non-col-ored spiral area shows how the individual steps up on their own to take on more responsibility and ownership, becoming more empowered. The mentoring support required to achieve self-powered empowerment varies by individual.
6.3 BENEFITS AND APPLICATION OF DESIGN STORY RE-SEARCH
In this section, DeStoRe benefits are reviewed and a few applications in the real world are included.
6.3.1 Benefits and application of design story research
There are many benefits to using DeStoRe, as listed below. A few examples and ap-plications of DeStoRe are examined.
The ability to take a design story and frame each of its interventions, design processes, instantiations etc. using DSR: This was shown in the Results chapter, where DeStoRe was explicated, in the example of building a design story for En-hanceEdu.
Framing the past, present and/or future work of an entity for tracking and im-provement: This was seen as an example of EnhanceEdu, in a partial instantiation, where past work, present work and future work could be mapped. This allowed for a view of past TTPs, Open Days, CITs etc., and it also allowed me to envision the future, with TTPs evolving in time and with respect to learning. I also was able to devise a few what-if threads (or paths) and evaluate scientific work (Venable, Pries-Heje, & Baskerville, 2016) using the DSR thread, through simulation, mathematical formulation or some other artificial means. Of course, past and present work can be evaluated both scientifically and naturalistically (in the real environment with real people and real circumstances). Venable et al. (2016), have proposed a model for evaluating DSR along two dimensions, using four strategies.
133 Tracing the productivity and effectiveness of organizations: This was shown through the example of EnhanceEdu working on content development and TTP through multiple iterations and continuous improvement (Chapter 4).
As a strategic planning tool: Planning strategy over a period of a few years is like building the future story of an organization. This maps well into DeStoRe, as one can have frames in the story calling for a solution to a problem or meeting a goal, viewed through a DSR lens.
This effort can be viewed as an extension of the ideas in framing the past, present and future, where one plans the future of an organization and does what-if evalua-tions to finalize what will be the appropriate future story of the organization. Each of these what-if threads works to allow future realization of the goal/goals set by the organization. The DeStoRe can map the evolution of the design story in time and also show an evolution in learning. The latter is similar to the way in which I showed a partial instantiation of the EnhanceEdu story.
Work partitioning among teams (having clear artifacts as outputs of one instan-tiation, feeding back to the knowledge base informing another intervention): This is a more straightforward application of DeStoRe, starting to diverge into several paths for the design of several artifacts, with several realizable goals, evaluated in a scientific or a naturalistic manner, depending on the task/goal. After the artifacts have been proven to add utility, efficiency and effectiveness, they may be considered for addition back into the knowledge base.
Seeing possibilities for radical innovation: The design story offers a unique per-spective to an expert with rich experience, even without an explicit relevance cycle or explicit user needs. He/she can find opportunities for new models, constructs etc.
for an as-yet unnamed need—opportunities for radical innovation. I used the sense making and technology ideas for radical innovations (Norman & Verganti, 2014).
Several new empowering innovations emerged when the systems view and the EnhanceEdu design story intersected, as shown in Figure 6.9. These innovations in-cluded the Butterfly model, AoT and Wikiday workshops (PV; PVI; Kode & Karri, 2012; Kode, Nagaraju, Gollapudi, & Reddy, 2013), shown in the figure as frames start-ing their own threads as new design stories.
134
Figure 6.9. Design story view of new, empowering innovations
The benefit is seeing possibilities for radical innovation. The systems view in this figure includes many disciplines. It was for the CS/IT discipline that the design story was built, including content development, TTP and student training (CIT). The But-terfly model (PV; Karri & Kode, 2011) is the design story of a new instructional design model. With this model, design stories can be produced for other disciplines similar to those produced for CS/IT in the EnhanceEdu design story.
Another empowering innovation is the design story of AoT, for teachers of hu-manities, arts, sciences or engineering (PVI; Kode et al., 2013). The art of teaching included change management, active learning methods, Bloom’s taxonomy, lesson plan design, learning how to develop a wiki and presenting to the class. Teachers were able to reflect and gain knowledge about how to bring change into their own teaching, so they felt more comfortable introducing change. A few hundred teachers have benefited from the three-day AoT workshop (PVI; Kode et al., 2013).
6.3.2 Process for application of design story research to other cases
One can tell a design story using DeStoRe with a rigor that comes from grounding the design story in theory. As an example, if one were to apply a change management theory to their design story, how could one use DeStoRe to “tell” the design story?
This would be an example of the first benefit listed in the Benefits section (6.3.1).
135 The following are the process steps:
1. Identify the various stakeholder groups in the design story. (This comes from the environment or the relevance cycle.)
2. Identify a change management theory that would be used for this design story. (This comes from the knowledge base or rigor cycle.)
3. Compile a set of resistances to change, barriers to change or concerns about the change separately for each stakeholder group.
4. Create an event (in DeStoRe, create a frame) to address each of the stake-holder groups with solutions for the concerns, with the goal of applying change management principles/steps from the change management theory selected in Step 2. Each of these events would be considered a frame and would be analyzed using the 3-cycle Hevner DSR process.
5. Connect the frames to form a thread of the design story.
6. Add other process frames for creating any design artifacts/adding interven-tions by connecting the frames in the appropriate flow. Ensure that the re-sistance-reducing frames come before the other artifacts/interventions.
7. “Tell” the design story using the change management theory from the knowledge base, applying the principles of the change management theory.