The document provides an overview of service design methodology, outlining the 5 phases of the process: inspiration, understanding, shaping, mapping, and presentation. It discusses various tools and methods that can be used in each phase, such as conducting user research to build empathy, creating a composite user profile, brainstorming techniques, and mapping customer journeys. The goal is to design human-centered services by understanding user needs through co-creation with all stakeholders.

1. SERVICE JAM TOOLKIT

3. THE 5 PHASES
1.
Inspiration
2.
Understanding
3.
Shaping
4.
Mapping
5.
Presentation

4. WHAT IS SERVICE DESIGN?
The 5 Principles of Service Design Thinking
1. User- centered
Services should be experience through the customers eyes
2. Co-creative
All Stakeholders should be included in the service design process
3. Sequencing
The service should be visualised as a sequence of interrelated actions
4. Evidencing
Intangible services should be visualised in terms of physical artefacts
5. Holistic
The entire environment of a service should be considered
Schneider, J & Stickdorn, M 2010, This is Service Design Thinking,
BIS Publishers, Amsterdam
Service design is empathetic, multidisciplinary and
requires a holistic understanding of the service
ecosystem. The designer facilitates co-creation of
value with all individuals who come in contact with the
service system.

5. Schneider, J & Stickdorn, M 2010, This is Service Design Thinking,
BIS Publishers, Amsterdam

6. INSPIRATION
- Use theme for inspiration
- Can you think of a need that is unfuliflled?
- Brainstorm services you think are successful
and unsuccessful. Why?
- Choose a type of need or service to work with

7. IDEATION DT for Ed | Toolkit
Defer judgement. There are no bad
ideas at this point. There will be plenty
of time to narrow them down later.
Encourage wild ideas. Even if an idea
Brain- doesn’t seem realistic, it may spark a
storming great idea for someone else.
Rules Build on the ideas of others.
Think “and” rather than “but.”
These seven rules will make
your brainstorming session
focused, effective and fun. Stay focused on topic. To get more
Introduce them at the start of
every brainstorm, even if they
out of your session, keep your brain-
merely serve as a reminder storm question in sight.
for experience participants.
One conversation at a time. All ideas
need to be heard, so that they may be
built upon.
Be visual. Draw your ideas, as
opposed to just writing them down.
Stick figures and simple sketches
can say more than many words.
Go for quantity. Set an outrageous
goal—then surpass it. The best way
to find one good idea is to come up
with lots of ideas.

8. METHOD
Saturate and Group
You space saturate to help you unpack thoughts and experiences into tangible and visual pieces of
information that you surround yourself with to inform and inspire the design team. You group these findings
to explore what themes and patterns emerge, and strive to move toward identifying meaningful needs of
people and insights that will inform your design solutions.
Saturate your wall space (or work boards) with post-its headlining interesting findings (see “Story Share-and-
Capture”) plus pictures from the field of users you met and relevant products and situations.
In order to begin to synthesize the information, organize the post-its and pictures into groups of related parts.
You likely have some ideas of the patterns within the data from the unpacking you did when producing the
notes. For example, you may have seen and heard many things related to feeling safe, and many things
regarding desire for efficiency. Within the group of ‘safety’, go beyond the theme and try to see if there is a
deeper connection that may lead to an insight such as “Feeling safe is more about who I am with than where I
am”. Maybe there is a relation between groups that you realize as you place items in groups – that safety is
often at odds with users’ desire for efficiency. Try one set of grouping, discuss (and write down) the findings,
and then create a new set of groups.
The end goal is to synthesize data into interesting findings and create insights which will be useful to you in
creating design solutions.
It is common to do the grouping with post-its headlining interesting stories from fieldwork. But grouping is
also useful to think about similarities among a group of products, objects, or users.
:: 14 ::

9. METHOD
Why-How Laddering
-
As a general rule, asking ‘why’ yields more abstract statements and asking ‘how’ yields specific statements.
Often times abstract statements are more meaningful but not as directly actionable, and the opposite is
true of more specific statements. That is why you ask ‘why?’ often during interviews – in order to get toward
more meaningful feelings from users rather than specific likes and dislikes, and surface layer answers.
Outside an interview, when you think about the needs of someone, you can use why-how laddering to flesh
out a number of needs, and find a middle stratum of needs that are both meaningful and actionable.
-
When considering the needs of your user, start with a meaningful one. Write that need on the board and
then ladder up from there by asking ‘why’. Ask why your user would have that need, and phrase the answer
as a need. For example, “Why would she ‘need to see a link between a product and the natural process
that created it’? Because she ‘needs to have confidence that something will not harm her health by
understanding where it came from’.” Combine your observations and interviews with your intuition to
identify that need. Then take that more abstract need and ask why again, to create another need. Write
each on the board above the former. At a certain point you will reach a very abstract need, common to just
about everyone, such as the ‘need to be healthy’. This is the top of that need hierarchy branch.
You can also ask ‘how’ to develop more specific needs. Climb up (‘why?’) and down (how?) in branches to
flesh out a set of needs for your user. You might come up to one need and then come back down. In the
previous example, you climbed up to the ‘need to understand where a product came from’. Then ask ‘how’
to identify the ‘need to participate in the process of creating a product’. There will also be multiple answers
to your ‘whys’ and ‘hows’ – branch out and write those down.
The result (after some editing and refining) is a needs hierarchy that paints a full picture of your user or
composite user. Alternatively, you can use this tool to hone in on one or two particularly salient needs.
:: 20 ::

10. UNDERSTANDING
(empathy)
- Understand the values and needs of the customer who
will be using your service
- Who is this customer?
- What does the holistic service look like? Who does it
directly or indirectly involve, in or out of the business?
- Keep in mind not just organisational structure, but the
entire ecosystem that the service affects and operates in
- Focus on understanding the people in and around the
service

12. METHOD
Composite Character Profile
The composite character profile can be used to bucket interesting observations into one specific,
recognizable character. Teams sometimes get hung up on outlying (or non-essential) characteristics of any of
a number of particular potential users, and the composite character profile is a way for them to focus the
team's attention on the salient and relevant characteristics of the user whom they wish to address. Forming
a composite character can be a great way to create a "guinea pig" to keep the team moving forward.
The composite character profile is a synthesis method whereby the team creates a (semi)-fictional character
who embodies the human observations the team has made in the field. These might include "typical"
characteristics, trends, and other patterns that the team has identified in their user group over the course
of their field work.
In order to create a composite character profile, a team needs to have unpacked its field observations and
saturated its team space. After this is done, a team should survey across the individual users it encountered
in the field to identify relevant dimensions of commonality and/or complementarity – these dimensions
could be demographic information, strange proclivities and habits, or sources of motivation, to name only a
few. After several dimensions of commonality have been identified, list these features of the user; if there
are any dimensions of complementarity (those which may not be shared by all users, but are interesting to
the team and not necessarily mutually exclusive), the team should add these as well. Last, give your
character a name, and make sure every member of the team buys into the identity and corresponding
characteristics that the team has created.
:: 17 ::

13. http://www.servicedesigntools.org/tools/13

14. Schneider, J & Stickdorn, M 2010, This is Service Design Thinking, BIS Publishers, Amsterdam

15. SHAPING
- Get a little deeper into the structure of your service
- What experiences will customers have? What
experiences do they want to have?
- What does the holistic service look like? Who does it
directly or indirectly involve, in or out of the business?
- Think not just about organisational structure, but the
entire ecosystem that the service affects and operates in

16. Schneider, J & Stickdorn, M 2010, This is Service Design Thinking, BIS Publishers, Amsterdam

18. Schneider, J & Stickdorn, M 2010, This is Service Design Thinking, BIS Publishers, Amsterdam

19. http://www.servicedesigntools.org/tools/108

22. MAPPING
- Refine and finalise the details from the shaping phase
- Start to map out these details of your service into final
presentable formats
- Mapping formats from the shaping phase can be used
as final presentation grids/tables, etc, if appropriate

24. Day Month Year
No.
Who are our Key Partners? What Key Activities do our Value Propositions require? What value do we deliver to the customer? What type of relationship does each of our Customer For whom are we creating value?
Who are our key suppliers? Our Distribution Channels? Which one of our customer’s problems are we helping to solve? Segments expect us to establish and maintain with them? Who are our most important customers?
Which Key Resources are we acquiring from partners? Customer Relationships? What bundles of products and services are we offering to each Customer Segment? Which ones have we established?
Which Key Activities do partners perform? Revenue streams? Which customer needs are we satisfying? How are they integrated with the rest of our business model?
How costly are they?
What Key Resources do our Value Propositions require? Through which Channels do our Customer Segments
Our Distribution Channels? Customer Relationships? want to be reached?
Revenue Streams? How are we reaching them now?
How are our Channels integrated?
Which ones work best?
Which ones are most cost-efficient?
How are we integrating them with customer routines?
http://businessmodelgeneration.com/canvas
What are the most important costs inherent in our business model? For what value are our customers really willing to pay?
Which Key Resources are most expensive? For what do they currently pay?
Which Key Activities are most expensive? How are they currently paying?
How would they prefer to pay?
How much does each Revenue Stream contribute to overall revenues?
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27. PRESENTATION
- This is the easy part! Use the finalised maps you
created in the ‘mapping’ phase as presentation tools.
- Rehearse, rehearse, rehearse!

28. EVOLUTION | 12.2 DT for Ed | Toolkit
Step Mode Time Needed Time Type
Build the Experience Interaction ~45-60 mins Continuous
Pitch Your A credible and inspiring story will
help convince others to support your
Concept concept. Build your pitch to motivate
others to help bring the idea to life.
Team
2-4 People
What it gets you 1. Know your audience 2. Highlight the potential 5. Be specific about
A story that can convince Think about who you are Create a provocative your needs
potential supporters of trying to get excited about statement for your idea. Be clear about what you
your concept’s strength. your idea. Put yourself in Get your audience excited want from your audience.
the shoes of the listener: about the opportunities Draw from your list of
What to keep in mind what will get them inter- you see. Frame it as “What needs and communicate
Begin by communicating ested in your idea? What if…?” what support you need.
what excites you the most— will they be motivated by?
talk about the opportunity For example: 3. Build a narrative 6. Encourage
and the bigger ideas » For educators: how is it Tell a brief and engaging contribution
rather than small details. going to help me do my story, focusing on the most Invite others to join the
This enables others to see job? How is it going to important aspects of your conversation or help build
the value and contribute help my students suc- concept. Describe what the concept. Consider
to the concept. ceed? inspired your idea, and engaging your audience
» For administrators: How how it responds to the in an activity that lets
does this affect the way needs you learned about. them experience and
our school is viewed? participate in the design
» For parents: how is this 4. Communicate the value process.
going to help my child Explain the value your
succeed in school? idea provides for the vari-
» For students: how is it ous people involved. Be
going to make learning explicit and illustrative in
more fun? your descriptions.
» For potential team mem-
bers: why would I want
to be part of this? What’s
in it for me?

29. CREDITS
This toolkit has been collated by Stefanie Di Russo for
the 2012 Melbourne Service Jam. All content is credited
to IDEO, Stanford d.School, Service Design Tools, Business
Model Generation and This is Service Design Thinking.
Methods collated for this toolkit can be found from the
following sources:
D.School Bootcamp Bootleg
http://dschool.typepad.com/news/2010/12/2010-bootcamp-
bootleg-is-here.html
IDEO Toolkit for Educators
http://www.ideo.com/work/toolkit-for-educators
Service Design Tools
http://www.servicedesigntools.org/
Business Model Generation
http://www.businessmodelgeneration.com/
This is Service Design Thinking (hardcover book)
Developed by Marc Stickdorn and Jakob Schneider
2010, BIS Publishers. Amsterdam
ISSN: 978-90-6369-256-8