SEEING AROUND THE CORNER UX STRATEGY FOR INCREASINGLY DISRUPTIVE FUTURE STATES AND BEHAVIORS

September 16 2016

Sean Rhodes, Executive Creative Director, @917K

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May you live in interesting times – “Chinese” curse

Source: BloombergSource: Economist

Designers are now responsible for impacting customer behavior through the creation of products and services.

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Then, we were invited to help mold our client’s cultures and the way their people work together.

Often times to be more like us.

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Origin story: “We’re the world’s 14th largest software company. Now what?” – Jeff Immelt , CEO GE

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Something big was happening: The data captured by the technology running GE’s industrial equipment is becoming as valuable as the equipment itself.

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Ergo: GE needed to make great software to capture that data value, or someone else would.

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To pull this off they just need to change the whole $270B company. And move HQ to Boston.

“If we can’t pull this off, we’re toast”

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Lorem

GE as we knew it, was among the last great apex predators of the industrial epoch.

Adapt or die. If GE can do it, so can we.

CHALLENGE

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OUR OPPORTUNITY

Use design to help organizations to adapt to the new reality of transient advantage.Structured, Hardwired,Siloed, Deliberate, and Built-to-Last

Networked, Dynamic,Interdependent, PredictiveDestined-to-Change

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Credit: Buster Benson and John Manoogian 3

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ARE WE UP TO THIS?

“Recognizing the need is the primary condition for design” – Charles Eames

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CALL TO ACTION

From problem solving to problem framing

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OUR PROCESS

Understanding human’s unmet needs has been a primary method to frame our design objectives.

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CALL TO ADAPT

“Understanding and meeting human’s needs is only 10% of what makes us successful.

So what else you got for us?”

– Super Successful Frog Client

SEEING AROUND THE CORNER TWO STORIES OF UX STRATEGY ADAPTATION IN ACTION

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FUTURECASTING01

FOR USE WHEN

Solving for current pain points may be irrelevant because the context is evolving so rapidly.

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OUR MISSION

Transform of the way the world buys, sells and owns cars in 5-10 years.

Only 17 out of 4023 folks dig it today. But who the heck knows what it’s going to be like in 10 years?!

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How do we strip away preconceived notions of the future, not so we can predict it, but so we can understand and act against the underlying forces that shape it?

KEY FRAMING

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FUTURE CASTING OVERVIEW

RESEARCH DEFINE IDEATE

Identify the critical questions stakeholders are seeking to answer about the future. Begin to explore the potential forces that will shape that future context.

DEFINE THE FOCUS

Identify driving forces behind potential future events and define the frameworks to look at them.

DEFINE DRIVING FORCES FOR THE FUTURE

Flesh out potential futures that are both compelling and adequately divergent. Optionally craft singular events that act as tell tale signs for potential futures.

CREATE POTENTIAL FUTURES

Create workshop activities to explore and craft optimal company strategies and/or products and services in light of potential futures and the shared values of all stakeholders.

EXPLORE FUTURE-FACING COMPANY STRATEGIES AND/OR PRODUCTS & SERVICES

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DEFINE FOCUS01

WILL SERVICES AND PLATFORMS DISPLACE CARS AS THE PROFIT CONCENTRATORS IN TRANSPORTATION?

OUR FOCUS

¿Que onda?

PROVOCATION

SMART CAR

18 YEARS

1M CARS SOLD

CARS2GO

6 YEARS

1M CUSTOMERS

*Sources: DaimlerAG and Cars2Go as of 2014

SMART CAR

18 YEARS

1M CARS SOLD

CARS2GO

6 YEARS

1M CUSTOMERS

SERVICED BY 12K CARS

*Sources: DaimlerAG and Cars2Go as of 2014

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RESEARCH DRIVING FORCES

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Taken together STEEP forces provide a big-picture view of how the world is changing. They span multiple spectrums and exist in combination with each other, not isolation.

RESEARCH FRAMEWORK

STEEP FRAMEWORK

POTENTIAL FUTURES

ECONOMICALENVIRONMENTAL

POLITICAL

SOCIAL

TECHNOLOGICAL

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DEFINE DRIVING FORCES & FUTURE STATES

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Events are sign posts along a road that helps us identify characteristics of a potential future. Plan to create 40-50 events that cover a range of different themes.

CONTENT BUILDING BLOCKS

EVENTS

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EVENT EXAMPLE

TITLE

SUPPORTING IMAGERY

FEATUREPARAGRAPH

LIKELIHOOD

EVENT YEAR (+/- 2020)

Likely Unlikely Uncertain

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“Potential futures” are the content backbones of the workshop activities. A typical workshop entails creating 3-4 potential futures. Posters are a great format, because they facilitate group activities and share outs.

CONTENT BUILDING BLOCKS

POTENTIAL FUTURES

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THE WORKSHOP04

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IMMERSIVE FORMAT EXAMPLE

This diagram below represents how

a room environment can be crafted

to create an immersive experience in

support of a Futurecasting

Workshop

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Events are sign posts along a road that helps us identify characteristics of a potential future. Plan to create 40-50 events that cover a range of different themes.

WORKSHOP

EVENTS TO POTENTIAL FUTURES

TODAY

POTENTIAL FUTURES

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IDEATION ACTIVITIES

An overview of ideation and concepting

activities for a product strategy

workshop after potential future

QUICK SYNTHESIS

FINAL CONCEPTING

Teams work together to refine their final concept and to create a pitch for selling the concept during the group readout.

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Teams synthesize the learnings from their potential future immersion to identify opportunity areas and capture initial ideas.

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RAPID IDEATION & VOTING

Taking the output of the synthesis activity, the team generates as many ideas as possible using worksheets that get pinned on the poster.

2.

Team members share ideas and vote for the top ones to take into final concepting

3.

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INSTRUMENTED PROTOTYPING02

FOR USE WHEN

The future behaviors we hope to influence don’t currently exist.

“How do we know this thing is going to work waaaaaaaay before we built it?” – Frog Clients

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THE PROBLEM

America has a savings problem. And it’s getting worse.

1960

5%

10%

15%

2015

PERSONAL SAVINGS RATE

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THE PROBLEM

Bad saving behaviors will critically affect future generations. And in time blow up our client’s biz.

RETIREMENT SAVINGS

MILLENIALS 25-34

GEN X 35-44

OLDER GEN X: 45-54

BABY BOOMERS 55-64

10% 5% 3% 2%

On track for retirement

Off track for retirement

THE OPPORTUNITY

We can change that by reaching kids and families early to create lifelong savers.

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You just got $20!Where does it go?

My GoalsSpending

THE CHALLENGE

For something so simple (on paper) It’s really difficult to understand and effect someone’s saving behaviors.

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Spend Save

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ADAPTING THE PROCESS

To better understand and effect the saving behaviors we created a prototype and used it for a longitudinal in-home study that provided a platform that supplied usage data and the means to adapt the experiment while in-flight.

Basically we folded Lean UX and Agile on top of Design Thinking to help define the problem space and set goals..

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Clarify the audience…Clarify the audience

Sensorimotor 0 to 18-24 months

Infant

Aware of what is immediately in front of them

Object Permanence: develops memory

Imitation achieved,

engagement in “self talk”; starts

counting

Inductive learning through experience; learns that merchandise requires payment

Learns about money in 1st

grade

Develops ability to control cognitive processes and inhibit behavior — the root of financial concepts like saving

Applies complex math to real world problems using money in 5th grade

Abstract concepts

including algebra taught in

7th/8th grade

1 2 3 4 5 6 7 8 9 10 11 12

Pre-Operational 18-24 months to 6-7 years

Concrete Operational 6-7 years to 11-12 years

Formal Operational 11-12 years +

Toddler Preschool Elementary School

Tween

Develops autonomy, ability to plan ahead and self efficacy i.e. the confidence to achieve goals

OpportunityShort term goals, extrinsic incentives, simpler education, more physical/tangible

Longer term goals, intrinsic incentives, more complex financial concepts, more software

Opportunity

Able to think about things symbolically and further develop language

Demonstrate logical, concrete reasoning and realizes thoughts are their own

Clear understanding of abstract concepts, hypotheticals and metacognition (learn to learn)

Age:

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…and get specific about desired behaviors.

TARGET BEHAVIORS

COMPARE VALUES

OCCURS

View relative value of

savings and/or goal.

Opportunistically / during goal pursuit.

EDUCATIONAL GOALS

Understand value of savings relative to other

measures, e.g., products, time, peer behavior.

OCCURS

Opportunistically / during goal pursuit.

EDUCATIONAL GOALS

Attend to and understand saving behavior patterns.

OCCURS

Opportunistically / during goal pursuit.

EDUCATIONAL GOALS

Understand how long it will take to reach savings

milestones relative to current and alternative

saving patterns.

OCCURS

Opportunistically / adjacent to allocation and

goal setting.

EDUCATIONAL GOALS

Provide an alternate evaluative context for near

term saving decisions and goal setting.

AUDIT TRANSACTIONS

Review deposits and

withdrawals.

FORECAST VALUE

Project value of savings in

some future state.

PLAY-ACT

Role play to inform

near-term behavior.

SET A GOAL

PURSUING GOALS

HANDLING MONEY

UNDERSTANDING VALUE

OCCURS

Identify a goal and input it

into the system.

Whenever kid wants to make a purchase they cannot

afford.

EDUCATIONAL GOALS

Understand explicit value of stated goal. Understand

time to goal and optimal savings behaviors.

OCCURS

When a goal is set / opportunistically.

EDUCATIONAL GOALS

Understand value relative to other goals.

Understand different paths to achievement.

OCCURS

Whenever kid has money and is motivated to

contribute.

EDUCATIONAL GOALS

Understand current status, behavior-to-date and

level of accomplishment. Understand remaining

time to goal and potential improvements to

savings behaviors.

OCCURS

When kid has reached their initial stated goal.

EDUCATIONAL GOALS

Understand behaviors that lead to their

accomplishment. Get a sense of adjacent goals.

PRIORITIZE GOALS

Identify one goal as more

valuable than another.

PROGRESS TO A GOAL

View progress toward goal

during a transaction.

ACHIEVE GOAL

Update to more ambitious

goal or withdraw savings.

DEPOSIT

OCCURS

Put money in savings.

Whenever kid has excess money and is

inclined to deposit.

EDUCATIONAL GOALS

Put money in the bank whenever it is possible

to do so.

OCCURS

Whenever kid receives money (e.g., allowance, receiving

gifts, rewards or payments).

EDUCATIONAL GOALS

Understand impacts of different savings ratios.

OCCURS

Opportunistically / during goal pursuit.

EDUCATIONAL GOALS

Understand current saving status via various

metrics (i.e., not just the numbers).

OCCURS

Whenever kid wants to make a purchase they can

afford, outside the bounds of a stated goal.

EDUCATIONAL GOALS

Understand impact of withdrawals, especially

when compromising goals.

ALLOCATE

Split money into saving, spending

and/or other groupings whenever it

is received.

CHECK BALANCE

Check amount saved.

AVOID WITHDRAWALS

Refrain from

withdrawing savings.

Behaviors that cultivate understanding of current, comparative and future value of savings.

Desirable behaviors are split into three groups that

build upon one another. Foundational behaviors are at

the base, more complex behaviors stack on top.

UNDERSTANDINGVALUE

Behaviors associated with planning and achieving savings goals.

Foundational behaviors such as depositing, allocating money and avoiding withdrawals.

PURSUING GOALS

HANDLING MONEY

TARGET BEHAVIORS

COMPARE VALUES

OCCURS

View relative value of

savings and/or goal.

Opportunistically / during goal pursuit.

EDUCATIONAL GOALS

Understand value of savings relative to other

measures, e.g., products, time, peer behavior.

OCCURS

Opportunistically / during goal pursuit.

EDUCATIONAL GOALS

Attend to and understand saving behavior patterns.

OCCURS

Opportunistically / during goal pursuit.

EDUCATIONAL GOALS

Understand how long it will take to reach savings

milestones relative to current and alternative

saving patterns.

OCCURS

Opportunistically / adjacent to allocation and

goal setting.

EDUCATIONAL GOALS

Provide an alternate evaluative context for near

term saving decisions and goal setting.

AUDIT TRANSACTIONS

Review deposits and

withdrawals.

FORECAST VALUE

Project value of savings in

some future state.

PLAY-ACT

Role play to inform

near-term behavior.

SET A GOAL

PURSUING GOALS

HANDLING MONEY

UNDERSTANDING VALUE

OCCURS

Identify a goal and input it

into the system.

Whenever kid wants to make a purchase they cannot

afford.

EDUCATIONAL GOALS

Understand explicit value of stated goal. Understand

time to goal and optimal savings behaviors.

OCCURS

When a goal is set / opportunistically.

EDUCATIONAL GOALS

Understand value relative to other goals.

Understand different paths to achievement.

OCCURS

Whenever kid has money and is motivated to

contribute.

EDUCATIONAL GOALS

Understand current status, behavior-to-date and

level of accomplishment. Understand remaining

time to goal and potential improvements to

savings behaviors.

OCCURS

When kid has reached their initial stated goal.

EDUCATIONAL GOALS

Understand behaviors that lead to their

accomplishment. Get a sense of adjacent goals.

PRIORITIZE GOALS

Identify one goal as more

valuable than another.

PROGRESS TO A GOAL

View progress toward goal

during a transaction.

ACHIEVE GOAL

Update to more ambitious

goal or withdraw savings.

DEPOSIT

OCCURS

Put money in savings.

Whenever kid has excess money and is

inclined to deposit.

EDUCATIONAL GOALS

Put money in the bank whenever it is possible

to do so.

OCCURS

Whenever kid receives money (e.g., allowance, receiving

gifts, rewards or payments).

EDUCATIONAL GOALS

Understand impacts of different savings ratios.

OCCURS

Opportunistically / during goal pursuit.

EDUCATIONAL GOALS

Understand current saving status via various

metrics (i.e., not just the numbers).

OCCURS

Whenever kid wants to make a purchase they can

afford, outside the bounds of a stated goal.

EDUCATIONAL GOALS

Understand impact of withdrawals, especially

when compromising goals.

ALLOCATE

Split money into saving, spending

and/or other groupings whenever it

is received.

CHECK BALANCE

Check amount saved.

AVOID WITHDRAWALS

Refrain from

withdrawing savings.

Behaviors that cultivate understanding of current, comparative and future value of savings.

Desirable behaviors are split into three groups that

build upon one another. Foundational behaviors are at

the base, more complex behaviors stack on top.

UNDERSTANDINGVALUE

Behaviors associated with planning and achieving savings goals.

Foundational behaviors such as depositing, allocating money and avoiding withdrawals.

PURSUING GOALS

HANDLING MONEY

Develop conceptsand redirect through brute force.

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THE PRODUCT

We created a digital intervention that sought to empowered kids to make this choice…

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Spend Save

THE PRODUCT

…and something like this happened when they saved.

With enough features to engage with it for a week (or longer)

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Spend Save

INITIAL VALIDATION

We gave it to 6 kids for a week. They saved an average of xx% and every family loved it.

“I loved the app. I know it’s getting built but I really wish I wouldn’t have to wait.” —Matilda, 9

Age Range Avg Time Spent in App

8-11 xxmMet xx% Savings Target

xxx%# of Interactions

xxxx

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Software stability Experience depth Client readiness Team willingness

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THIS WAS CHOCKFULL OF RISK

“When the rate of change on the outside is greater than the rate of change on the inside the end is near.” – Jack Welch

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BUT THE RISK OF DOING NOTHING WAS GREATER…

“MOST OF MY MONEY COMES FROM BETS AND THE TOOTH FAIRY.”

— BECKETT, 9

KIDS AS THE DARNEDEST THINGS

frog is a company of Aricent © 2016 frog design inc.

Thanks!

Sean Rhodes | sean.rhodes@frodgesign.com | @917K