough observation, work asstudy an artist capture the internal careful andtounderstanding of their thoughts and feelings of my subjects, I subjectsthe or value stakeholders. Through learned of ethnography andmy how the most of stakeholder worktoasmake an artist capturing the internal expertise. thoughts and feelings of my subjects, I learned to appreciate the value of ethnography and how to make the most of stakeholder expertise.
jshade@uarts.edu jordan.e.shade@gmail.com
Jordan Elizabeth Shade
Screen and Printing a Small Business Screen Printing LocalasBusiness Designing for a Community Designing for Non-Profit
BRANDING MY HOME STATE AS A LOCAL DESIGN ENTREPRENEUR
profit My partner partner and andI Ifounded foundeda anon non profit screen printing service and cassette label to screen printing service and music label support local businesses and musicians in our to support local businesses and musicians community. Personalized merchandise was in Austin, in Texas. designed housePersonalized and sold at whole prices. This work speaks my interest in community merchandise wastodesigned in house and and connections among makers, doers sold at whole prices. The work speaksand to artists in the context of a local economy. my interest in design entrepreneurship, community and connections among makers, doers and artists in the context of a local economy.
jshade@uarts.edu
Jordan Shade
Designer, MID BFA