Design Thinking rooting for Engineering principles

Design Thinking has a deep correlation towards Systems Thinking. The concept of design thinking lays much emphasis on the design of existing problems. In an iterative manner, which is for most part user centric, a mindset for innovation is created. The strength of this process relies mainly on diversity and the powerful creativity that comes with it. For a given problem, two rationales are evaluated. A convergent and a divergent mindset differing mainly in the way solutions are generated and applied. Interestingly, over the last decade Design Thinking has found its application mainly in product development and sales. This was because until recently, these fields highly emphasized the need for customer satisfaction. However, with a stark rise in social innovation it has become clear that there is a greater need for customer centric development in vast spheres of management and engineering.

We have to step out of the traditional approach of creating solutions and engage more consumers of the technology to get a reflection of what truly is the problem. As Steve Jobs once said, “It is not the customers’ job to know what they want”. Indeed, creating technologically pioneering solutions and feasible engineering systems requires a lot more than the problem statement and resource availability. It is time we introduce design thinking as an empathic component into the design process and not just a technical aspect.

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Hackathons; A direct application of Systems Thinking Principles

After a gripping 2 days of non-stop foreign aid open data discussions, software development and unlimited coffee, ground work at IATI (International Aid Transparency Initiative), IDRC and DFATD seemed to make a lot more sense. By the end, all those involved in the hackathon had a fair insight into the challenges faced by Canada’s foreign Aid.  

The term hackathon has gained much publicity and media attention over the last few years. The term refers to a successive collaboration of coders and experts from varying disciplines to work on specific project ideas aiming to solve global issues. A typical hackathon lasting from anywhere between a few hours to days brings about a spectacular congregation for cross disciplinary research, idea generation and social innovation. Most of the talk surrounding hackathons is around programmers. Developing unique software solutions and web interfaces is what is sort after in these rapid coding zones. However the inclusion of personnel from other disciplines is what sets the real ground, transcending disciplines and framing a new perspective on the project to be resolved.

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It is this perspective that finds its roots in Systems Thinking methodologies. Instead of scrutinizing a problem by reductionism, systems thinking tries to establish a practical understanding of the interdependent elements by developing a holistic model of thinking. It also incorporates an operational thinking approach which deals with chaos and complexity in a system. Another essential constituent system thinking brings in is that of a social cultural view to the process of analyzing a system. The teams working on such global platforms share individual views during the process of decision making and critical thinking ultimately drawing upon a suitable technology driven social acceptable solution. There is always the question of assessing solutions lest they lead to unintended consequences or risks. Lastly, the encompassing factor while aiming to incorporate systems thinking methodology is having an interactive design which brings about all the subsystems together to be studied as one whole system. Collaborative technology upholding systems thinking principles are the trend setters for social innovation.

Be it the area of international development, community projects, social system problems, food insecurity or inequality, systems thinking has something enriching to offer to every kind of system. While there are no set rules that can be applied to attain fool proof results, experimentation is key to finding the success sauce. It is crucial for non-profit as well as government organizations to benefit from the energy and solutions generated at such hackathons. Needless to say, our social systems are quite in need of Systems Thinking.

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Are we plotting a narrowly perceived STEM belief?

Are we plotting a narrowly perceived STEM belief?

Not too long ago we learnt about Statistics Canada’s report on the 2011 National Household Survey highlighting STEM Education and the contrasting interest within the various folds of the country’s demography. The hype around getting Canada more active in the area of science, technology, engineering and math has been a subject of much discourse in the last decade. While our production of STEM graduates is significantly small when compared at a global level, the more pressing issue is how we stand to face an internal shortage of engineers and scientists in the upcoming years. 

Despite the national level comparison, I was appalled at the innate similarity these statistics showed to the varying interests of young boys and girls at a local elementary school graduation ceremony. While each of these grade 6 students marched across the stage to collect their certificate of achievement, their respective class teachers were asked to read out their one line career aspirations. 


It entailed information on what these young graduates of class 6 aspire to become when they actually graduate out of an academic setting. It was astonishing to see how well these children fit into our stereotypical perception of STEM interest, education and enrollment.  Without doubt, children of immigrant parents at the age of 11/12 had a stronger desire towards STEM fields. While some wanted to join MIT, there were others who aspired to become CEO’s of a million dollar IT company. All this at the age of 11 is too much to believe coming from such a young child, one would argue but the report from Stats Can just proved it right.  So, yes existing immigrants do hold half of the STEM university degrees and there is quite the supply from the next set of second generation immigrants.

The other bias that was beseechingly evident was that of gender based interest in STEM fields. Girls without doubt aspired towards more creative and less technical fields when compared to the boys, as it was something they could relate to more easily. Be it their ability to draw, dance, write, travel the world or aid those in need, their careers of interest quite willfully avoided anything to do with STEM. Somehow associating with those artistic expressions meant staying away from sciences, technology and engineering. Aren't STEM professionals expressive and artistic enough or are we not sending out the right message about these fields.

After having seen these deeply rooted wishes from a graduating class of grade 6, the survey seemed quite on track. The current statistics quite concurrently defined how young minds perceive STEM careers, which in a few years translate as equivocal statistics. However, the question that haunted me ever after was what made these children lose their fascination for exploration, intellect and curiosity at such an early age. Why was creativity and expression treated at a different level of understanding quite away from being involved in STEM?

Perhaps it is the collective responsibility of STEM professionals to not plot such a narrow ground for STEM interest. We have for long sugar coated it with fancy equations and ground breaking research. That to a child seems less of an attainable task while drawing and singing their way into the future seems more accessible. This I believe is one of the many places where we lose their ability and confidence. 


While the job prospect of STEM fields is far more striking, the mental blocks we have placed to find ourselves capable of it has left many discouraged by this line of work. Our young minds are not being nurtured enough into exploring these areas. We sure do have day camps and science groups trying to bring about a STEM revolution, but their mere cost already separates a great deal of curious minds into choosing STEM as their career of choice. Needless to say, we have to take far more practical steps to instill the STEM belief and highlight the gratifying aspects associated with it.  Only then will these young minds be redirected towards this path less traveled.

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Systems Thinking for Academic Mobility

We have come a long way in structuring and customizing educational curriculum to benefit students at large. While there can never be a one size fits all formula for academic success, there have been quite a many methodologies that have tried to make it easier on the young minds. By venturing into the field of Systems Thinking, one comes to realize how rigid we have been in trying to fit our non linear pattern of learning into a standard linear model. To understand this better, let us take the example of a cause and effect phenomena. Given our age old custom of explaining basic algebra with unknown variables and numbers, very often we find students questioning the need to understand and practice these questions. As important as it maybe, the mind forsakes what it does not find a logical explanation for.

While grammar worksheets might help me speak better and adding numbers will help me with purchase of items, how can 2x+3y=15 be of any help in my every day. This is where Systems Thinking comes to the rescue of these young minds. It explains there is a better way of looking at things than just, because our ancestors said so and did so. The ability to relate complex concepts to real life phenomena help students get a overview of how these frightening equations can help them after all. The universal standard of education with all due respect is well thought of to impart the necessary set of basic skills. However, Systems Thinking comes in to address this curiosity by giving appropriate tools to relate every question with a real life system.  This might seem like a complex methodology to begin with, but that is only because of our attenuation to the standard methods of teaching and understanding. We have made the idea of education more technical and linear than it ought to be. Flexibility in thinking is what these minds need.

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Airport Systems

There is always a degree of fascination surrounding the services offered at an Airport. The discipline in the uniforms and the chaos of the moving crowd, together result in quite a complex system. Yet, each entity functions periodically following quite the standard norm with varying levels of amplitude depending on time of the year. What is more intriguing is the constant inter phase between familiar and unfamiliar. With a million customers zooming in and out, the likelihood of coming across the same entities is least likely. That neither dampens the zeal nor ability to give them the best service possible.

When dealing with such complex systems, customer service is one essential aspect. The strategic planning and management is another dimension which, as zooming customers, we rarely pay attention towards. Think of your childhood fascination traveling. The pilot, the stewards and stewardess, the people who stamp our passports and take away our luggage, and those really lucky staff in fluorescent coats who roam around in mini cars between the large airplane parking lots. That was all the people we knew about and for some that is all we still know of.

By exploring the field of systems thinking, one gets to gradually realize the several subsystems working towards being one large system of success. As customers, we see this success in terms of quality of service and management. The lack of it as dissatisfaction and failure. However, view this system from a different lens. Perhaps as an engineer, a business development manager, a strategic planning associate. You see the depth in its working, the dimensions, the risks and the phenomenal juggling of several domains. In all beauty one sees the actual work behind the scenes. No time for rehearsals, touch ups and script proofreading. Every part is  being played as and when by working abilities, technical knowledge, soft skills and efficient planning. Airports are well defined systems to study and learn from.

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Why S.y.s.t.e.m.s worth a think?

Content is everywhere. Generating content from mid air has become the norm. The question still remains, as to what we are accomplishing with tons of content. Depending on the perspective, our need and utilisation of content varies. A researcher would fetch a different genre when compared to a marketing analyst. An operations manager would see a different pattern which a production engineer might not. They all might be looking at the same content for unique purposes. From within this content management arises the phenomena of understanding systems. Content is the new type of systems that has merged with the boom of social media. It doesn’t take a professional to create a space and develop content now days. However, to be able to comprehend it as a holistic way, such content needs a systems approach. A systems thinking will go a long way in our ability to not only analyse the content but also generate it in a meaningful way.

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