Meeting Bump Up!

MEETING
BUMP UP!
Facilitating Successful Meetings
with Design Management Methods
YIRUN XU | DMGT 748 Final Project | 2015 Winter
Figure 1. Meeting Bump Up! Process bool cover. Authors image, 2015.
MEETING BUMP UP!

Facilitating Successful Meetings with Design Management Methods
YIRUN XU
Candidate for Master of Arts, Design Management
DMGT is the culture, strategic and operational use of design resources (internal
and external) available to an organization, and directed towards the facilitation of
transformational change and design-driven innovation.
Adapted from DMIs definition
and Professor Peter McGrory, University of Art & Design Helsinki Taik
Final Project submitted to the faculty of the Design Management Program at the Savannah College of
Art and Design on March 11, 2015 in partial fulfillment of the requirements for the degree of Master of
Arts in Design Management.
INTRODUCTION
M.A. FINAL PROJECT: Introduction
Abstract
In the effort to participate in the schools governance, university students
lead a lot of self-guided meetings that are not conducted efficiently, do
not yield the desired outcomes, and do not lead to a positive experience
of the participants. This research project has been undertaken to offer a
model and methods for successful collaborative student-led meetings.
Based on the research findings the Meeting Bump Up! (MBU!) Suite
has been developed, tested, and validated. The suite includes the fourphased MBU! Model & Process , the MBU! Toolkit , the MBU! Workshop ,
and the MBU! Virtual Collaboration Space . The strategic Meeting Bump
Up! (MBU!) Toolkit includes creative engagement processes for each
particular phase.
While the MBU! Suite was designed for student leaders, it can also be
successfully applied to all kinds of meetings where collaboration and
shared leadership are desired.
M.A. FINAL PROJECT: Dedication and Acknowledgment
Dedication
I would like to dedicate this project to my dear parents, who always
sought to provide the best for me and support me to the best of their
ability. They provide me the chance to broaden my horizon in another
culture and support every decision I made.
This project is also dedicated to all my friends. They offer supports,
hugs, encouragement and understand which I am positive needed.
M.A. FINAL PROJECT: Dedication and Acknowledgment
Acknowledgement
I am using this opportunity to express my gratitude to everyone who
supported me throughout the Design Management final project.
Special thanks to Prof. Regina Rowland, Ph.D. Thanks for your aspiring
guidance, invaluably constructive criticism and friendy advice during
the project work. Thanks for your patience and dedication toward my
education. Thanks for taking time to help me edit my writing. This
project wouldn't be perfect without your help.
Thanks to all of my classmates. I am sincerely grateful to you guys
for sharing your truthful and illuminating views on my project. Special
thanks to my team members: Kangjun Seo and Enrique Von Rohr. Thank
you for oering thorough and excellent feedback on my project. It was
great to have class with you guys!
Thanks to David Sobin, Syafiq Azmy, Maria De La Vega, Miao Yu and
Tian Wang, who are always willing to discuss my project with me. Thank
you for giving me your time to participate in the interviews and testing,
and thank you for your full support!
TABLE OF CONTENTS
9 PROJECT FRAMING
9
9
9
9
9
Subject of Study
Problem Statement
Target Audience
Purpose of Project
Scope of Project
11-29 PROJECT POSITIONING

11 Opportunity Statement
12 ZAG Steps
15 Competitor &
Collaborator Analysis
29 Value Proposition
29 Onliness Statement
31-55 RESEARCH ACTIVITIES

AND SYNTHESIS
31
32
33
36
37
39
39
40
44
54
55
Research Space
Research Methodology
Research Questions
Interview Questions
Survey Questions
Research Activities
Data Processing & Analysis
Primary Research
Research Synthesis
Research Insights
Research Findings at a Glance
57-62 DESIGN OPPORTUNITIES

AND CRITERIA
57 Opportunities for Design
61 Design Criteria for Prototype
62 Reframing
64-78 PROTOTYPE DEVELOPMENT

AND TESTING
Prototype Ideas
Chosen Concepts Development
Chosen Concepts Exploration
Concept Assessment with
Target Audience
77 Prototype Testing Insights
78 Design Criteria for Final Prototype
64
67
68
72
80-105 FINAL DESIGN TO MARKET
110-114 REFERENCES
110 Annotated Bibliography
114 Additional Sources
116-144 APPENDICES
116
117
118
119
120
122
131
140
Appendix A: Project Gantt Chart

Appendix B: Research Questions Matrix
Appendix C: Signed Consent Forms
Appendix D: Observation Notes
Appendix E: Interview Transcriptions
Appendix F: MBU! Toolkit Visual Maps
Appendix G: Business Model Canvas SWOT
Appendix H: Working Wall
146-150 LIST OF FIGURES AND TABLES

146 List of Figures
150 List of Tables
80 Meeting Bump Up!

101 Business Model Canvas
102 Implementation Plan
107-108 CONCLUSIONS AND

RECOMMENDATIONS
107 Conclusions
108 Recommendations
PROJECT FRAMING
M.A. FINAL PROJECT: Framing
Subject of Study
Target Audience
The subject of this study is to apply Design Management methods in

student-led meetings in order to increase meeting participation and
achieve desired meeting outcomes.
Two groups were identified as the target audience of this project, based
on the purpose of achieving positive meeting experiences and desired
outcomes by applying creative engagement methods.
Problem Statement
Primary audience: students working in collaborative environments

Secondary audience: other people who are seeking to improve the
quality of group meetings and their own meeting facilitation skills
In universities, students lead a lot of self-guided meetings to participate

in the schools governance. At large institutions with lots of international
students cultural exchange takes place through collaboration across
disciplines where they exchange ideas, share knowledge, and plan joint
activities to achieve desired results. Leading and participating in these
meetings help students build leadership skills and provide them with all
kinds of techniques that are beneficial for their future careers.
Unfortunately, many of these student-led meetings are not lead efficiently
and/or are not effective, so that students lack positive experiences and/
or do not achieve the desired outcomes. In unsuccessful meetings,
participants are not able to make decisions by consensus, resulting
in meetings running overtime and behind schedule, and unpleasant
experiences. These undesired results are caused by a lack of meeting
facilitation skills, such as creating unclear meeting purpose, unbalanced
task allocation, and uncertain team roles.
Purpose of Study
The main focus of the project was to design structures and methods for
achieving positive meeting experiences and desired outcomes.
Scope of study
The scope of the project was to engage students at the Savannah
College of Art and Design who lead and participate in student-led
meetings. The project was completed within 10 weeks, lasting from
January 5, 2015, to March 12, 2015.
PROJECT POSITIONING
10
M.A. FINAL PROJECT: Positioning
Opportunity Statement
Opportunities exist to apply Design Management methods to these
student-led meetings. Both, the quality of the experience and the
efficiency of the meeting might be improved by applying innovative
creative engagement methods. The outcome of this project might help
meeting participants to:

Develop facilitation and leadership skills

Learn about and practice Design Management methods
Achieve positive meeting experiences and desired outcomes
Increase meeting participation and level of collaboration
Through this project Design Management methods were be applied to

improving meeting facilitation, and the developed toolkit contributes to
making student-lead meetings more pleasant and more efficient. Since
the kit can be offered to a variety of institutions and student groups,
these methods can spread to non-design oriented fields where Design
Management is currently less known. Personally, the project allowed
me to gain knowledge of working in a collaborative environment and
organizing and facilitating meetings.
11

Zag Steps
WHO MA I ?
The purpose of MBU! Suite is to guide

students in designing and facilitating
successful meetings, so that participants
collaborate, are fully engaged, have a
positive experience, and achieve their
desired meeting outcomes together.
Meeting Bump Up! (MBU!) Suite is a

toolkit for guiding meeting facilitators who
are seeking to improve their group and
meeting facilitation skills.
WHAT WAVE AM I
RIDING?
The era of open innovation
Creative meeting facilitation
Transdisciplinary collaboration
Student leadership development
Design Management methods applied
across a variety of genres
WHAT DO I DO ?
WHO ELSE SHARES

MY BRANDSCAPE?
There are many small and large consulting
firms that offer meeting facilitation services
and/or facilitation training for all kinds of
organizations (businesses, governmental
agencies, non-profit organizations, etc).
There are also many facilitation tips
published in a variety of books.
WHAT IS MY VISION ?
MBU! Suite is a strategic tool for

developing leadership skills in meeting
design and facilitation.
WHAT MAKES ME
THE ONLY ME?
MBU! Suite is the only strategic toolkit

that applies design management methods
to meeting facilitation for college students
in the United States, who seek to improve
their meeting design and facilitation skills
in order to inspire greater collaboration,
instill a positive experience in participants,
and achieve desired meeting outcomes
in the era of shifting the paradigm of
competition to collaboration.
Figure 2. ZAG steps 1-6. Authors image, 2015.
12

Zag Steps
WHAT SHOULD YOU

ADD OR SUBTRACT?
The strategic toolkit should have clear

instructions and suggestions for each phase
in the meeting facilitation process, which
helps the meeting facilitator and participants
use the toolkit in a more effective way. It
should subtract the wordy description of the
definition for the new collaboration concepts
cited in the toolkit and switch them into visual
presentations.
10
WHAT DO THEY
CALL YOU?
Meeting Bump Up!

A strategic toolkit for high collaboration
performance
WHO LOVES YOU?

Students working in collaborative
environments will appreciate the benefit
of this strategic toolkit. Also other people
who are seeking to improve the quality of
group meetings and their own meeting
facilitation skills will love the creative
facilitation methods.
11
HOW DO YOU
EXPLAIN YOURSELF?
MBU! Suite is a strategic toolkit that uses

creative facilitation approaches to improve
the efficiency of group meetings, achieve
desired outcomes and increase the
positive experience of participants.
WHO IS THE ENEMY?
The main enemy is the participants who

are afraid of breaking the traditional
collaboration concept/methods and trying
the creative facilitation methods in a shared
leadership collaboration environment.
12
HOW DO YOU
SPREAD THE WORD?
MBU! Suite will firstly be distributed in education

environments, reaching the primary target
audience of participants in student-led meetings.
The strategic toolkits will be a part of leadership
training resources spread by related workshops
and published on the school website, in order
to support students in collaborative projects. In
order to reach people out of school, the strategic
toolkit will be spread and pitched in the facilitation
community through facilitation related social
media, workshops, and websites.
13

Zag Steps
13
HOW DO PEOPLE
ENGAGE WITH YOU?
As a creative-oriented facilitation toolkit,

the visual communication methods
running through the whole process
will create an active and accessible
environment to engage participants. A
booklet will be available to help meeting
participants understand the strategic
toolkit and perform with the instructions.
16
HOW DO YOU EXTEND

YOUR SUCCESS?
In the early stages, the MBU! Suite was

designed for improving student-led
meetings and it will be tested in a studentled collaboration environment. But at
the same time, the innovative, creative
engagement methods provided in the
toolkit are also appropriate for leading
successful meetings across various
disciplines.
14
WHAT DO
THEY EXPERIENCE?
Meeting participants will be provided with

creative meeting facilitation methods based on
four meeting phases to facilitate their meeting
process. In the shared leadership collaborative
environment created within these methods, the
participants will gain high quality meetings with
positive experiences and desired outcomes. The
experiences brought by the toolkit will provide
individuals with the improvement of facilitation
skills and personal development.
17
15
HOW DO YOU
EARN THEIR LOYALTY?
Through MBU! Virtual Collaboration

Space, MBU Practitioners can learn
together, share ideas and experiences,
co-develop new tools and processes,
and collaborate on projects. In this way,
the MBU! Suite can be improved and
enhanced to earn users loyalty.
HOW DO YOU PROTECT

YOUR PORTFOLIO?
The MBU! Suite is encouraged to

continue developing and testing new
MBU! Processes and Tools to evolve the
work further. The collaboration between
designers and facilitators can be protected
through the interaction in the large MBU!
Community.
14

Competitor and Collaborator Analysis
For-profit Creative Facilitation Corporations
IDEO
Frog
Continuum
IDEO is a global innovation design

consultancy. IDEO takes a humancentered, design-based approach to helping
organizations in the public and private
sectors innovate and grow.
Frog is a global product strategy and design

firm. Frog combines research, strategy,
technology, and design to create products
and services for improving the human
experience.
Continuum is a global innovation and design

consultancy. Continuum focuses on helping
organizations drive business innovation
through the design of products, services and
experiences that become part of the fabric of
peoples lives.
XPLANE
Meeting Facilitators
International
XPLANE is a business design consultancy.

XPLAN leverages visual thinking, humancentered design, co-creation, and multidisciplinary teams to help clients solve
complex problems.
Meeting Facilitators International is a meeting

facilitation business consultancy.
Meeting Facilitators International provides
facilitators for strategic planning sessions,
corporate retreats, and customer advisory
board meetings.
The Hayes Group

The Hayes Group is a full-service
organizational consulting firm. The Hayes
Group provides the highest quality services,
designed especially to help organization
achieve its organizational goals.
15

IDEO
http://www.ideo.com
Objective:
Members:
Lessons:
Help organizations build creative culture

and the internal systems required to
sustain innovation and launch new
ventures
Public and Private business in branding,

digital experiences, energy, engineering,
financial services, food, health, medical
products, and etc
Identify new way to support working

Build creative culture and internal
systems required
Design thinking approach
Impact through design
Approach:
Entry:
Collaboration Opportunities:
Consultation business
IDEO website
IDEO workshop/program
Facilitate by creative approaches

Design Management methods (design
thinking)
Impact through design/ start from
design side
What is their facilitation value?
How do they create value?

Design thinking
Human-centered approach
Design-based approach
Innovation
What categories do they fall into?
What is they entry point to their facilitation?
What can they teach us for our facilitation?
Facilitation Approaches:
Design Thinking
Design thinking is a human-centered
approach to innovation that draws from the
designer's toolkit to integrate the needs of
people, the possibilities of technology, and
the requirements for business success.
Tim Brown, president and CEO
Where or how do we overlap?
Figure 5. Competitor and collaborator analysis, IDEO, Authors image, 2015.
16

Frog
http://www.frogdesign.com
Objective:
Members:
Lessons:
Innovation that advances the human

experience
Public and Private business in experience

strategy, product and service design,
product realization, and growth strategy
Using an open crowd sourced

approach to design
People around the world submit
pictures from moments in everyday life
that provide a quick visual pulse on
behaviors, trends, and artifacts
Approach:
Entry:
FrogThink: build alignment and

generate fresh ideas
Frog Foucs: identify space for
innovation ethnographic research and
quantitative analysis
FutureCasting: takes clients outside of
current business realities
FrogMob: an open, crowd sourced
approach to design research.
Frog website
Frog App (FrogMob)
Beyond design consulting, frogs facilitate

practical education and engage in
provocative innovation
FrogThink
FrogFoucs
FutureCasting
FrogMob
FrogImmersive
FrogFilm
Figure 6. Competitor and collaborator analysis, Frog, Authors image, 2015.
17

Continuum
http://continuuminnovation.com
Objective:
Members:
Lessons:
Continuum satisfaction lies in tackling

new-to-the-world challenges and
executing growth through innovation.
Public and Private business in branding,

digital design, business design, service
design, product design and growth
strategy
Connect the working process to

experiences
Tell stories for creating emotionally
compelling experiences
Approach:
Entry:
Creating a storyline that brings

strategy to life
Creating an emotionally compelling
experience
Integrate creative process during
innovation projects
Choreographing the interactions
between people and projects
Fresh thinking and global connection
Experience focused story telling

working process
Integrate creative process during
innovation projects
Continuum website
Continuum online community
Continuum advanced system
Story telling
People-centered approach
Creating an emotionally compelling
experience
Creative process
Fresh thinking and global connection
Figure 7. Competitor and collaborator analysis, Continuum, Authors image, 2015.
18

XPLANE
http://www.xplane.com
Objective:
Members:
Lessons:
Help clients solve complex problems by

using visual thinking, human-centered
design, co-creation, and multi-disciplinary
teams.
Public and Private business in vision and

strategy planning, visual communication,
process improvement and adoption and
behavior change
Visual communication focus

Process improvement
Approach:
Entry:
XPLANE website
XPLANE events
Visual communication approach

Co-creation

Visual thinking
Storytelling
People-Centered design
Co-creation
Multidisciplinary teams
Interactive design
Visual thinking
Storytelling
People-Centered design
Co-creation
Multidisciplinary teams
Interactive design
Figure 8. Competitor and collaborator analysis, XPLANE, Authors image, 2015.
19

Meeting Facilitators International
http://www.facilitators.com
Objective:
Members:
Lessons:
Right facilitator can make all the difference

in the world
Public and private business in meeting

facilitation
Focus on strategic planning facilitation

Facilitation proposal (good meeting
facilitation takes preparation)
Approach:
Entry:
MFI website
Clear facilitation approaches

Pre-work for meeting facilitation

Initial consultation
Facilitation proposal
Pre-work
Planning session, corporate retreat
Meeting report
Follow-up
Initial consultation
Facilitation proposal
Pre-work
Planning session, corporate retreat
Meeting report
Follow-up
Figure 9. Competitor and collaborator analysis, MFI, Authors image, 2015.
20

The Hayes Group
https://www.thehayesgroupintl.com
Objective:
Members:
Lessons:
Solving real time business problems and

having a direct impact on the human
capital
Public and private business in government

services, health care and mergers
Workshops that engage people,

business and organizations
Category business by industry
Approach:
Entry:
Analyze and diagnose organizational

and individual developmental needs
Provide consulting and training that is
sensitive to unique environment
Assist clients in meeting specific
objectives
The Hayes Group website
The Hayes Group workshops
Workshop in case study for facilitation

starters
Analyze and diagnose organizational and
individual developmental needs
Provide consulting and training that is
sensitive to unique environment
Assist clients in meeting specific objectives
Figure 10. Competitor and collaborator analysis, The Hayes Group, Authors image, 2015.
21

Facilitation Associations
IAF
INIFAC
IIFAC
The International Association of Facilitators

(IAF) is a professional association that
promotes, supports, and advances the
art and practice of professional process
facilitation.
The International Institute for Facilitation

(INIFAC) is a facilitation certification
association. Developed from a facilitation
certification program at the masters level.
International Institute for Facilitation and

Change (IIFAC) is a facilitation association.
IIFAC offers facilitation services and training
to help groups make better use of the time
spent in meetings.
(International Association of Facilitators)
(International Institute for Facilitation)
(International Institute for Facilitation and Change)
22

IAF (International Association of Facilitators)
http://www.iaf-world.org/index.aspx
Objective:
Members:
Lessons:
Unleashing the power of Facilitation and

Facilitators
All those who facilitate, for the good of

others, wherever and however they do it
Create an International platform

that provide the opportunities for
facilitators communication
Collect and share facilitation resources
on the platform
Approach:
Entry:
IAF Online open resources (Journal,

flipchart, member blogs)
Grow the community of practice for all
those who facilitate
Establish internationally accepted
professional standards
Create the category for facilitation

starters (tools and resources)
Cases study
IAF Website
IAF Membership
IAF Certification Events
International Facilitation Week
Facilitation Impact Awards
IAF Online open resources (Journal,
flipchart, member blogs)
Grow the community of practice for all
those who facilitate
Establish internationally accepted
professional standards
Figure 11. Competitor and collaborator analysis, IAF, Authors image, 2015.
23

INIFAC
(International Institute for Facilitation)
http://www.inifac.org
Objective:
Members:
Lessons:
Maintain and advance certification for

facilitators at the Masters level
Facilitation professionals
Facilitator skill certification

Training for certification base on
facilitation standard
Approach:
Entry:
Certification courses for facilitation

starters

Facilitator certification
Training courses for certification
Platform for certified facilitator career
Facilitator resources
Apply for facilitator certification

INIFAC website
INIFAC training courses
Collaborate with CCF and CMF
Facilitator certification
Training courses for certification
Platform for certified facilitator career
Facilitator resources
Figure 12. Competitor and collaborator analysis, INIFAC, Authors image, 2015.
24

IIFAC
(International Institute for Facilitation and Change)
http://english.iifac.org
Objective:
Members:
Lessons:
Help groups find new pathways to

communicate with each other, to become
both more disciplined and more creative
in the ways work and to make decisions
Public and private business in facilitation,

training and coaching
Innovate to improve systems and

services, thinking facilitation wider
Build international facilitation network
Approach:
Entry:
Respect people and the earth

Passing on information and inspiration
through teaching, publishing and
mentoring of new colleagues
Innovate and strive to constantly
improve systems and services
Consultation
IIFAC website
IIFAC workshop/program
Develop and innovate the facilitation

starter training in system
Respect people and the earth
Passing on information and inspiration
through teaching, publishing and
mentoring of new colleagues
Innovate and strive to constantly improve
systems and services
Figure 13. Competitor and collaborator analysis, IIFAC, Authors image, 2015.
25

MEETING EXPECTATIONS VS. FACILITATION METHODS
High Creativity
IDEO
2X2 AXIS CHART
XPLANE
Meeting Expectations vs. Facilitation Methods

Most creative innovation consultancies focus on
the participants expectation of meeting experience
rather than outcome. Associations like INIFAC,
which focus on the facilitator training, were more
experience oriented. The for-profit facilitation
services consultancies showed concentration on
meeting outcome.
There is great opportunity in the area that balances
positive experience and outcome in meetings by
applying relatively creative facilitation methods.
CONTINUUM
FROG
IAF
International
Association of
Facilitators
Experience
Oriented
Opportunity
IIFAC
INIFAC
International
Institute for
Facilitation &
Change
International
Institute for
Facilitation
Outcome
Oriented
Meeting
Facilitators
International
The
Hayes
Group
Low Creativity
Figure 14. 2X2 axis chart for market positioning, Meeting Expectations vs. Facilitation Methods, Authors image, 2015.
26

FACILITATION GUIDANCE VS. FACILITATION PURPOSE
Strategic Guidance
IDEO
2X2 AXIS CHART
FROG
IAF
Facilitation Guidance vs. Facilitation Purpose

It is interesting to note that creative facilitation
methods in strategic level applied by innovation
consultancies showed advantage in improving
meeting participation rather than training group
leadership.
There is a white space in the area of providing stepby-step guild for participatory leadership.
XPLANE
International
Association of
Facilitators
CONTINUUM
International
Institute for
Facilitation
IIFAC
International
Institute for
Facilitation &
Change
Participatory
Leadership
Style
Opportunity
Meeting
Facilitators
International
INIFAC
Traditional
Leadership
Style
The
Hayes
Group
VIANOVA
Step-by-step Guidance
Figure 15. 2X2 axis chart for market positioning, Facilitation Guidance vs. Facilitation Purpose, Authors image, 2015.
27
Positioning Summary
After evaluating the various facilitation consultancies, both in innovationoriented and business-oriented, some key findings become evident:
Creative facilitation methods were widely used by innovation
consultancies, which led positive meeting/collaboration experience.
These methods showed an advantage in improving meeting
participation and brought great collaboration.
The new trend that more and more facilitation consultancies are
considering is creative engagement methods. But there was still
a long distance to chase up creative innovation consultancies. It
was a great opportunity in the area to filling the gap, creating the
collaborations.
The existing leadership training program/courses are basically

provided by business oriented consultancies or facilitation
certification organizations; the methods included were general but
behind the times. This caused the methods to be unable to help
improve participation effectively in recent meetings.
28
Value proposition
Onliness Statement
For participants in student-lead meetings
Meeting Bump Up! (MBU!) Suite is the only strategic toolkit that applies
design management methods to meeting facilitation for college students
in the United States, who seek to improve their meeting design and
facilitation skills in order to inspire greater collaboration, instill a positive
experience in participants, and achieve desired meeting outcomes in the
era of shifting the paradigm of competition to collaboration.
Who are seeking to improve their group and meeting facilitation skills
Our toolkit provides a strategic approach for applying innovative creative
engagement methods for leading successful meetings across various
disciplines
We do this by offering a set of easy steps to open meetings, to create
and decide upon an appropriate meeting agenda, to collaboratively
define a desired meeting outcome, and to choose processes for
achieving the defined outcome, so that participants are fully engaged
throughout and leave the meeting with a positive experience, clarity, and
next steps for potential action.
Unlike other existing meeting facilitation methods that require the
guidance of strong leadership our toolkit guides facilitators-intraining, step-by-step, in designing and facilitating collaborative
processes toward successful meeting outcomes based upon equality of
participants.
WHAT: the only strategic toolkit
HOW: that applies design management methods to meeting facilitation

WHO: for college students
WHERE: in the United States
WHY: who seek to improve their meeting design and facilitation skills
in order to inspire greater collaboration, instill a positive experience
in participants, and achieve desired meeting outcomes
WHEN: in the era of shifting the paradigm of competition to collaboration
29
RESEARCH ACTIVITIES AND SYNTHESIS
30
M.A. FINAL PROJECT: Research Activities and Synthesis

MEETING
Meeting
Outcome
Research Space
This project focused on the subjects of
(student-led) meeting, facilitation and
Design Management. An ecosystem
map has been generated base on
the secondary research to show the
research space of the project and the
positions and relationships of these
subjects.
MEETING
Meeting
Experience
FACILITATION
Hawes, J. M. (1999)
Falkman, G. (2013)
Northridge, R. (1994)
Paulsen, D. (2004)
Rees, F. (1992)
Sibbet, D. (2010)
StudentLed
Collaboration
Koonce, R. (1995)
Clifton, W. (1992)
Laflamme, E. (2003)
Levasseur, R. E. (1992)
Pelletier, S. (2004)
Eckes, C. (2009)
Meeting
DESIGN
MANAGEMENT
Participation
Csikszentmihalyi (1997)
Dorst/Cross (2001)
Johansson (2006)
Lockwood (2006)
Osterwalder/Pigneur (2010)
Schensul/Schensul/
Lecompte (1999)
Leadership
Meeting
Facilitation
Personal
Leadership
Methods
Creative
Engagement
FACILITATION
CoFacilitator
Facilitation
Mthods
Team
Building
DESIGN
MANAGEMENT
Design
Creativity
Business
Figure 16. Ecosystem map of research space, Authors image, 2015.
31
Research Methodology
The methodology of this project was a case study with an ethnographic lens.
This methodology is appropriate for the project because the research was
bounded to a specific location and pool of research subjects at the Savannah
College of Art and Design. The primary research included working with student
meeting leaders and participants to collectively develop appropriate solutions
for problems observed by the researcher and defined by the subjects who
represented a diverse spread of cultural backgrounds, beliefs and values.
32
Main Research Question

How might Design Management Methods be applied to meeting
facilitation in order to increase participation in meetings, so that
desired outcomes are achieved and participants have positive
experiences?
Sub Research Question

1. What are Design Management Methods?
How are people using Design Management Methods?
What is the benefit of using Design Management Methods?
2. How might we apply Design Management Methods to

meeting facilitation?
What is meeting facilitation?
What is the purpose of meeting facilitation?
What kinds of methods have already been applied in meeting facilitation?
What is the main task for a meeting facilitator?
3. How might we increase participation in meetings?

What does participation mean in a meeting environment?
What emotional expressions or behaviors demonstrate that participants
are fully engaged in meetings?
What will influence group members participation in meetings?
What methods will be used to increase participation in meetings?
Who or what might encourage more participation besides the facilitator?
4. What determines success in meetings?

What is the definition of success in meetings (for instance, desired
outcome is achieved)?
What methods are used to evaluate success?
Who determines whether meetings were successful?
How do participants evaluate success (versus facilitator)?
5. What is the definition of positive experience in

meetings?
What variables impact the experience?
What kind of experience do participants expect?
What is the relationship between positive experience and desired outcome?
What methods can be used to improve the meeting experience?
33

Consent Forms
Figure 17. Interview consent form, Authors image, 2015.
34

Research Protocols
Figure 18. Research protocols, Authors image, 2015.
35

Interview Questions
For Meeting Participants
For Experienced Meeting Facilitator
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
5.
6.
7.
8.
Tell me a little about yourself, your major/career, profession, character and lifestyle.
Please tell me about a recent meeting experience.
Please tell me about a meeting that impressed you the most.
What influences your mood during meetings?
What experience do you expect to have from being in meetings?
What would you like to experience?
How do you connect a positive experience with success in a meeting?
How can meeting leaders or other participants impact your meeting experience? What can
they do to make it better or worse?
9. How do you define a success meeting?
10. How would you know when a meeting was successful?
11. Who can say that a meeting was successful (leader/participant/visitor/boss?)
12. What makes meetings successful and how would you evaluate it?
13. How would you describe the meaning of participation in meetings?
14. What do people look like that participate heavily?
15. How do you define meeting leadership?
16. How do you think the leader can get people to participate more?
17. What other methods than creative engagement have you experienced in meeting facilitation?
18. Have you ever heard of DMM?
19. When have you seen DMM in action? How was it done?
20. What was inspirational about DMM in action?
Tell me a little about yourself, your major/career, profession, character and lifestyle.
Please tell me about a recent meeting experience.
Please tell me about a meeting that impressed you the most.
What influences your mood during meetings?
What experience do you expect to have from being in meetings?
What would you like to experience?
How do you connect a positive experience with success in a meeting?
How can meeting leaders or other participants impact your meeting experience? What can
they do to make it better or worse?
9. How do you define a success meeting?
10. What methods are used to evaluate success?
11. Who can say that a meeting was successful (leader/participant/visitor/boss?)
12. What makes meetings successful and how would you evaluate it?
13. How would you describe the meaning of participation in meetings?
14. How might you recognize people fully engaged in meetings?
15. How do you define meeting leadership?
16. How might you make meetings more creative, more fun, and more effective?
17. How do think the leader can get people to participate more?
18. What other methods than creative engagement have you experienced in meeting facilitation?
19. Have you ever heard of DMM?
20. Have you ever heard and used DMM?
21. What was inspirational about DMM in action?
36

Online Survey Questions
Online Consent Form
I voluntarily agree to participate in this survey performed by
students at the Savannah College of Art and Design. I understand
that this survey is being conducted by Yirun Xu in order to identify
opportunities for design as part of DMGT 748 M.A. Final Project,
Winter 2015.
I grant permission for the evaluation data generated from the above
methods to be used in an educational setting. I understand that any
identifiable information in regards to my name and/or company name
will be removed from any material that is made available to those not
directly involved in this study.
The procedure involves filling an online survey that will take
approximately 10 minutes. By completing this survey, I agree to
participate in the research. Confidentiality will be maintained to the
degree permitted by the technology used. My participation in this
online survey involves risks similar to a persons everyday use of the
Internet.
Please select one
O I agree
O I do not agree
1. What's you job field?

a. Art Creative
b. Business
c. Communication
d. other __________
2. Are you a experienced meeting facilitator?
a. Yes
b. No
3. What is more important to you in a meeting?
a. Outcome
b. Experience
c. Both
4. What do you think a successful meeting outcome looks like?
a. Follow the meeting agenda, complete meeting on time
b. Complete the meeting task perfectly
c. Express the personal opinion to others, and got feedback
d. Inspired by others idea, generate new thinking
e. Task allocated properly
37

Online Survey Questions
5. What kind of experience can be a positive meeting experience for you?
7. If you are meeting facilitator, what will you do to increase the participation?
6. What will you usually do in a meeting that show your participation in it?
8. Have you heard about Design Management Method?

For you, Design Management Method is __________.
a. Learn knowledge from others

b. Personal ides are recognized
c. The realization of self-worth
d. Spiritual fulfillment
e. Nothing suck in meeting
a. Take the initiative to become leader, facilitate the meeting.

b. Participate in discussion, exchange ideas with others.
c. Listen to other participants idea, sometimes discussion with others.
d. Listen to other participants idea only.
a. Use positive comments

b. Use creative activities
c. Focus on one issue, shorten meeting time
d. Ask an assistant to facilitate the meeting
e. Using informal topics warming up meeting
f. Other ____________
a. Research methods
b. Design methods
c. Business models
d. Management principles
e. Methods used to manage design process
f. Have no idea about Design Management Method
38
Research Activities
Data Processing & Analysis
Secondary research was conducted into five aspects, which were

connected with main research question closely.
Primary research data was collected through interviews, surveys, and

observations. Data was mapped onto working walls, triangulated,
analyzed and further processed. Eventually, the found patterns were
presented in data visualization maps, such as word clouds, SWOT
analysis, journey maps, personas and affinity. The insights gained from
this data analysis led to an opportunity map and criteria for designing
potential prototypes.
An online survey was conducted from January 15, 2015 to January

23, 2015 using Survey Monkey
Face-to-face interviews were conducted with students in the
Savannah College of Art and Design from January 17, 2015 to
January 23, 2015, in Savannah, GA
Participatory Observations were conducted in student-led meetings
from January 14, 2015 to January 23, 2015
39
"
Primary Research
Interview
about student-led meetings

Interview as a main primary research methods
in this project. Interviews were believed to
provider a deeper understanding of how
interviewees looking at student-led meetings.
Through the interaction between interviewer
and interviewee, more sensitive topics like
personal meeting experience were explored in
this phase.
Findings:
David S.
DMGT Student
"
Syafiq A.
"
Maria D.
What I expect going to a meeting is like everybody goes in there

knowing that they are coming in a meeting and they are there to
share collaborate and negotiate.
The experience of the meeting itself would tell you what

the outcome would goanna be. So if you dont have a good
experience in the meeting, there was no real good outcome.
So as soon as you accomplish whatever goals you set up to

accomplish, even if it is just a tiny little thing, even if its like it
wasnt what I expect but at least we moved an inch. Then the
inches are mile really in the end.
There is no communication
between us, even we do in the
same studio, communication
is very important things. But if
we dont have communications,
everything doesnt work really
well.
What really important is chemistry, thats it. For example you and
me, we are in the same group and we have chemistry, so we can
work together, I feel comfortable thats good enough. If I dont
know you, you dont know me, we feel a little awkward, so you
will feel this kind of tense.
If you want to create an engaging meeting, first of all, I think you

need to know every participant.
It is very because every assignment you need to go to a meeting

and discussion, then you put sticky notes, if you have any ideas
and if you make changes, if you have any other ideas later.
If you have someone maybe has a very light personality, like

maybe someone else is not feeling it but that person will
encouraging them to participate or change the attitude that
affects meeting.
I think that when a meeting has a purpose, and everyone is

working towards that purpose and creating a good working
environment that really affects the outcome of the meeting.
Knowing where you goanna get.
Establishing goals. So that we know what we will get done. Not

just meet-to-meet, but meet to accomplish something.
"
"
ARLH Student
Students moods were always influenced by

how other participants treated the meeting.
(They wanted a positive environment, but
negative members always infused their moods.)
The biggest thing that would

affect my mood is the people
who come into the meeting, if
they are there against a will or
at least coming in with a cynical
attitude, then its goanna affect
my mood.
A successful meeting is not only

one that reaches the goals, but
maybe found different things
that would not expected in it.
SERV Student
See more interview transcriptions in appendice
"
Figure 19. Interviews' quotations, Authors image, 2015.
40

Primary Research
Observation
on student meetings
Observation was conducted as a part of primary

research activities. It required the researcher as
a meeting participant in the student-led meeting
context. By observing meeting participants
behaviors, interaction, pain point and happy
point, gained the data from an objective
perspective.
Findings:
In the situation of student meetings, the role of
leader was not clear.
The group meetings were conducted in equal
environment. The so-called leader was always
the person knew more about the topic, and
talked more in discussion.
Fashion Management Major

Student-Led Meeting
5:45 pm
Participant 1 Arrived
5:52 pm
6:00 pm
Scheduled
Meeting Time
6:12 pm
6:20 pm
Get Ready for Meeting
Observation Notes:
Discussion Time
6:38 pm
Short Silent
6:43 pm
Discussion Time
6:50 pm
6:58 pm
Meeting Ended
See more meeting Observation records in appendice
Figure 20. Journey map of meeting observation, Authors image, 2015
41

Primary Research
Online Survey
about student-led meetings

Online survey was conducted as one of the
primary research activities. The purpose of this
online survey was to get a basic understanding
on peoples perception of meeting.
Research Subject:
The survey was open to members of every
target audience group. There were total 28
people who took this survey including 17
students in the Savannah College of Art and
Design and 11 participants from other job fields.
Findings:
Most people were unfamiliar with Design
Management Methods; their understanding on
it was limited by its literal meaning.
1. What's you job field?

a. Art Creative
b. Business
c. Communication
d. other __________
17/28
6/28
5/28
2. Are you a experienced meeting facilitator?

a. Yes
5/28
b. No
23/28
3. What is more important to you in a meeting?
7/28
a. Outcome
2/28
b. Experience
19/28
c. Both
4. What do you think a successful meeting outcome looks like?
a. Follow the meeting agenda, complete meeting on time
b. Complete the meeting task perfectly
c. Express the personal opinion to others, and got feedback
d. Inspired by others idea, generate new thinking
e. Task allocated properly
23/28
25/28
19/28
20/28
13/28
42
5. What kind of experience can be a positive meeting experience for you?

a. Learn knowledge from others
b. Personal ides are recognized
c. The realization of self-worth
d. Spiritual fulfillment
e. Nothing suck in meeting
13/28
19/28
9/28
5/28
8/28
6. What will you usually do in a meeting that show your participation in it?
a. Take the initiative to become leader, facilitate the meeting.
b. Participate in discussion, exchange ideas with others.
c. Listen to other participants idea, sometimes discussion with others.
d. Listen to other participants idea only.
8/28
28/28
8/28
3/28
7. If you are meeting facilitator, what will you do to increase the participation?
a. Use positive comments
b. Use creative activities
c. Focus on one issue, shorten meeting time
d. Ask an assistant to facilitate the meeting
e. Using informal topics warming up meeting
f. Other ___________
25/28
18/28
2/28
4/28
23/28
8. Have you heard about Design Management Method?

For you, Design Management Method is __________.
a. Research methods
b. Design methods
c. Business models
d. Management principles
e. Methods used to manage design process
f. Have no idea about Design Management Method
7/28
28/28
9/28
26/28
14/28
19/28
43

Research Synthesis
Word Cloud
of students perception of meeting

A word cloud was a visual representation for
text data gathered in primary research. By colorcoding these single words upon the categories
of DMM (Design Management Methods),
leadership and perception of meeting, it was
useful for quickly perceiving the most prominent
word and determining its relative prominence.
Findings:
Students commonly believed that meeting is
the synonym of collaboration, and leadership is
the role can reach everyone in discussion.
Most students were unfamiliar with Design
Management Methods; their understanding on
it was limited by its literal meaning.
Goals Visual Manage
Connect Contribute
Patient
Perspectives
Task Facilitate Environment

Productive Map
Models
Communication
System
Collaborate Vision Share
Understanding
Building
Tools
Create
Outcome
Meeting Leadership
Perception of Meeting
Design Management
Figure 21. Word cloud of students' perception of meeting, Authors image, 2015.
44

BEFORE MEETING
Research Synthesis
DURING MEETING
Start
Journey Map
Warm Up
of students actions in a meeting

Based on data collected from observation of
students meeting process in primary research,
the journey map was created to describe every
step in the meeting process. This oriented
graph represented the different touch points in
the meeting process, and helped researchers
analyzing interactions between students.
Findings:
In the situation of student meetings, the role of
leader was not clear. The group meetings were
conducted in equal environment. The so-called
leader was always the person knew more about
the topic, and talked more in discussion.
AFTER MEETING
Start with informal topics
Participant 1
Potential Leader
Observent
Plan a Meeting
Conduct
Maintain the focus of
discussion
Present ideas
Comments
Schedule
Next Meeting
Open
Discussion
Participant 2
Clarify Purpose
Extrovent
The last one

present ideas
Comments
1st present ideas

Comments
Close
Prepare Meeting
Participant 3
Introvent
Make Decisions
Agree on Action Items
Carry out Assignments
Figure 22. Journey map of students' actions in a meeting, Authors image, 2015.
45

Research Synthesis
SWOT Analysis
of current situation in student meetings

In order to improve both the experience and
outcome of student meetings, the SWOT
diagram was used to understand the current
situation in student meetings. SWOT analysis
enabled the researcher to identify both internal
and external influences.
Findings:
Phenomena in the current situation (like no
specific leadership role existed in meeting)
brought both positive and negative influence to
the development of meeting facilitation. There
is need to find appropriate methods to shift the
negative to the positive side.
Strengths

Weakness
There is no specific leadership role in current

student meeting, which creates a relative equal
discussion environment. (Everyone feel free to
present own ideas)
Students in the learning phase are open to
accepting new concepts, ideas and methods for
facilitating their study.
In order to create more possibilities for future
career, students are willing to find new methods
developing leadership
Different creative facilitation methods are easy
to spread in majors through elective classes and
collaboration projects.
Huge instability exists in meetings due to lack of

specific leader role.
Instead of meeting for achieving long-term goals,

student meetings are tending to plan for shortterm tasks. (Which is not good for the progress of
large projects)
Due to the equal discussion environment, each

idea is valued by others, which leads them hard
to agree on one ideas for future pursuing.
SWOT
Opportunities

Meeting facilitations workshops can be used to

introduce more methods to students.
CLC (Collaborative Learning Center) projects can

provide collaboration experience for students in
different majors, also develop the leadership.
A lot of resources about creative facilitation

are available for students on line and on
ground. (Workshops conducted by facilitation
professionals)
Threats
More companies hire the third-party meeting

facilitators; this lead student loses sight of the
importance of leadership as a self-promotion.
In order to connect school study to real world

business, students tend to practice business
methods (used by companies for profit) in student
meetings, which lose creativity and possibilities in
learning phase.
Figure 23. SWOT analysis of current situation in student meeting, Authors image, 2015.
46

Research Synthesis
Affinity Map
Meeting
Participation
Successflu
Meeting
Meeting
Leadership
Experience VS.
Outcome
The biggest thing that would affect

my mood is the people who come
into the meeting, if they are there
against a will or at least coming
in with a cynical attitude, then its
goanna affect my mood. - David S.
Successful meeting is depending

on what you are trying to get
done in the meeting. But at least
a successful meeting is a meeting
I wish people came out with
either new ideas and new outlook
or alignment with in the group
you know that is usually what a
meeting about.-David S.
I tried to keep positive face whole

time. I smiled every time they tried,
anytime the person competitive
with me I smiled to get a challenge
and I think that kept the meeting
stable and at least productive.
-David S.
The experience of the meeting

itself would tell you what the
outcome would goanna be. So if
you dont have a good experience
in the meeting, there was no real
good outcome, expect more
bad juju, or bad vibes you know.
-David S.
Inspiration of
DMM
students perception of meeting

Based on the data collected in the interview,
the analysis process was confronted with
many facts and ideas in apparent chaos.
The affinity map was used to organize this
large number of ideas into their natural
relationships. Here, an affinity map was
created with quotations from the interview
to see the relationship between different
thoughts.
Findings:
Students expectation on leadership was
basically about connecting the one who might
not connected on their own.
The precondition of a good collaboration was
to know each other.
Design Management Methods were thought
to provide a comprehensive way to think
problems and giving people different aspects
to look at it.
I tried to keep myself be positive

and I was always to keep the
environment, I didnt let the
negative take control. - David S.
Maybe you can do something

better, but I dont know. So that
meeting lost the value. -Syafiq A.
Everyone is willing to listen to each

other, and no ones opinion is more
important than another persons
opinion like we are all equal. And
we build upon whatever others
saying. -Maria D.
I like people all waiting to listen,

thats important, because if
someone being very aggressive
saying like I am only want to push
my idea instead I am listing to
everybody. -Bingjie Q.
So as soon as you accomplish

whatever goals you set up to
accomplish, even if it is just a tiny
little thing, even if its like it wasnt
what I expect but at least we
moved an inch. Then the inches
are mile really in the end. -David S.
there is no communication
between us, even we do in the
same studio, communication
is very important things. But if
we dont have communications,
everything doesnt work really
well. -Syafiq A.
For me it is like everyone achieves

the outcome at the end of the
meeting. -Syafiq A.
A successful meeting is not only

one that reaches the goals, but
maybe found different things that
would not expected in it. -Maria D.
Meeting leadership, its the person

who is willing whether he is a
facilitator or that person with in the
group that just seems to be able
to reality people. That person has
ability to stand up and connect
others who might not connected
on their own.-David S.
Thats the true leader and against

the communication its that willing
to take the confirmative and
competitive as well as the passive
and get them to at least talk and
share whatever it is that feelings
are. -David S.
If you want to create an engaging

meeting, first of all, I think you
need to know every participant.
-Syafiq A.
If you dont reach a specific

outcome or output, so that mean
the meeting is useless. So at the
end of day, if you reach something,
that is I can see a successful
meeting. -Syafiq A.
I think that when a meeting has a

purpose, and everyone is working
towards that purpose and creating
a good working environment that
really affects the outcome of the
meeting. Knowing where you
goanna get. -Maria D.
As a student here the most

important part for us is the
process, how we come out with
idea, so the progress of the
meeting is important. Of cause
also the outcome is important too,
-Bingjie Q.
It is interesting to see so many

perspectives working through
visual communication. -David S.
It is very good because every

assignment you need to go to a
meeting and discussion, then you
put sticky notes, if you have any
ideas and if you make changes, if
you have any other ideas later.
-Syafiq A.
When you say DMM, I would more

think like journey map, something
likes that. -Bingjie Q.
I think its more about the tool

already thought by the designer
who designs the DMM. Its like
when you think a problem, it gives
you different aspects to look at it.
-Bingjie Q.
It brings more a complete field.

So if a user use it, it remind dont
forget this part and that part.
-Bingjie Q.
David S.
Maria D.
Syafiq A.
Bingjie Q.
DMGT Student
SERV Student
ARLH Student
SERV Student
Figure 24. Affinity map, Authors image, 2015.
47

Research Synthesis
Persona
of target audience
Based on the previous data and
analysis from the primary research,
personas were created helping
researchers to connect data with the
target audience. By creating fictional
characters to represent the different
user types, more specific details and
insights were shown to bridge the gap
with target audiences.
David Sobin
Kelli Peterson
Experienced
meeting facilitators
Potential
group leaders
"I want my participants to

think creatively, I will do
whatever to get their minds
jazzed."
"I tried to keep myself positive

and I didnt let the negative
environment take control."
Yan Lee
Syafiq Azmy
Experienced
meeting participants
Inexperienced
I dont want to take center

stage, but Id like to listen to
everyone whenever you think
and then participation.
If we dont have
communications, everything
doesn't work really well.
Figure 25 - Figure28. Persona photos, Authors image, 2015.
48

Demographics Mapping
Extrovert
Experienced
Facilitator
Introvert
Inexperienced
Facilitator
David Sobin
Experienced
meeting facilitators
Yan Lee
Experienced
Kelli Peterson
Experience
Oriented
Outcome
Oriented
Creative
Tradition
Seldom
Meeting
Frequently
Meeting
Leader
Participant
Potential
group leaders
Syafiq Azmy
Inexperienced
In order to show the comprehensiveness of personas, a demographics mapping was used here
to show the reasonable selection of four characters.
Figure 25 - Figure28. Persona photos, Authors image, 2015.
49

Narrative:
David Sobin has worked in the real estate industry for
six years. He finished his business masters degree in
Boston University and then went back to Puerto Rico,
the place contained all sweet memories of his childhood.
David Sobin

32 years old
Single
Design Management Major in study
Manager in a medium-sized real estate
company
Business background
70k annually income
Puerto Rico, US
Lives in an apartment near beach
Takes 30 minutes to drive to work
everyday
Likes surfing and playing video games, all
depends on moods
Moment of impact: how to design
strategy conversations that accelerate
change in reading
In Puerto Rico, he started his career in a small

real estate company and accumulated business
experiences. Usually they had one formal meeting and
several informal department meetings in a week. The
meetings were not long, but efficiency due to the small
scale of business and well communication among
colleagues. He became eloquent and happy to be work
in a collaboration environment. This made him become
passionate to achieve leadership in a higher level. Two
years later, he got the chance to work in a medium-sized
real estate company. As a manager, more and more
meetings came to him, with boss, subordinates and
clients.
Now he always struggles to generate new ideas and
solutions in the meeting by using his facilitation skills.
Almost every participant looks so tired and cant focus
on the discussion. This made him realized that the
traditional facilitation skills are no longer working that
good. He needs to look for new facilitation methods
increasing meeting participation and drive his colleagues
think creativity.
Needs:
New facilitation methods to increase meeting

participation
A new approach to spur colleagues creativity
Effective communication among colleagues and
bosses
Integrate his design management knowledge to the
business field
Motivations:

Make business creative

Acquire the facilitation skills at the manager level
Believing in the value of collaboration
Pursue the way of thinking comprehensively,
considering stake in all aspects
Pain Points:
Limited by background, sometimes difficult to break

the vertical thinking habit
Need the support from boss to apply new creative
engagement into meetings
Passionate about creating creative meeting
environment, but hard to engage colleagues in
creative thinking process
Satisfaction Points:
Happy to know the new world of creativity thinking in

the study of design management major
Have a chance to participate in IDEOs workshop to
see how those professionals facilitate innovation
Passionate to connect design thinking (creative
thinking) to the real estate business
Figure 25. Persona photo, David Sobin, Authors image, 2015.
50

Narrative:
Kelli Peterson used to work as an UX designer in a
software development company; this was her dream job
at that time when she graduated as a graphic designer.
She was passionate about integrating visual factors into
the human-machine interaction experience. Here she not
only embodied her value of a visual designer, but also
learnt about the human-centered design process.
Kelli Peterson
26 years old
Single
Service Design Major Student
(Freelance graphic designer)
Used to be an UX designer in IBM
Graphic design background
20k annually income
Vancouver, BC
Lives in an apartment downtown
President of the student union
Enjoys going to exhibitions and museums
and is interested in finding the new trends
in design
How to Kill a Unicorn: How the World's
Hottest Innovation Factory Builds Bold
Ideas That Make It to Market in reading
Needs:
The knowledge of meeting facilitation

The culture of collaboration, and creative
collaboration
A new creative approach to engage attendees in
participation
A deeper understanding of the relationship between
meeting experience and meeting outcome
Effective communication methods with participants
She worked in a sub-group with five members. They had

quiet a lot of meetings every week, some are creative
and engaged, but some are boring and inefficient. What
impressed her most were the methods that the leader
used to facilitate the creativity generated in a successful
meeting. Through these meetings, Kelli saw the value of
collaboration and realized that leadership really matters.
Motivations:
For achieving her long-term career goal, she continues

her studies in service design in order to improve her
major skills and ability of leadership. She thinks, the
leader basically has to create the environment. Thats the
magic, thats the design. Its creating the environment,
create the models, visual communications models
that can help, but also create the social and the air of
collaborative culture, understand that its the part of the
experience.
Under the pressure to create a positive meeting

environment for negative participants
Choosing the facilitation methods that can best fit the
meeting situation
As a facilitator-in-training, some times feel powerless
in the role of facilitator and participant
Knowing the value of meeting facilitator to

collaboration
Seeing the facilitation methods affect the generation
of creative ideas
Getting to the next step in the career
Pain Points:
Seeing the progress of facilitating skills

Achieve both positive experience and desired
meeting outcome
Participants get inspired by the facilitation process
Work in creative facilitation companies, like IDEO
Figure 26. Persona photo, Kelli Peterson, Authors image, 2015
51

Narrative:
Yan Lee was a graphic designer. After she achieved her
Bachelors degree, she chose to further study in the US.
Accepted the education in different culture. Bordered
the horizon, and at the same time got the influence of
creative thinking. Six years English learning made her
read and write fluently, but she is still not confident to
speak English in public. She is introverted by nature.
Yan Lee
23 years old
Single
Design Management Student
(Work-study, greeter in faculty office)
International student
Feels unconfident to speak English in
public
Graphic design and branding background
300 monthly income
Charlotte, NC
Lives in an apartment in downtown
Enjoys country music, traveling and
reading fictions
Leaving Time: A Novel in reading
The study of design management major, which most

projects were worked in collaboration and need lots
of communication for discussion. Due to lack of
confidence and introversion, she was always quiet in the
meetings, even though she had prepared great ideas
for the project. This made her group members think she
wasnt prepared for the meeting and was unwilling to
participation in discussion.
She has talent in the branding and visual communication
aspect, which can have a great help to analyze data and
organize presentation documents. But nobody knew
that. Now she is trying to talk with others no matter if the
English grammar is correct or not, but some times she is
still in trouble to fully participation in meetings.
Needs:
Practising public speaking skill

Encouraging by others to talking aloud in front of
public
Find her own way to get connected with others in the
discussion
Motivations:
Knowing her idea is good, but needs to present it to

others
The passion of participating in discussion
Understanding the importance of communication
The requirement of self-improvement
Pain Points:
Under pressure to talk in public

People are inpatient to listen to her
Her advantages are not valued by others
When somebody listens to her patiently, and can

understand her
Ideas are valued by group members in meeting
Fully expressed what she is thinking
Talks like a native speaker
Figure 27. Persona photo, Yan Lee, Authors image, 2015
52

Narrative:
Syafiq Azmy
28 years old
Single
Architect Student
(Freelance interior designer)
International student
Interior design background
Houston, TX
Lives in a student dorm next to
architecture building
Always stays in studio sketching all night
Enjoys going to museums
Dreams to go to Europe, see the amazing
structures in person
Leaving Time: A Novel in reading
Syafiq Azmy used to be an interior designer; he chose

to further his study in order to realize his dreams of
being an architect. In the architecture collaboration,
they always had specific and defined roles. Usually,
one short meeting was schedule at the beginning of the
project to discuss the ideas and then they determined
very quickly which concept they would pursue in the
future, then everyone worked on their own part. Every
phase is organized by the industry roles seriously. Syafiq
Azmy didnt have a lot meeting experience and what
he thought the most important thing in collaboration is
chemistry among group members.
Things happened in the summer of 2014, he took
one class in design management major to broadern
his knowledge, which the class requested to working
in groups. This provocatively subverted his working
methods. He struggled in meetings. He found a lot of
issue in the process he had never thought about. In the
process, they used different models to analyze data,
used stickers to help organizing and totally worked in
physical. He felt painful to working with the methods he
wasnt familiar with, but at the same time he found the
advantage of using these creative facilitation methods.
The methods provide a comprehensive way to think
problems; they give people different aspects to look
at it. That really make sense to integrate them into
architectural thinking.
Needs:
New design methods to facilitate creativity in

architecture
A new understanding of the value of meetings
Knowledge of creative facilitation methods
Knowledge of design management methods
Motivations:
Integrate new methods to architect working process

Improve meeting experience
Great innovations in architecture
Pain Points:
Passionate about bring new creative facilitation

methods to colleagues, but finds it difficult to engage
others from their traditional methods
Struggle in the methods that are unfamiliar with
The limitation of knowledge in creative facilitation
methods
Having opportunities to collaborative with other

majors
Helping to improve meeting experience
Finding new methods to facilitate thinking outside the
box
Figure 28. Persona photo, Syafiq Azmy, Authors image, 2015
53

Research Insights
Create Environment
Build Relationship
Meet Expectation
Bump Up
Positive Environment: Participants

(positive and negative) attitudes influence
the co-creation of the meeting environment.
A positive atmosphere is inspiring, and
once the atmosphere in the room becomes
negative, the entire meeting turns quickly
into a struggle for all participants.
Safe Space: Both, facilitators and

participants, are responsible for creating
a safe environment where everyone feels
invited, appreciated, connected, and
therefore able to speak their minds freely.
Equalization: Balance the focus on creating

a positive experience for participants
with the focus on achieving the desired
outcomes. Both goals are equally important
and go hand in hand.
Interaction: In order to build relationship,

participants need interactions that bring
them closer together and allow them to get
to know each other. The process of building
relationship equals the playing field and
builds good chemistry.
Sustaining Energy: Participants face

various issues in different collaboration
phases, such as, for instance, fun
experience during brainstorming and
mundane budgeting tasks. The individual
level of contribution may vary during
different phases, but the group, as a whole
must sustain a certain level of engagement
in each of the phases.
Stretch: Meetings are highly successful

when participants grow beyond their own
expectations of themselves and/or the
group and discover totally new possibilities
or reach goals that stretch them beyond
their own envelope.
Multiple Roles: Every meeting participant

should be able and be willing to play both
roles, that of the facilitator and of an active
participant. The expectation of multiple
roles serves as a reminder to do both,
contribute and co-lead.
Equal Voices: In meeting compositions
there are extroverts and introverts, each of
whom may take up an unbalanced amount
of time, energy, or air. If the group does not
find a way to balance this inequality and
make sure every voice is heard equally, they
may lose the opportunity to arrive at most
creative and feasible outcomes.
54
Methods
Research Findings
at a Glance
The pyramid structure in the adjacent Research-Findings-at-aGlance Map demonstrates that the categories of the research
insights (create environment, build relationship, meet expectation
and bump up) should be placed in sequential order because
they build upon each other. For each category there are ideal
methods that catalyze the desired experience so that the ultimate
outcome of bump up can be achieved.
Methods
Stretch
Bump Up
Sustaining Energy
Equalization
Meet Expectation
Methods
Interaction
Safe Space
Build Relationship
Equal Voices
Methods
Multiple Roles
Positive Environment
Create Environment
Figure 29. Research-Findings-at-a-Glance Map, Authors image, 2015.
55
DESIGN OPPORTUNITIES AND CRITERIA
56
M.A. FINAL PROJECT: Design Opportunities and Criteria
Opportunities for Design

Bump Up
Meet Expectation
Build Relationship
Create
Environment
Positive Environment
Multiple Roles
Equal Voices
Participants (positive and negative)

attitudes influence the co-creation of
the meeting environment. A positive
atmosphere is inspiring, and once
the atmosphere in the room becomes
negative, the entire meeting turns quickly
into a struggle for all participants.
Every meeting participant should be able

and be willing to play both roles, that of
the facilitator and of an active participant.
The expectation of multiple roles serves
as a reminder to do both, contribute and
co-lead.
In meeting compositions there are

extroverts and introverts, each of whom
may take up an unbalanced amount of
time, energy, or air. If the group does not
find a way to balance this inequality and
make sure every voice is heard equally,
they may lose the opportunity to arrive at
most creative and feasible outcomes.
How might we: increase the positive

atmosphere and mitigate potentially
negative elements in the situation, so that
a supportive environment emerges?
There is an opportunity to: warm up
the meeting by a sincere check in and a
number of creative relaxation activities
that may help participants to transition
into the meeting.
Figure 30. Opportunities for design Map, Create Environment, Authors image, 2015.
How might we: share the responsibility

of participating and leading, so that
participants experience both and
therefore may realize the importance of
taking turns throughout meeting events?
There is an opportunity to: offer
participants a way to volunteer for
different roles.
How might we: share the stage and

assure that extroverts are willing to give
up their sometimes dominant orientation,
and create conditions for introverts to feel
invited to share, so that the group can
benefit from the collective wisdom?
There is an opportunity to: design
activities where mutual sharing (between
extroverts and introverts) is built into the
meeting structure.
57

Bump Up
Meet Expectation
Build
Relationship
Safe Space
Interaction
Both, facilitators and participants,

are responsible for creating a safe
environment where everyone feels invited,
appreciated, connected, and therefore
able to speak their minds freely.
In order to build relationship, participants

need interactions that bring them closer
together and allow them to get to know
each other. The process of building
relationship equals the playing field and
builds good chemistry.
How might we: create the conditions

for deep dialogue (in various forms) so
that participants may feel safe to share
authentically from their hearts.
How might we: offer ways for

participants to get to know each other
casually as part of the meeting structure?
There is an opportunity to: develop

activities for multi-sensory dialoguing.
There is an opportunity to: design a

meeting structure that includes informal
interactions as part of the meeting (but
not necessarily part of the agenda).
Create Environment
Figure 31. Opportunities for design Map, Build Relationship, Authors image, 2015.
58

Bump Up
Meet
Expectation
Build Relationship
Equalization
Sustaining Energy
Balance the focus on creating a positive

experience for participants with the focus
on achieving the desired outcomes. Both
goals are equally important and go hand
in hand.
Participants face various issues in

different collaboration phases, such
as, for instance, fun experience during
brainstorming and mundane budgeting
tasks. The individual level of contribution
may vary during different phases, but
the group, as a whole must sustain a
certain level of engagement in each of the
phases.
How might we: pay attention to both

objectives simultaneously?
There is an opportunity to: alter the
focus on desired meeting outcome and
participant experience and/or design
activities where both objectives receive
attention.
Create Environment
Figure 32. Opportunities for design Map, Meet Expectation, Authors image, 2015.
How might we: help the group know its

strengths and weaknesses so that the
participants can optimize their levels of
enthusiasm?
There is an opportunity to: design
methods for the group to learn about
its strengths and weaknesses, and
consequently balance the skills available
in the group.
59

Bump Up
Meet Expectation
Build Relationship
Create Environment
Stretch
Meetings are highly successful when
participants grow beyond their own
expectations of themselves and/or
the group and discover totally new
possibilities or reach goals that stretch
them beyond their own envelope.
How might we: conduct meetings so
that individual participants are challenged
and surprise themselves and the group
achieves otherwise considered impossible
outcomes?
There is an opportunity to: design and
facilitate meetings that lead to breakthroughs and generate the experience
of high group performance so that
participants walk away with a new sense
of excitement, are inspired and motivated
to act.
Figure 33. Opportunities for design Map, Bump Up, Authors image, 2015.
60
Bump Up
Design Criteris for Prototype

s
iti e
warm up the meeting

offer participants a way to volunteer for different roles
have mutual sharing (between extroverts and introverts) built into the
meeting structure
include multi-sensory dialoguing activities
include opportunities for informal interactions
alter the focus between desired meeting outcome and participant
experience or create conditions where both objectives receive
attention
help the group learn about its strengths and weaknesses, and
consequently help the participants to balance the skills available in
the group
create conditions for break-throughs and collaboratively generate the
experience of high group performance
Meet Expectation
Op p o r t u n
The prototype should:
Stretch
Sustaining
Energy
Equalization
Build Relationship
Safe Space
Interaction
Create Environment
Equal Voices
Positive
Environment
Multiple
Roles
Figure 34. Opportunities for design Map, Authors image, 2015.
61
Reframing
Summary
Reframing
Based on my main research question, data about meeting facilitation,

participation, outcome, experience and Design Management Methods
was collected and affinitzed. Research findings, insights, and
opportunities were organized into four categories:
create environment
build relationship
meet expectations
bump up
Based on these four categories, above listed design criteria were
generated.
The data showed that successful meetings need activities that meet a
multitude of objectives. These activities are part of the plethora of Design
Management methods and must include ways for participants to get
to know each other in formal and informal ways, to take different roles
in the meeting structure, to balance their strengths and weaknesses,
skills and aptitudes, to engage will all their senses, and, ultimately, to
stretch beyond their own envelopes. Facilitating successful meetings is
the responsibility of the entire group, not just the leader, and requires
a certain level of personal development in all participants meaning
that personal leadership development needs to be fostered above and
beyond merely offering methods for facilitating meetings. This new
insight requires exploration into the genre of leadership development.
62
PROTOTYPE DEVELOPMENT AND TESTING
63
M.A. FINAL PROJECT: Prototype Development and Testing
Concept 1
Visual Map Sequence
Concept 1 is a collection of visual maps for increasing productivity in
meeting facilitation. The maps guide the facilitator and participants
through a series of sequential steps. By using visual maps as a bridge
for addressing the pain-points identified in the primary research,
participation in meetings might increase due to creative visual mapping,
and engaging and leading the group toward their desired outcomes by
adhering to a logical sequence that leads them to high performance.
Plus

Various methods are

included for facilitating
meetings (+4)
User-friendly, meeting
facilitation methods with
instruments (+5)
Accumulating experiences
of shared leadership
collaboration (+2)
Improving meeting
facilitation skills (+3)
Achieving personal
development (+3)
Minus

Visual communicationoriented methods may not

be accepted by everyone
(-4)
Time-consuming mapping
processes (-3)
Needs facilitating
participants to be familiar
with the toolkit (-3)
Interesting

Participants are using

creative engagement and
visual communication
methods (+4)
The work integrates team
building activities and
personal development
efforts (+3)
Total: +14
Figure 35. Prototype concept 1 sketch, Authors image, 2015.
64
Concept 2 + 3
Meeting Facilitation Learning Workshop
Concept 2 is a series of five meeting facilitation workshops for people seeking
to improve their meeting facilitation skills in order to increase the quality of the
collaborative meetings they either lead and/or in which they participate. In the
workshops, participants are first introduced to the research that lead to the
development of the Bump Up model, and subsequently, they are led through the
four phases of the model: creating environment, building relationship, meeting
expectations and bumping up.
Consideration of Facilitation Toolkit

Concept 3 is the creation of a facilitation toolkit that is offered during the facilitation
learning workshops. It will contain the maps to be used for each phase and
instructions how to use them.
Plus

Offering hands-on practice for

(potential) meeting facilitators
to develop creative facilitation
skills (+4)
Meeting and getting to know
other people interested in
meeting facilitation (+4)
Developing an understanding
about shared leadership and
team development (+3)
Minus

Running all the activities in

one workshop would take a lot
of time (-2)
The workshop series are built
upon each other (getting out
of sequence might jeapordize
the benefits) (-2)
Visual maps are large and take
up a lot of wall space (-1)
Due to spatial needs the
number of participants is
limited (-1)
Interesting

Workshop activities force

participants to collaborate (+3)
Creativity is boosted (+3)
Total: +10
Figure 36. Prototype concept 2-3 sketch, Authors image, 2015.
65
Concept 4
Dissemination of Facilitation Toolkit
Concept 4 is about disseminating the facilitation toolkit to the target
audience. The toolkit needs to be affordable, easily accessible, and lead
to opportunity for evolving the kit. The original audience was students
at SCAD. However, the prototype can be used in any situation where
creative facilitation is called for, leading to high quality collaboration. For
the original target audience, a digital platform would be most accessible
and is therefore explored here.
Plus

Creating a hub for creative

facilitation within the scope
the project (+3)
Creating a participatory
learning environment (+4)
Building a platform for
sharing and developing
ideas and resources (+3)
Connecting experienced
facilitators with people new
to creative engagement
and meeting facilitation (+3)
Minus

Management of platform
might be challenging (for
instance, if a student
organization is responsible,
the leaders will change
every year) (-3)
Emotional interactions are
limited behind screen (-3)
Online community requires
advocacy to increase
membership (-2)
Expenses for collaborative
online project management
tools (-1)
Interesting

Open source options are

available for sharing with
the larger community (+3)
Potentially spreads from
student-led meeting
participants to broader
audience by those students
taking the practice into the
professional world (+4)
Total: +11
Figure 37. Prototype concept 4 sketch, Authors image, 2015.
66
Chosen Concept for Development

Visual mapping is at the core of these four concepts that are based on
research insights. The four concepts work best when combined into one
effort to create and develop creative collaborative meeting facilitation
methods and nurture the community using them. This combination of
the four concepts goes even above and beyond the original goals of this
project: to increase meeting participation, to shape a positive experience
for participants, and for the group to achieve their desired outcome.
Therefore, the chosen concept for final prototyping is a combination of
all four concepts.
67
Exploration of Chosen Concept

1
2
Phase 1: Create Environment

In this phase, the concept of shared leadership will be introduced to all meeting
participants through living principles and processes that establish an ideal
meeting environment for participation and lead to the following outcomes:
Participants feel encouraged to contribute and want to collaborate
Participants can take any role needed for successful meetings
The Stage is shared equally between introverts and extroverts
Tools:
3
4
Shared Leadership Spectrum

Participants locate themselves on a continuum of leadership options.
The map demonstrates the more or less diverse perspectives and is food for
a group dialogue about their desired ways of leading and following.

Participants Stories
Daily Leader
Participants map their personal profiles in visual language.
Participants learn about each other as they complete a gallery walk through
all the story maps.
Meeting Agenda
Participants complete this map showcasing the purpose, the meeting
agenda, and the desired outcome of the specific meeting taking place, as
well as the overarching vision for the whole project.
Figure 38. Visual maps for CREATE ENVIRONMENT phase, Authors image, 2015.
68

1
2
3
4
Phase 2: Build Relationship

In this phase, meeting participants will have a chance to build deeper
relationships with each other by completing two peer-led personal development
activities, so that:
participants learn about each others levels of interest and capacity
the motivation for participation is clearly communicated
the expectations about participation are aligned with personal capacity and
therefore it is clear to the group how much participants can contribute
the group develops good chemistry for high performance collaboration
Tools:
Cross Section
This map includes the time allocations of one week in participants lives, in
particular, pain-points, happy moments, and times for fulfilled passion are color
coded.
Personal Vision
Completing this map leads participants to getting to know themselves better
by creating a personal vision regarding seven areas of their lives: relationships,
experiences, accomplishments, joys, contributions, environments they want to
live in, and inner qualities.
Cross Section
Personal Vision
Figure 39. Visual maps for BUILD RELATIONSHIP phase, Authors image, 2015.
69

1
2
3
4
Phase 3: Meet Expectation

In this phase, meeting participants will generate a clear definition of their desired
outcomes and experiences, their strengths and weaknesses, their opportunities
and threats, and eventually, then collaborate on the steps toward success.
Through these activities, participants will:
Balance the focus on creating positive experiences and achieving desired
outcomes
Know the groups strengths and weaknesses so that the participants can
optimize their levels of engagement
Tools:
Energy Sustaining Map
Participants set goals, determine their strengths and weaknesses as a group,
and design action steps.
E&O Map
Participants collaboratively optimize their actions so that they balance the
emphasis on experiences and meeting outcomes.
E&Q Map
Figure 40. Visual maps for MEET EXPECTATION phase, Authors image, 2015.
70

1
2
3
4
Phase 4: Bump Up
In this phase, the Team Performance Model (TPM) by Drexler
and Sibbet (2011) is introduced to participants for reviewing their
collaboration process and helping them evaluate and possibly
improve their team dynamic.
Tools:
TPI Assessment Tool
The Team Performance Indicator (TPI) by Drexler and Sibbet (2011)
assessment tool to review team members perception of team
performance and possible bumps the road.
Bump Up Map
A map for meeting participants to evaluate their collaboration
process based on their experience of the team dynamic and
compared to desired meeting outcome.
Combined with the TPM and TPI the group discovers their current
stat and can discuss new possibilities or goals collaboratively.
TPI Assessment Tool
(Team Performance Model by Drexler and Sibbet)
Bump Up Map
Figure 41. Visual maps for BUMP UP phase, Authors image, 2015.
71
First Concept Assessment with

Target Audience
Overview
The Meeting Facilitation Visual Maps were assessed by one
experienced and two inexperienced meeting facilitators.
Step 1
Preparations
Meeting facilitation visual maps

Journey map of Bump-Up Model
Pen and Post-it notes
Consent forms
Step 2
Introduction
A brief introduction about the

purpose and process of the project
and goals of the assessment of this
toolkit prototype
Consent is given by collecting
signatures on consent forms
Agenda for the assessment process
An introduction to the concept of
shared leadership
Step 3
Step 4
Tools
Feedback
(Visual Mapping)
Shared Leadership Spectrum,

Participants Stories Map & Daily
Leader Map
Cross Section Map &
Personal Vision Map
Energy Sustaining Map & E&O Map
TPI Assessment Tool &
Bump Up Map
Participants review the maps and

give feedback directly on maps by
use of post-its
Figure 42. Flow of the chosen prototype concept testing, Authors image, 2015.
72
Test 1 (Phase 1-4)

Time: Sunday, Feb15, 4:00-5:00pm
Location: Personal studio of the subject
Testing Subject: A current student in Design Management major,
experienced workshop facilitator
Findings:
Before starting mapping, the subject went through all maps in four
phases and read carefully on those details.
The subject preferred to use Post-it notes rather than sketch
directly on the map.
The subject moved several Post-it notes in his mapping process.
The subject took a long time and looked confusing when working
on Experience and Outcome Map in the third phase.
Need more detailed introduction on TPS Model and instructions for
Group Collaboration Evaluation Map
Figure 43. Photo in prototype concept testing process with David. S, Authors image, 2015.
73
Test 2 (Phase 1-2)

Time: Sunday, Feb15, 6:00-6:30pm
Location: Personal studio of the subject
Testing Subject: A current student in Advertising major, inexperienced
meeting facilitator, one of the interviewee in primary research
Findings:
The subject preferred to use colorful pens randomly when
sketching (without color coding).
The subject took a long time to finish the Personal Vision Map.
The maps need to be created in bigger size paper.
The subject asked about the more role maps other than Daily
Leader Map.
Figure 44. Photo in prototype concept testing process with Miao. Y, Authors image, 2015.
74
Test 3 (Phase 1-2)

Time: Monday, Feb16, 11:00-11:30am
Location: A classroom in Montgomery Hall
Testing Subject: A current student in Motion Media major,
inexperienced meeting facilitator
Findings:
The subject took a long time to read and understand the four
phases in Bump Up Model.
More introductions were need for better understanding the Shared
leadership concept for the subject.
Before the peer-led personal development section, a little
facilitation skill should to be provided for the subject.
Time should be controlled for each map.
Figure 45. Photo in prototype concept testing process with Xiaochun. S, Authors image, 2015.
75
Test 4
(Facilitation Toolkit Learning Workshop testing)
Time: Saturday, Feb 21, 1:00-2:30pm
Location: Gulfstream, Room 114
Testing Subject: Current SCAD students in industrial design and
interactive design and game development major, inexperienced
facilitators
Findings:
The temporary collaborative project content should be created
at the beginning of the workshop in order to help the participants
step into characters.
The instructions for the Cross Section map should be detailed.
The subjects felt a little confuse to filling the items on the Group
SWOT and Game Plan map, the sequence of the items should be
adjusted.
The team performance model in the Bump Up phase should be
introduced at the beginning of the workshop.
Figure 46. Photo in prototype concept testing process with Olive&Luie, Authors image, 2015.
76
Prototype Testing Insights
An overview of Bump-Up Model, the concept of shared leadership,

the TPM and TPI and all visual maps should be provided at the
beginning of the learning workshop in order to contextualize the
process for participants.
It is the facilitators job to pace the participants so that the intended
content can be presented and the desired outcome completed.
The size of the available wall space in the meeting room is a critical
element.
The agenda of the meeting should be created collaboratively at the
beginning of the workshop so that participants own the work.
Peer-led personal development sessions should be introduced with
the basics of meeting facilitation.
Each map should be accompanied by instructions so that
participants understand the intent and process for each activity
better.
Figure 47. Summary photo in prototype concept testing process, Authors image, 2015.
77
Design Criteria for Final Prototype

Based on the insights from prototype testing process, the design criteria for final
prototype were generated. The final prototype should:
offer participants experiences of shared-leadership collaborations and
practices of visual communication methods
offer participants training of personal development facilitation skill
have mutual sharing (between extroverts and introverts) built into the meeting
structure
alter the focus on desired meeting outcome and participant experience or
create conditions where both objectives receive attention
help the group learn about its strengths and weaknesses, and consequently
help the participants to balance the skills available in the group
create conditions for break-throughs and generate the experience of high
group performance
78
FINAL DESIGN TO MARKET
79
M.A. FINAL PROJECT: Final Design to Market

MBU! Model
MBU! Process
MBU! Toolkit
Meeting Bump Up !
Print, Digital, Workshop
A strategic for collaboration
MBU! Website
Virtual Collaboration Space
Meeting Bump Up! (MBU!) Strategy

hosted on the MBU! Platform .
The MBU! Platform includes:
MBU! Model & Process
MBU! Toolkit (includes sequential steps to an MBU! Workshop )
MBU! Virtual Collaboration Space
MBU! Platform
Figure 48. Visual presentation of Meeting Bump Up! (MBU!) Suite , Authors image, 2015.
80

The MBU! Process described in the MBU! Toolkit leads to:
improving the efficiency in group meetings
achieving desired outcomes
increasing the positive experience of participants
The MBU! Toolkit includes:

Information about the MBU! Model and Processes

Information about the concept and practice of shared leadership
Team Performance Model (TPM) and Team Performance Indicator (TPI)
Four process phases with visual maps
1. Create Environment
2. Build Relationship
3. Meet Expectation
4. Bump Up
Strategy
Platform
Process
Toolkit
Value
Groups using the MBU! Process for their group meetings reach
their desired outcomes by following a series of sequential steps and
collaborative visual mapping tasks.
Through the use of the MBU! Strategy participants may experience

high quality team performance, may gain a positive experience, and
achieve the desired meeting outcomes efficiently. Additionally, there is
the opportunity to practice shared leadership and collaborative meeting
facilitation.
Feature
Through this space MBU! Practitioners can learn together, share ideas
and experiences, co-develop new tools and processes, and collaborate
on projects.
MBU! Processes have been designed to offer creative, visual and fun
group processes that both experienced and inexperienced meeting
facilitators can easily apply to any kind of meetings.
Figure 49. Meeting Bump Up! (MBU!) Suite logo, Authors image, 2015.
81

1
MBU! Toolkit
MBU! Learning Workshop
Meeting Facilitation Toolkit
Figure 50. Meeting Bump Up! (MBU!) Toolkit, Authors image, 2015.
82
MBU! Model
Table of Contents
MBU! Process
MBU! Toolkit
Print, Digital, Workshop
MBU! Website
Virtual Collaboration Space
Introduction
MBU! Model
The Concept of Shared-leadership
TPM and TPI
The Four Phases of the MBU! Process
Phase I
Phase II
MBU! Platform
Phase III
Phase IV
Visual Maps for all four phases

Reference
Figure 51. Meeting Bump Up! (MBU!) Toolkit, Content, Authors image, 2015.
83
MBU! Processes have been designed to offer creative, visual and fun
group processes that both experienced and inexperienced meeting
facilitators can easily apply to any kind of meetings.
Introduction
The MBU! Process described in the MBU! Toolkit leads to:

improving the efficiency in group meetings
achieving desired outcomes
increasing the positive experience of participants
Strategy
Platform
Process
Toolkit
What is the Meeting Bump Up! Strategy (MBU! Strategy) ?

Meeting Bump Up! (MBU!) Strategy hosted on the MBU! Platform .
The MBU! Platform includes:
MBU! Toolkit (includes sequential steps to an MBU! Workshop )
The MBU! Toolkit includes:

Information about the MBU! Model and Processes

Information about the concept and practice of shared leadership
Team Performance Model (TPM) and Team Performance Indicator (TPI)
Four process phases with visual maps
1. Create Environment
2. Build Relationship
3. Meet Expectation
4. Bump Up
Groups using the MBU! Process for their group meetings reach
their desired outcomes by following a series of sequential steps and
collaborative visual mapping tasks.
Figure 52. Meeting Bump Up! (MBU!) Toolkit, Introduction, Authors image, 2015.
84
The MBU! Model
Bump Up
The pyramid structure of the MBU! Model emerged from research

addressing meeting facilitation challenges. Empirical research lead to the
recognition that successful meetings evolve over four phases:

create environment
build relationship
meet expectation
bump up
These four phases evolve in sequential order and build upon each other.
For each of the MBU! Phases there are constructive methods that catalyze
the desired experience so that the ultimate outcome of bump up can be
achieved.
MUP! Proce
ss e
s
Stretch
Meet Expectation
Sustaining
Energy
Equalization
Build Relationship
Safe Space
Interaction
Create Environment
Equal Voices
Positive
Environment
Multiple
Roles
Figure 53. Meeting Bump Up! (MBU!) Toolkit, MBU! Model, Authors image, 2015.
85
Shared leadership in Collaboration
Commitment
to change
Shared leadership can be explored as a reciprocal social process that emerges from
people working together in harmony toward common goals (Doyle, 2007). Shared
leadership does not depend on individual performance, although individuals may
influence the dynamic. Rather, the experience of shared leadership is shaped by
how people act together and make sense of their experience (Smith, 2007).
Systems
Community
Organizations
Shared leadership may be broadly distributed, such that people within a team
and organization lead each other. It has frequently been compared to horizontal
leadership, distributed leadership, and collective leadership and is most contrasted
with more traditional "vertical" or "hierarchical" leadership which resides
predominantly within individuals instead of the group (Bolden, 2011).
Shared leadership requires a certain amount of individual and organizational
maturity. The most successful participants started with four common characteristics:
An explicit commitment by senior leadership to change;
An up-front investment of time to educate and plan;
Fundamental management practices in place; and
Engagement and accountability.
Policy
Investment
of Time
Self
Sound
Management
Engagement &
Accountability
Four Prerequisites for Shared Leadership
Figure 54. Meeting Bump Up! (MBU!) Toolkit, Shared-leadership, Authors image, 2015.
86
TPM and TPI

The Drexler/Sibbet Team Performance Model TM (TPM) &
The Forrester/Drexler Team Performance Indicator TM (TPI)
The TPM is a comprehensive model for outlining seven stages of team
development.
The TPI is a comprehensive assessment tool for teams to identify the positions team
members occupy at various times throughout a team experience. This realization
helps to move the team into high performance.
Allan Drexler and David Sibbet spent 10 years refining the TPM that shows the
predictable seven stages involved in both creating and sustaining teams. The first
four stages serve to develop team alignment and the next three describe increasing
levels of sustained performance. This powerful model can be used as a framework
and common language for supporting a team-based culture, and can be combined
with the associated self-scored TPI assessment tool.
Team Performance Model

Drexler | Sibbet
1.
Orientation
7.
Renewal
WHY
am I here?
WHY
continue?
6.
High
Performance
2.
Trust
Building
WHO
are you?
WOW!
3.
Goal
Clarification
5.
Implementation
WHAT
WHO, does WHAT,

WHEN, WHERE
are you doing?
4.
Commitment
HOW
will we do?
CREATING
SUSTAINING

TPModel 1991-2004 Allen Drexler & David Sibbet
Figure 55. Meeting Bump Up! (MBU!) Toolkit, TPM & TPI, Authors image, 2015.
87
The Four Phases of the MBU! Process

The characteristics of each MBU! Phase are listed below:
MBU! Phase I:
Create Environment
MBU! Phase II:

Build Relationship:
MBU! Phase III:

Meet Expectation:
MBU! Phase IV:

Bump Up!
Positive Environment: Participants (positive

and negative) attitudes influence the cocreation of the meeting environment. A
positive atmosphere is inspiring, and once the
atmosphere in the room becomes negative,
the entire meeting turns quickly into a struggle
for all participants.
Safe Space: Both, facilitators and participants,

are responsible for creating a safe environment
where everyone feels invited, appreciated,
connected, and therefore able to speak their
minds freely.
Equalization: Balance the focus on creating

a positive experience for participants with the
focus on achieving the desired outcomes.
Both goals are equally important and go hand
in hand.
Interaction: In order to build relationship,

participants need interactions that bring
them closer together and allow them to get
to know each other. The process of building
relationship equals the playing field and builds
good chemistry.
Sustaining Energy: Participants face various

issues in different collaboration phases,
such as, for instance, fun experience during
brainstorming and mundane budgeting tasks.
The individual level of contribution may
vary during different phases, but the group,
as a whole must sustain a certain level of
engagement in each of the phases.
Stretch: Meetings are highly successful

when participants grow beyond their own
expectations of themselves and/or the group
and discover totally new possibilities or reach
goals that stretch them beyond their own
envelope.
Multiple Roles: Every meeting participant

should be able and be willing to play both
roles, that of the facilitator and of an active
participant. The expectation of multiple roles
serves as a reminder to do both, contribute
and co-lead.
Bump Up! Experience is a highly energetic

state that also leads to deep appreciation of
each other in the process of high performance.
Equal Voices: In meeting compositions there

are extroverts and introverts, each of whom
may take up an unbalanced amount of time,
energy, or air. If the group does not find a
way to balance this inequality and make sure
every voice is heard equally, they may lose
the opportunity to arrive at most creative and
feasible outcomes.
Figure 56. Meeting Bump Up! (MBU!) Toolkit, MBU! Process, Authors image, 2015.
88
Visual Maps for all four phases

Bump Up
MBU! Phase I:
Create Environment
MBU! Phase I | Create Environment
ONE LEADER
MAP INSTRUCTIONS

Read the definition of shared-leadership

collaboration concept
Share your thinking with participants

about the shared-leadership
Rotate the ADAPTIBILITY indicator to

adjust leadership level of your group
between ONE LEADER and MANY
LEADERS
Write down what the selected leadership

level mean to you on the post-it notes
and then stick in that spectrum area
Discuss with participants to reach an

agreement about the leadership level for
the later collaboration
MANY LEADERS
ADAPTIBILITY
MBU! Phase II:

Build Relationship:
Meeting Agenda
MAP INSTRUCTIONS
Divide the space equally base on

the amount of the group members
Take one of the dotted line circles

and draw a self-portrait in it
Use visual way to describe a story

that can present you most, such
as background, interest, character
and etc.
GROUP MEMBER SELFIE

Describe a story that can
present you most, such
as background, interest,
character and etc.
Date:
Host:
Fill the map within the lead of the

selected daily leader
Daily leader fill in the basic

information DATE and HOSTERof the meeting
Members write down / draw their

thinking on the post-it notes and
post them in the appropriate
blocks
Project
Vision
Agenda:
Share the visualized stories

about yourself with other group
members
The sequence is: MEETING

PURPOSE VISION AGENDA
OUTCOME CHALLENGES
DECISION IN THE MEETING
Share your thinking with other

members and daily leader
summarize all the ideas into
meeting criteria
NOTES
Chanllen
NOTES
:
Outcome
Cross Section
MAP INSTRUCTIONS

eting
Me rpose
Pu
Personal Vision
MAP INSTRUCTIONS
MBU! Phase II | Build Relationship
A Week
In My Life
Divide the group into 2-3 peoples

subgroups base on the amount
of the group members, and the
subgroup members need to
facilitate each other to complete
the map
List your one-week activities

and color appropriate areas by
different colors in the sector base
on the time you assigned for each
activity
Accomplishment
Joys

the map
Use visual way to describe

your ideal RELATIONSHIPS,
EXPERIENCES,
ACCOMPLISHMENTS,
JOYS, CONTRIBUTIONS,
ENVIRONMENT and INNER
QUALITIES for your future life
Share the visualized stories with

other group members
Relationships

other group members
NOTES
Environments
NOTES
ges
Happy-Point
Contributions
Use visual way to describe your

PAIN-POINT, HAPPY POINT, and
PASSION of your life
NOTES
Decisions in
the Meeting:
MAP INSTRUCTIONS
Experiences
Pain-Point
Inner
Qualities
SHARED LEADERSHIP NORM
Meet Expectation
Cross Section
Personal Vision
Meeting Agenda
Build Relationship
MBU! Phase III:

Meet Expectation:
MBU! Phase IV:

Bump Up!
E&O Map
MAP INSTRUCTIONS

Targe
ry
Prima

blocks
The sequence is: TARGET GROUP SWOT STAGE/TASK
CHALLENGES SUCCESS
FACTORS
MBU! Phase III | Meet Expectation

OUTCOME
Share the visualized information

with other group members
Discuss the SWOT as a group
in the project context and
distribution group energy
reasonably to each project phase
NOTES
Participant 2

personal expectations they want
to achieve in the meeting process
in both experiences and outcome
side
Share the expectations with other

group members
Use visual way to list the

expectations to achieve as a
group in the meeting process
base on the conclusions of group
discussion
NOTES
GROUP
E&0
EXPECTATION
TPI Assessment Tool
MAP INSTRUCTIONS

Participant 1
Drexler | Sibbet
WHY
continue?
Read the introduction of The

Team Performance Indicator (TPI)
Members look back their

collaboration process base
on the phases showed in the
indicator, write down / draw their
collaboration experiences on the
post-it notes, and post them in
the appropriate blocks
WHO
are you?
Share the experiences with other

group members
5.
Implementation
WHAT
Use the TPI map finished before

as a part of criteria to evaluate the
collaboration experiences
Move the posit-it notes of their

collaboration experiences on
TPI Map to Bump Up Map and
posit them based on the level of
satisfaction
Based on the past collaboration

experiences, members write down
/ draw their ideal collaboration
experience and outcome on the
post-it notes and post them in the
appropriate phases
Share the thinking with other

group members and generate
the Bump Up space for the
collaboration as a group
NOTES
WHO, does WHAT,

WHEN, WHERE
are you doing?
NOTES
WOW!
3.
Goal
Clarification
Stage /
Task
MAP INSTRUCTIONS
MBU! Phase IV | Bump Up
4.
Commitment
HOW
will we do?
/ Tas
Challeng
es
Create Environment
6.
High
Performance
2.
Trust
Building
Participant 3
Stage
7.
Renewal
WHY
am I here?
Bump Up Map
MAP INSTRUCTIONS
1.
Orientation
ess
rs
Succ
Facto
CREATING
Participant 4
EXPERIENCES
SUSTAINING

1.
Orientation
WHY
am I here?
2.
Trust
Building
WHO
are you?
3.
Goal
Clarification
WHAT
are you doing?
4.
Commitment
HOW
will we do?
5.
Implementation
WHO, does WHAT,
WHEN, WHERE
6.
High
Performance
WOW!
7.
Renewal
WHY
continue?
TPI Assessment Tool
E&O Map
Bump Up Map
Figure 57. Meeting Bump Up! (MBU!) Toolkit, Visual map overview, Authors image, 2015.
89
MBU! Phase I
Create Environment
In this phase, the concept of shared leadership will be introduced to all

meeting participants through living principles and processes that establish
an ideal meeting environment for participation and lead to the following
outcomes:
Participants feel encouraged to contribute and want to collaborate
Participants can take any role needed for successful meetings
The Stage is shared equally between introverts and extroverts

ONE LEADER
ADAPTIBILITY
MANY LEADERS
Read the definition of sharedleadership collaboration concept
Share your thinking with

participants about the sharedleadership
Rotate the ADAPTIBILITY

indicator to adjust leadership
level of your group between ONE
LEADER and MANY LEADERS
Write down what the selected

leadership level mean to you on
the post-it notes and then stick in
that spectrum area
Discuss with participants to

reach an agreement about the
leadership level for the later
collaboration
ng
eti
Me rpose
Pu
Date:
Host:


and etc.

members
NOTES
e:
Outcom



blocks

OUTCOME CHALLENGES

meeting criteria
NOTES
es
Decisions in
the Meeting:
Participants map their personal profiles in visual
language.
Participants learn about each other as they
complete a gallery walk through all the story
maps.
MAP INSTRUCTIONS

Project
Vision
Agenda
ng
Chanlle
NOTES
Meeting Agenda
Participants locate themselves on a continuum of

leadership options.
The map demonstrates the more or less diverse
perspectives and is food for a group dialogue
about their desired ways of leading and following.


character and etc.
GROUP MEMBER SELFIE
MAP INSTRUCTIONS

MAP INSTRUCTIONS
Meeting Agenda
Participants complete this map showcasing the
purpose, the meeting agenda, and the desired
outcome of the specific meeting taking place,
as well as the overarching vision for the whole
project.
Figure 58. Meeting Bump Up! (MBU!) Toolkit, Phase1, Authors image, 2015.
90
MBU! Phase I
Create Environment
ONE LEADER
ADAPTIBILITY
MANY LEADERS
MAP INSTRUCTIONS



that spectrum area



and etc.

members
GROUP MEMBER SELFIE

character and etc.

collaboration
Meeting Agenda
MAP INSTRUCTIONS
g
etin
Me rpose
Pu
Date:
Host:
Ag



blocks

OUTCOME CHALLENGES

meeting criteria
Project
Vision
enda:
NOTES
Chanll
NOTES
MAP INSTRUCTIONS
e:
Outcom
NOTES
enges
Decisions in
the Meeting:

NOTES:
NOTES:
Meeting Agenda
NOTES:
Figure 59. Meeting Bump Up! (MBU!) Toolkit, Phase1 visual maps, Authors image, 2015.
91
MBU! Phase II
Build Relationship
In this phase, meeting participants will have a chance to build deeper
relationships with each other by completing two peer-led personal
development activities, so that:
participants learn about each others levels of interest and capacity
the motivation for participation is clearly communicated
the expectations about participation are aligned with personal capacity
and therefore it is clear to the group how much participants can
contribute
the group develops good chemistry for high performance
collaboration
Cross Section
MAP INSTRUCTIONS
A Week
In My Life

the map

activity


other group members
NOTES
Happy-Point
Pain-Point
Personal Vision
Joys

the map

EXPERIENCES,
ACCOMPLISHMENTS,
Experiences
Contributions

Relationships

other group members
NOTES
Environments
Inner
Qualities
This map includes the time allocations of one

week in participants lives, in particular, painpoints, happy moments, and times for fulfilled
passion are color coded.
MAP INSTRUCTIONS

Accomplishment
Cross Section
Personal Vision
Completing this map leads participants to getting
to know themselves better by creating a personal
vision regarding seven areas of their lives:
relationships, experiences, accomplishments,
joys, contributions, environments they want to live
in, and inner qualities.
92
MBU! Phase II
Build Relationship
Cross Section
A Week
In My Life
MAP INSTRUCTIONS


the map

activity


other group members
Personal Vision
Accomplishment
Joys
Pain-Point
Cross Section

the map

EXPERIENCES,
ACCOMPLISHMENTS,

other group members
Experiences
Contributions
Relationships
NOTES
NOTES
Happy-Point
MAP INSTRUCTIONS

Environments
Inner
Qualities
Personal Vision
93
MBU! Phase III

Meet Expectation
In this phase, meeting participants will generate a clear definition of their
desired outcomes and experiences, their strengths and weaknesses, their
opportunities and threats, and eventually, then collaborate on the steps
toward success.
Through these activities, participants will:
Balance the focus on creating positive experiences and achieving
desired outcomes
Learn about the groups strengths and weaknesses so that the
participants can optimize their levels of engagement

MAP INSTRUCTIONS


blocks

CHALLENGES SUCCESS
FACTORS


t
Targe
GROUP
S W
O T
ary
Prim
NOTES
Stage
/ Task
Participants set goals, determine their strengths

and weaknesses as a group, and design action
steps.
s
ces
Succtors
Fa
Challenge
E&O Map
OUTCOME
MAP INSTRUCTIONS


side

group members

discussion
Participant 1
Participant 2
NOTES
GROUP
E&0
EXPECTATION
E&O Map
Experience and Outcome Map
Stage /
Task
Participant 3
Participant 4
EXPERIENCES
Participants collaboratively optimize their actions

so that they balance the emphasis on experiences
and meeting outcomes.
94
MBU! Phase III

Meet Expectation

blocks

CHALLENGES SUCCESS
FACTORS
t
Targe
GROUP
S W
O T
ar
Prim
E&O Map
MAP INSTRUCTIONS



NOTES

OUTCOME
MAP INSTRUCTIONS


side

group members

discussion
Participant 1
Participant 2
NOTES
GROUP
E&0
EXPECTATION
Stage /
Task
Participant 3
Stage
/ Tas
Challeng
es
s
ces
Succtors
Fa
Participant 4
EXPERIENCES
E&O Map
95
MBU! Phase IV
Bump Up!
In this phase, the Team Performance Model (TPM) by Drexler and Sibbet
(2011) is introduced to participants for reviewing their collaboration process
and helping them evaluate and possibly improve their team dynamic.
TPI Assessment Tool
MAP INSTRUCTIONS

Drexler | Sibbet


7.
Renewal
1.
Orientation
WHY
am I here?
WHY
continue?
6.
High
Performance
2.
Trust
Building
WHO
are you?

group members
NOTES
3.
Goal
Clarification
The Team Performance Indicator (TPI) by Drexler

and Sibbet (2011) assessment tool to review team
members perception of team performance and
possible bumps the road.
5.
Implementation
WHAT
WHO, does WHAT,

WHEN, WHERE
are you doing?
4.
Commitment
HOW
will we do?
CREATING
SUSTAINING

Bump Up Map
MAP INSTRUCTIONS


satisfaction

appropriate phases

NOTES
1.
Orientation
WHY
am I here?
2.
Trust
Building
WHO
are you?
TPI Assessment Tool
WOW!
3.
Goal
Clarification
WHAT
are you doing?
4.
Commitment
HOW
will we do?
5.
Implementation
WHO, does WHAT,
WHEN, WHERE
6.
High
Performance
WOW!
7.
Renewal
WHY
continue?
Bump Up Map
Group Collaboration Evaluation Map

A map for meeting participants to evaluate their
collaboration process based on their experience
of the team dynamic and compared to desired
meeting outcome.
Combined with the TPM and TPI the group
discovers their current stat and can discuss new
possibilities or goals collaboratively.
96
MBU! Phase IV
Bump Up!
TPI Assessment Tool
Drexler | Sibbet



group members
7.
Renewal
1.
Orientation
WHY
am I here?
WHY
continue?
6.
High
Performance
2.
Trust
Building
WHO
are you?
Bump Up Map
MAP INSTRUCTIONS

MAP INSTRUCTIONS
5.
Implementation
WHAT

satisfaction

appropriate phases

NOTES
WHO, does WHAT,

WHEN, WHERE
are you doing?

NOTES
WOW!
3.
Goal
Clarification
4.
Commitment
HOW
will we do?
CREATING
SUSTAINING

1.
Orientation
WHY
am I here?
2.
Trust
Building
WHO
are you?
3.
Goal
Clarification
WHAT
are you doing?
4.
Commitment
HOW
will we do?
5.
Implementation
WHO, does WHAT,
WHEN, WHERE
6.
High
Performance
WOW!
7.
Renewal
WHY
continue?
TPI Assessment Tool
Bump Up Map
97
Reference
Allen and Morton, Generating Self-Organizing Capacity; Patrick Lencioni,
Overcoming the Five Dysfunctions of a Team: A Field Guide for Leaders,
Managers, and Facilitators (San Francisco: Jossey- Bass, 2005).
Sibbet, D. (2010). Visual meetings: How graphics, sticky notes and idea
mapping can transform group productivity. John Wiley & Sons.
Doyle, M. E., & Smith, M. K. (2007). What is leadership?. Leading Work with
Young People, 7.
Sibbet, D. (2002). Best practices for facilitation. Grove Consultants
International.
Sibbet, D. (2006). Graphic facilitation: Transforming group process with the
power of visual listening. San Francisco: Grove Consultants International.
Sibbet, D. (1999). Team Performance: Creating and Sustaining Results.

Lambert, L. (2002). A framework for shared leadership. Educational
leadership, 59(8), 37-40.
Carson, J. B., Tesluk, P. E., & Marrone, J. A. (2007). Shared leadership
in teams: An investigation of antecedent conditions and performance.
Academy of management Journal, 50(5) , 1217-1234.
Pastor, J. C., & Mayo, M. (2002). Shared leadership in work teams: A
social network approach (No. wp02-10). Instituto de Empresa, Area of
Economic Environment.
Drexler, A. B., Sibbet, D., & Forrester, R. H. (1988). The team
performance model. Team building: Blueprints for productivity and
satisfaction, 45-61.
Figure 66. Meeting Bump Up! (MBU!) Toolkit, Reference, Authors image, 2015.
98

1
MBU! Toolkit
MBU! Learning Workshops are the section provided for meeting

participants to know and understanding the MBU! Process better in
firsthand experience.
Figure 67. Meeting Bump Up! (MBU!) Workshop Poster, Authors image, 2015.
Figure 68. Meeting Bump Up! (MBU!) Workshop process photos, Authors image, 2015.
99

1
MBU! Toolkit
MBU! Virtual Collaboration Space :
www. meetingBumpUp.com
Through MBU! Virtual Collaboration Space MBU Practitioners can

learn together, share ideas and experiences, co-develop new tools and
processes, and collaborate on projects.
Figure 69. Meeting Bump Up! (MBU!) Virtual Collaboration Space , Authors image, 2015.
100

Business Model Canvas
The Business Model Canvas
as a strategic management
tools was used to describe,
refine and improve the
meeting facilitation toolkit
final prototype. By filling key
elements into nine blocks, the
model provided audiences an
overview of how the meeting
facilitation toolkit functions.
Key Partners
Key Activities
Value Propositions
Customer Relationships
Customer Segments
Facilitation corporations
Facilitating meetings
Increasing meeting
participation
Personal assistant
Students
Meeting facilitation
communities
Creative facilitation
organizations
Human resources
department
(in educational institutions and

corporations)
(by creative engagement

methods)
Education
(facilitation methods learning

workshops, step-by-step
facilitation guide)
Visual mapping
Achieving positive
experiences
Achieving desired
outcomes
Improving meeting
facilitation skills
(learning workshops,
facilitation consulting)
Facilitation communities
(facilitation connections,
shared-leadership groups)
Co-creation
Key Resources
Channels
Social media platform
Meeting facilitation maps
learning workshops
Office supplies
(paper, markers, post-its, pins)
Workshop space
Creative meeting
facilitation mentors
Visual communication
facilitators
Cost Structure
Office supplies
(paper, markers, post-its, pins,

etc.)
Workshops venue rental
Student-led meeting
participants
Meeting facilitators
Educational institutions
Publishers
(Bump Up maps)
(work in the collaborative

environment)
(schools, facilitation learning

organizations)
consultancies
Virtual platforms
(website & social media)
Physical booklet
(printed toolkit)
Partner organizations
Revenue Streams
Publishing Fee
Workshop facilitators salaries
Marketing fees
Bump Up creative facilitation

toolkit copyright
Facilitation learning workshops
fee
Facilitation e-learning
membership fee
Creative facilitation consulting fee

Meeting facilitation related
sponsorship
Educational institutions
sponsorship
Figure 70. Meeting Bump Up! (MBU!) Business model canvas, Authors image, 2015.
101
Implementation Plan
Overview
Vision Statement
The MBU! Suite represents a strategic approach for designing and

facilitating successful meetings. The ultimate goal is to facilitate teams
achieving high collaborative performance. The following section
describes an overview of MBU! Suites business structure and how the
suite maintains the sustainable development as it is driven forward by
the business market.
The vision of the MBU! Suite is to facilitate participants in studentled meetings to achieve high quality collaboration and develop their
facilitation skills through creative engagement methods.
Mission Statement
Value Statement
The mission of the MBU! Suite is to introduce the shared leadership

collaboration concept to meeting participants and guide them in
applying the creative engagement methods to their team building
process in order to achieve high quality team performance, gain a
positive meeting experience, and achieve the desired meeting outcomes
efficiently.
Through the implementation of the MBU! Suite , the values of facilitation,

team building and collaboration are cultivated by the MBU! Practitioners.
The MBU! Suite

The MBU! Suite
The MBU! Suite
The MBU! Suite
facilitators
helps improve the efficiency in group meetings

helps achieve desired outcomes
helps increase the positive experience of participants
helps drive the collaborations for designers and
102
Marketing Mix
PRODUCT
PRICE
PLACE
PROMOTION
The Meeting Bump Up! (MBU!) Suite

includes: MBU! Model & Process,
MBU! Toolkit, MBU! Workshop and
MBU! Virtual Collaboration Space ,
represents a strategic approach for
designing and facilitating successful
meetings.
The suite offers a series of strategic
guides for meeting participants to
apply creative engagement methods
(MBU! Toolkit ) in team building
process, in order to achieve the
positive meeting experiences and
desired outcomes.
The MBU! Suite has been designed
to offer creative, visual and fun group
processes that both experienced and
inexperienced meeting facilitators
can easily apply to any kind of
meetings.
Through the use of the MBU! Suite ,

participants may experience high
quality team performance, may gain
a positive experience, and achieve
the desired meeting outcomes
efficiently. Additionally, there is
the opportunity to practice shared
leadership and collaborative meeting
facilitation.
Due to the primary target audience
of the strategic suite is students and
student-led meeting participants,
the product will firstly be released in
educational environments, as a part
of education resources for facilitating
student collaboration and free to use
for all registered students.
In the later stage, after the suite is
released to a broader audience, it
will benefit from the extension of the
product, such as, MBU! Workshop .
The MBU! Suite will firstly be

released in educational environments
as a part of education resources for
facilitating student collaboration,
which the primary target audience
can easily access.
Further, the collaborations will be
created with both creative facilitation
corporations and facilitation
associations in workshops and
events. The target audience can
easily access the MBU! Suite
through the professional facilitation
channel.
Finally, the target audience can
access the MBU! Suite and get
information through social media and
MBU! Virtual Collaboration Space .
The MBU! Virtual Collaboration

Space as a part of the MBU! Suite
will be one of the most powerful
platforms for promotion. Through
the MBU! Virtual Collaboration
Space, MBU Practitioners can
learn together, share ideas and
experiences, co-develop new tools
and processes, and collaborate on
projects.
Further, the MBU! Suite will
develop its strategic partnership
with educational organizations,
creative facilitation corporations and
facilitation associations to achieve
the promotion in professional areas.
Figure 71. Meeting Bump Up! (MBU!) Marketing mix, Authors image, 2015.
103
Business SWOT Analysis

Based on the business model canvas generated as an
overview introduction shows how the Meeting Bump
Up! (MBU!) Suite functions in market, more detailed
analysis according to the nine key elements in the
canvas are developed here to help conduct the MBU!
Suite implementation plan.
According to the primary research and 2X2 analysis
on the current facilitation market, the Meeting
Bump Up! (MBU!) Suite is positioned as a strategic
facilitation suite, which is built upon shared leadership
collaboration concept and creative engagement
methods.
The suite is designed for students in collaboration
environments. A step-by-step guidance is provided
for them to engage in the team building process
and facilitate them to achieve high collaboration
performance.
Strengths

The MBU! Suite is designed as a comprehensive

system, which provides a series of learning facilitation
platforms for users to understand the toolkit easier.
The MBU! Suite encourages users to continue
developing and testing new MBU! Processes and Tools
to evolve the work further.
The MBU! Suite helps drive the collaboration between
designers and facilitators.
The MBU! Suite is designed to offer creative, visual
and fun group processes that both experienced and
inexperienced meeting facilitators can easily apply to
any kind of meetings.
Opportunities

Weakness
SWOT
Create the collaboration with educational organizations,

and send the suite closer to the target audience. The
suite would have more opportunities to be practice in
that environment.
Creating the collaboration with creative facilitation
corporations and facilitation associations, the suite can
be spread through their professional platforms.
Connect the designers and facilitators to develop the
creative engagement methods.
Group the MBU! Suite material suppliers to create the
new business collaboration.
More facilitation methods need to be developed for The

MBU! Suite so that the suite can be appropriate for any
kind of meetings.
The release of a new toolkit usually needs a powerful
feature to hit the target audience. Otherwise, the new
toolkit will need a long time to be accepted by target
audiences.
The MBU! Suite needs to be tested in more multiple
meeting situations, so that the suite can work in broader
environments.
The MBU! Suite is new to the market, needs strong
financial support for the market exploring phase.
Threats

The target audience of the MBU! Suite would be shared

with other existing facilitation toolkits in the market.
The new toolkits developed by those creative facilitation
corporations and facilitation associations.
The MBU! Suite is new to the market and needs to build
the partnership with existing creative facilitation industry.
The MBU! Suite can be easily copied.
Figure 72. Meeting Bump Up! (MBU!) Business SWOT analysis, Authors image, 2015.
104
Implementation Roadmap
STEP 1
Task
Duration
Involved
Organizations
Step
Actions
STEP 2
STEP 3
STEP 4
STEP 5
Identify Market
Plan for Collaboration
Build Partnership
Introduce to Audience
Enable Adoption
2-3 months
2 months
Ongoing
Ongoing
Ongoing
MBU! Suite Marketing Team

MBU! Suite R&D Team

MBU! Suite R&D Team
MBU! Suite Advocacy Team

Educational Organizations
Creative Facilitation
Corporations and
Associations
MBU! Suite R&D Team

MBU! Suite Collaboration
Partners
MBU! Suite R&D Team

MBU! Suite Collaboration
Partners
Creative Facilitation
Community
Research the existing

creative facilitation related
toolkits, associations and
corporations in the market
Advocacy team develops

the MBU! Suite visual
presentation
Contact the chosen

collaboration partners
Release the MBU! Suite to

the market
MBU! Suites presentation

to potential partners for
collaboration
Create MBU! Suite lectures,

learning workshops and
events with collaboration
partners
The MBU! Suite will be

widely used as collaboration
sources in schools,
corporations to facilitate the
team building process.
Analyze the MBU! Suite

SWOT to the market
Generate the business
development strategy
based on the feature of the
MBU! Suites
Select the potential

collaboration partners
Deeper research on the
chosen partners
Develop the collaboration
documents
Further collaboration details

Explore the unexpected
partnership
Activate the MBU! Virtual

Collaboration Space, open
the platform for audience
The larger MBU! Community

is encouraged to continue
developing and testing new
MBU! Processes and Tools
to evolve the work further.
Table C2. Meeting Bump Up! (MBU!) Implementation roadmap, Authors image, 2015.
105
CONCLUSIONS AND RECOMMENDATION
106
M.A. FINAL PROJECT: Conclusions and Recommendations
Conclusions
This research project emerged from personal interest of the researcher
after she participated in many student-led meetings that did not achieve
the desired outcomes and did not lead to positive experiences. As a
blossoming Design Manager the researcher was eager to improve the
situation by offering creative engagement methods to student leaders.
Secondary research built a foundation for developing the primary
research question: How might Design Management Methods be applied
to meeting facilitation in order to increase participation in meetings, so
that desired outcomes are achieved and participants walk away with
positive experiences?
Data were collected by multiple research methods, processed and
analyzed through a variety of data mapping steps. The research findings
led to insights and an opportunity map used for defining the design
criteria for a potential prototype.
Several prototype concepts were developed, tested, and validated

by engaging the target audience in the assessment process. The final
prototype was generated, refined, and integrated into the MBU! Suite
and includes:
1.
2.
3.
4.

MBU! Toolkit
MBU! Workshop
The MBU! Process unfolds in four phases that are described in the
strategic MBU! Toolkit and the MBU! Workshop . The phases build upon
each other and lead to Bump UP! a state of high team performance
whereby desired outcomes are achieved and participants gain positive
experiences.
Originally, the MBU! Suite was created for student-led meetings.
However, it is applicable to all kinds of meetings, and the business
model canvas was applied to bringing it to market.
107
M.A. FINAL PROJECT: Conclusions and Recommendations
Recommendations
The MBU! Suite represents a strategic approach for designing and
facilitating successful meetings. Additionally, MBU! Practitioners
continuously hone their shared leadership skills, meeting design skills,
and facilitation skills, and they have the opportunity to co-develop the
suite further through the MBU! Virtual Collaboration Space .
The larger MBU! Community is encouraged to continue developing and
testing new MBU! Processes and Tools to evolve the work further.
108
REFERENCES
109
M.A. FINAL PROJECT: References
Annotated Bibliography
Clark, J., & Koonce, R. (1995, November 1). Meeting go in high tech.
Training and Development, 32-38.
By entering the high technology era, the group-meeting environment also changed with
this background. Face-to-face meeting can meet the needs of crossover fields. Teamwork
breaks the limitation of geographic, and more and more software are used to organize
the online meeting. In this situation, the meeting facilitators skill shows more important
role. There are no substitutes for people power. The meeting facilitators need to learn
the technology before the session, working with technology experts and make the high
technology work for you. This article provides the aspect of the meeting environment
changes with technology, what skill does a meeting facilitator need to fit but still keep the
methods used in general meeting.
Clifton, W. (1992). Increasing participation in meetings. Baylor Business

Review., Vol. 10(Issue 1), 13-15.
This article analyzed how to lead a meeting possessed in leaders purpose. The author
talked about the phenomenon that some group leaders dont want great participation in
their meeting due to avoid challenges to their authority or ideas. Actually, participation
is most valuable in meetings that are called for the purpose of problem solving and in
meeting where members are sufficiently informed to make contribution. In order to avoid
this happen and increase the participation at the same time, the author suggested that the
meeting facilitator should practice open communication rather than secretive, need-to-know
communication.
Cooper, R., & Press, M. (1995). The design agenda: a guide to successful
design management. John Wiley and Sons.
This book considers the management of design is about fostering that passion and linking
it to the fulfillment of corporate goals and profitability. Design itself is the world, which
connect the culture and commerce. Design is indeed a passion for things, offering methods
that enable them to come into being. For the better development of the design, it is also
important to find the method to manage the source and ideas, which bring the sustainable
development for design. In the book, authors provided the resources in balancing the
creativity and development for guidance on effective management.
Cooper, R., Junginger, S., & Lockwood, T. (Eds.). (2013). The handbook
of design management. A&C Black.
The book provided an overview of the subject of design management. In the aspect of its
methodologies, current debate, history and future. By introducing design management
principle, methods and practices that shows the management of design has emerged as
central to the operational and strategic options of any successful organization. After reading
the book, a general concept about design management will generate in the mind.
Crittenden, V. L., Crittenden, W. F., & Hawes, J. M. (1999). The facilitation

and use of student teams in the case analysis process. Marketing
education review, 9(3), 15-24.
This paper records a complete process of how student team starts to learn analysis
business cases. The case method is appropriate to the project is that it evolved as an
important means of teaching and learning process, also the case method is an excellent
mechanism for developing the critical thinking skills essential for effective decision-making.
In the paper, the experiment examined both professor-led approach and student-lead
approach analysis process, which provides the data to compare and contrast the meeting in
the situation of facilitated by experienced leader and the situation in peer education.
Egri, C. P. (2014). Introduction: Design Thinking for Learning. Academy

of Management Learning & Education, 13(4), 640-640.
Design thinking as one of the Design Management method captures the essence of
dialogue as inquiry to facilitate learning. This article features an imaginary dialogue in the
Socratic tradition of artful questioning to help a new manager develop a design perspective
about the learning of being a manager, as well as to gain insights for solving organizational
problem. In the educational aspect, design thinking method are integrated to the business
education.
110

Ertel, C., & Solomon, L. K. (2014). Moments of Impact: How to Design
Strategic Conversations that Accelerate Change. Simon and
Schuster.
In this book, the authors talked about the cross over collaboration, which great strategic
conversations are always generate breakthrough insight by combining the best ideas
of people with different background and perspectives. The book describe the current
background of fast-changing world, leader are increasingly confronted by messy,
multifaceted challenges that require collaboration to resolve. The principle in the book
shows the necessary to generate the conversation with different fields. So do the methods,
which can be used crossing the boundary of industry.
Friberger, M. G., & Falkman, G. (2013). Collaboration processes,

outcomes, challenges and enablers of distributed clinical
communities of practice. Behaviour & Information Technology ,
32(6), 519-531.
This article is a research article, which talks about the one way of promoting learning and
knowledge sharing. The Community of practice as a new method focuses on problem
solving and decision-making challenges the traditional knowledge sharing and connecting
system. The advantage of bring the problem to a community of practice is the fast feedback
which break the limitation of learning environment, get feedback and solution from all
channel of the industry. Community of practice can be seen as a new method of efficiency
meeting, which break the geographical limitation. The method of organizing member,
knowledge and all resources can be an inspiration for improving the organization of meeting
resources.
Glen, R., Suciu, C., & Baughn, C. (2014). THE NEED FOR DESIGN
THINKING IN BUSINESS SCHOOLS. Academy of Management
Learning & Education, amle-2012.
The article talked about how design-thinking method is introduced to the business school
education. Design thinking is described as cognitive processes designers have in common,
cress a wide range of design field. It is a method for design background student to break the
boundary of the subject, think comprehensively. Also from a business school perspective,
a fascinating aspect of the design-thinking method applied is their demonstration that
in everyday problem-solving practice designers have diverged quite dramatically and
significantly from the traditional problem-solving paradigm. Design thinking as an essential
design management method is widely applied in different fields, which provided the function
of a comprehensive thinking guide. Design management provides the method to other fields
and at the same time absorb great methods in order to build a more all-scale framework.
Hands, D. (2009). Vision and values in design management . AVA

Publishing.
This book brought me a general overview about the application of design management
in cross-fields. In the book, the author talked about the design management change and
evolves in different geographic and socio-cultural setting. Some design management
principle and methodologies are provided for better understand of the subject. The
diagrams and illustrations, contributions from key players, make this book an essential
guide to the development, issues and future of design management.
Laflamme, E. (2003, September 1). GE taught us how to meet: Meetings

are a time to resolve problems and make decisions. The actions
decided on from these meetings move the company forward.
(business ideas). Landscape Management.
The article is written by one of the manager in GE company, which has rich industrial design
cases. The article using the aspect of creative company talked about how to improve
meeting efficiency. Twelve details are pointed out for meeting facilitator, which go through
the whole meeting process. The author also pointed out, one of the reasons some meeting
is kind of wasting time because members always talk, talk and talk. This directly showed
the purpose of meeting is making decision. The meeting facilitator may not the person make
the decision but personal push member to enter into decision phase.
Landale, A. (2004). Go faster, Meet less. British Journal of Administrative

Management, 26-27.
In this article, the author defined a new approach to free up time for group member from
business meeting. End the complacent practice and instead working with action-oriented
objectives. Time as a valuable resource, this approach focus on the business priorities
that the team needs to resolve and requires that every participant come to the meeting
with thought through ideas on how this can be achieved. The agreements reached are
only outputs required. This new action-oriented meeting approach makes every member
get every idea ready to be achieved before the meeting in order to speed up the meeting
agenda.
111

Levasseur, R. E. (1992). People skills: What every professional should
know about designing and managing meetings. Interfaces, 22(2),
11-14.
Pelletier, S. (2004). Meeting by Design. Small Meeting Guide,

Vol.10(Issue 3), 23-25.
Northridge, R. (1994, October 1). Facilitating the facilitators.

Management Accounting.
Pickett, R. (n.d.). Effective Management Is Key to Successful Meetings.

International Journal of Productivity and Performance Management,
212-220.
The author provided a general method for everyone to design an efficiency meeting in the
article. He concerned about meeting is a process of sharing information, solving problems
and planning, but a group focuses exclusively on content can never become a team. So
the facilitator provides participative processes and insists that group learn to use them. For
design a meeting, the most important thing is know about what result the participants want
from the meeting, then catch the agenda.
In this article, several section are talked from build a group, create the relationship inside
and outside team and points for the meeting facilitator to raise meeting efficiency. One
important thing mentioned by author is that the more the group leader can foster open
communication with many different resources, the better your team will be. That means
the leader play a role that creates relationships among team members and link between
the team and outside groups. In the general working group, the meeting facilitator always
ignores external sources as way to make team innovative and effective.
Paulsen, D. (2004, October). Leadership essentials: facilitation skills for

improving group effectiveness. In Proceedings of the 32nd annual
ACM SIGUCCS conference on User services (pp. 153-160). ACM.
This article talked about the importance of facilitation skills in a teamwork environment.
Teams are being utilized and given the decision-making responsibility previously reserved
for middle management. A good meeting facilitator can help groups collaborate and
effectively meet the challenges of todays work environment. The increasing in a facilitators
competence can result in higher levels of group productivity and organizational efficiency.
The author mentioned that it is important for the facilitator to know about the current
facilitation knowledge. It will be able to assess and evaluate the facilitation skill and training
needs required of themselves and the team.
By using a case of how meeting facilitator helped plan an interactive meeting that turned
perfect stranger into strategic teammate with mission. The relationship between meeting
process and meeting outcome pointed out by author is that, the facilitator should be
involved in the design from the start. The key parts of the design was try to capture as many
of the participants hidden agendas as possible. The case showed the meeting facilitators
role in the meeting and also in a group, which the participation of the facilitator self has a
great impact on the meeting efficiency.
In the management aspect talked about the efficiency meeting details which helps
improving the meeting process. The author using the sub-title pointed out the factor, which
impact the meeting outcome and meeting process. In a meeting facilitator aspect, control
the meeting speed, clear meeting path, and keep outside issue outside, catch the brief. This
article provided some simple details easy to be overlooked by leader.
Rees, F. (1992). Facilitation Skills; Success rests on the assumption that

people care. San Diego, CA: Pfeiffer & Company,| c1991, 1.
In this article, the author examine the structural change must take place in order to support
effective leadership. He brought a new concept of choice-creating meeting to reframe
a meeting, which challenged the traditional agenda supported meeting. The new meeting
process is facilitated by someone trained to evoke and sustain a creative space. The
meeting facilitator helps the group to reach creative break-through. This method would get
an emotional and even audible response. In the creative space, teams members are surely
want to react with their own opinion and listen to what is being said around them.
112

Sibbet, D. (2010). Visual meetings: How graphics, sticky notes and idea
mapping can transform group productivity. John Wiley & Sons.
The author explored the new methods for facilitating the teamwork meeting. By using the
graphic recording, visual planning, story boarding, graphic templates and idea mapping
methods, open the mind of the participants. The creative recording and presentation
way getting beyond the paper and whiteboard engaging the new media platform helped
increasing the participation of a meeting. The visual meeting is not just a simple method
using pattern, symbols and sketch to record the meeting process, it also combine
the general brain storming methods in the process in order to enlarge the creativity of
participants.
Sibbet, D. (2011). Visual Teams: Graphic Tools for Commitment,

Innovation, and High Performance. John Wiley & Sons.
Different from the book of visual meetings, this book set the situation in a long-term
teamwork. Through the visual method help to build the group working system and
processes the understanding of relationship, interconnections, and big picture context. The
toolkit provided in the books help the group work facilitator to start step by step. Also the
special visual recording explored the limitation of communication by talking, showed the
variety way of the communication and presentation.
Staren, E., & Eckes, C. (2009). Optimizing Organizational Meeting

Management. American College of Physician Executives,
Vol.8(Issue 1), 80-83.
The author considers the efficiency meeting started with the correct definition of a
group. The meeting usually is planned as a one-time event and if so, is it intended to
be informational, working, and decision-making. The author also pointed out that it is
important to specify an agenda foe each meeting so that participants can plan and prepare
appropriately prior to getting together. The meeting facilitator should request input from
all members regarding agenda topics and should do so with adequate time prior to the
meeting. And as a meeting facilitator, the main task is to clarify hoe its purpose relates to
organizations mission, vision and value.
Tyran, C. K., Dennis, A. R., Vogel, D. R., & Nunamaker Jr, J. F. (1992).
The application of electronic meeting technology to support
strategic management. MIS Quarterly, 313-334.
New method is applied in the process of strategic management for the meeting facilitator.
Strategic management refers to the process of formulating the goals and policies of
strategy and overseeing its implementation. This paper examines the application of EMS
technology to support each step of face-to-face meeting for strategic management through
goal formulation, environment analysis, strategy formulation, strategy evaluation, strategy
implementation and strategic control steps. This technology method can be a good
reference for the method for general meeting method.
Vasilash, G. (2002). Manage Design, Design Management. AD&P, 34-35.

The author discussed the new trends in the design process management, which can be
fundamental to success of any organization. In the article, a case of Nissan is used to
point out the design process management. The high technology helps the development
of production also provide the possibility of making ideas develop to sustainable design
field. The design management methods are used to organize the design resources in this
process. Also consider the field that out of design; break the boundary of creative industry.
Westcott, M., Sato, S., Mrazek, D., Wallace, R., Vanka, S., Bilson, C.,
& Hardin, D. (2013). The DMI Design Value Scorecard: A New
Design Measurement and Management Model. Design
Management Review, 24(4), 10-16.
In this paper, the author presents a design value project to evaluate how design works for
business or the later step of development of design idea. Started with measuring the impact
of design in business, it becomes the first stepping-stone for the Design Value Project.
Here, I got inspired from the methods of how DMI organize the project rather than the
project content itself. Started with design value measurement and assessment, design roles
and the design value scorecard and ended with design value investment and growth. The
clarify level divided to know deeper from the participants experience and their opinion.
113
Additional Sources
Zimmerman, J. (2008). Powerful New Communication Tools for Your
Meetings. Nonprofit World, Vol.23(No.3), 12-14.
In this article, the author brought a new way of visual recording to facilitate the meeting.
It is a kind of graphic facilitation. This is a process of taking notes on a topic by using
combination of pictures, words, and symbols. It is a mural like visual image that captures a
dialogues topic. And the graphic facilitation is the process used by meeting leader, which
create the process use visual recording. The advantage of graphic facilitating is that it helps
generate creative new ideas in the process. Also it contains the potential function of team
building and strategic planning, which can fit any type of community meetings.
Zhang, S., Gao, Q., & Yang, C. (n.d.). A New Method For Design Process
Knowledge Management. Journal of Advanced Manufacturing
Systems, 102-107.
In this paper, the authors discussed the new model of managing the knowledge in the
design process. In the background of regarding resources as most important factor that
determines the success of project. The authors examine the design process into three
layers: harmony layer, purpose layer and action layer, each layer presents different phase
of design that can be clearly recognized the participator and the design documents. The
model is used to help to reuse the knowledge resources efficiently in sustainable design
process context. This article explored my understanding of design process management.
The description of layer category principle provides me a new method to organize the
design knowledge, which is also helpful to meeting facilitation process.
Allen and Morton, Generating Self-Organizing Capacity; Patrick Lencioni,

Overcoming the Five Dysfunctions of a Team: A Field Guide for Leaders,
Managers, and Facilitators (San Francisco: Jossey- Bass, 2005).
Sibbet, D. (2010). Visual meetings: How graphics, sticky notes and idea mapping
can transform group productivity. John Wiley & Sons.
Doyle, M. E., & Smith, M. K. (2007). What is leadership?. Leading Work with
Young People, 7.
Sibbet, D. (2002). Best practices for facilitation. Grove Consultants International.
Sibbet, D. (2006). Graphic facilitation: Transforming group process with the
power of visual listening. San Francisco: Grove Consultants International.
Sibbet, D. (1999). Team Performance: Creating and Sustaining Results.
Lambert, L. (2002). A framework for shared leadership. Educational leadership,
59(8), 37-40.
Carson, J. B., Tesluk, P. E., & Marrone, J. A. (2007). Shared leadership in teams:
An investigation of antecedent conditions and performance. Academy of
management Journal, 50(5) , 1217-1234.
Pastor, J. C., & Mayo, M. (2002). Shared leadership in work teams: A social
network approach (No. wp02-10). Instituto de Empresa, Area of Economic
Environment.
Drexler, A. B., Sibbet, D., & Forrester, R. H. (1988). The team performance
model. Team building: Blueprints for productivity and satisfaction, 45-61.
114
APPENDICES
115
M.A. FINAL PROJECT: Appendices A: Project Gantt Chart

Week 1
PROJECT TASK
0105-0111
Week 2
0112-0118
Week 3
0119-0125
Week 4
0126-0201
Week 5
0202-0208
Week 6
0209-0215
Week 7
0216-0222
Week 8
0223-0301
Week 9
0302-0308
Week 10
0309-0312
1. Project Planning
Confirming the Final Project Proposal
Preparing for Primary Research process
(research protocols, interview questions, survey questions)
2. Conducting Research
Primary Research
Observation
Online Servey
Interview & Shinterview
Working Wall
3. Market Analysis
Positioning Your Project
Finding your ZAG
Value Proposition
4. Research Synthesis
Filling in the Research Gaps
Recapping Personas
Opportunities and Design Criteria
Midterm Preparation
5. Midterm & Initial Exploration

Midterm Process Book
Initial Concept Exploration
6. Refined Exploration & Prototyping
Explore, Rethink, Reframe, Align
Prototyping Concepts for Testing
7. Assessment & Validation

Assessing Concept
Filling in the Gaps
8. Final Prototype
Finalizing Prototype
9. Business/Implementation Plan
Business Model Canvas to
Business/Implementation Plan
Final Project Process Book Generation
10. Process Book & Poster

Final Process Book per specs
Graduation Poster per specs
Figure 73. Project Gantt chart map, Authors image, 2015
116
M.A. FINAL PROJECT: Appendices B: Research Questions Matrix

RESEARCH
QUESTIONS
WHAT DO I NEED TO
KNOW?
WHY DO I NEED TO
KNOW THIS?

What are Design

Management
Methods?
How might we apply

Design Management
Methods to meeting
facilitation?
How might we
increase participation
in meetings?
What determines
success in
meetings?
What is the definition

of positive
experience in
meetings?
How are people using

Design Management
Methods?
What is the benefit of
using Design Management
Methods?
What is meeting facilitation?

What is the purpose of
What kinds of methods have
already been applied in
What is the main task for a
meeting facilitator?
What does participation mean in a

meeting environment?
What emotional expressions
or behaviors demonstrate that
participants are fully engaged in
meetings?
What will influence group members
participation in meetings?
What methods will be used to
increase participation in meetings?
Who or what might encourage more
participation besides the facilitator?
What is the definition of

success in meetings (for
instance, desired outcome is
achieved)?
What methods are used to
evaluate success?
Who determines whether
meetings were successful?
How do participants evaluate
success (versus facilitator)?
What variables impact the

experience?
What kind of experience do
participants expect?
What is the relationship
between positive experience
and desired outcome?
What methods can be used
to improve the meeting
experience?
Know about the definition

of Design Management
Methods
Discover the advantage
of Design Management
Method used in fields out
of design
The process/experience of
using Design Management
Method in teamwork
Know about meeting
facilitation
Discover the pros and
cons of current facilitation
methods
Identify the possible
opportunities for exploring
existing methods used in
facilitation
Know the definition of
participation in the
context of meeting
Discover the expectation
and emotion needs from
participation process
How might the
participation be increased
by different group role
Define successful
outcome in meeting
Discover the methods to
evaluate meeting outcome
Lean from expectation
from member, discover
possible opportunities to
improve outcome
Learn from the personal

experience aspect,
discover emotional needs
Define the impact of
meeting outcome on
meeting experience
Identify the possible
methods to improve the
meeting experience
WHAT TYPE OF DATA

IS NEEDED?
Definition
Design Management
Method cases
Quotes from resource
about Design
Management Method
Conversational pieces
The experience from a

meeting facilitator
Meeting facilitation cases
Quotes from resources
about facilitation
List of facilitation
organizations
Quotes from resource

about facilitation
Suggestion from facilitate
professional
Photos and notes from
meeting
Compare and contrast
different meeting process
Quotes from resources

about meeting outcome
Attitude from group
members
Photo and notes from
meeting in different
outcome
Attitude from group

members
Relationship between
experience and outcome,
also positive and negative
Photos and notes from
meeting
WHERE CAN I FIND

THIS DATA?
WHAT TYPE OF DATA

COLLECTION
METHODS?
WHO
DO I CONTACT?
SCAD library
Online resource
SCAD Library
SCAD
Classroom
Gulfstream/
CLC
Online resource
SCAD Library
SCAD
Classroom
Gulfstream/
CLC
Online resource
SCAD Library
SCAD
Classroom
Gulfstream/
CLC
Online resource
SCAD Library
SCAD
Classroom
Gulfstream/
CLC
Online resource
Design Management
professionals
SCAD Design
Management Major
student/faculty
David Sobin
Sandy Wu
Secondary
research
Online survey
Interview
Observation
Shinterview
David Sobin
Yajing Hou
Miao Yu
Ashile Thomas
Nicle Wood
Secondary
research
Online survey
Interview
Observation
Shintweview
Miao Yu
Fei Xu
Huii Chuang
Nicole Andrews
David Sobin
Kiki Li
TJ Sun
Angel Chang
Jane Jiang
Neil Shastri
Kiki Li
TJ Sun
Angel Chang
Jane Jiang
Neil Shastri
Secondary
research
Interview
Survey
Secondary
research
Online survey
Interview
Observation
Secondary
research
Online survey
Interview
Observation
WHAT WILL I TAKE

AWAY?
WHAT WILL I
LEARN?
WHEN DO I NEED
TO KNOW?

Week 2-3
(by 01/25/2015)

Week 2-3
(by 01/25/2015)
Week 2-3
(by 01/25/2015)

Week 2-3
(by 01/25/2015)
Week 2-3
(by 01/25/2015)
How people think about

the Design Management
method
The methods which
already be used in other
fields
The preference of methods
by meeting in different
fields
How to connect the

meeting facilitation with
Design Management
method
The current problem in
facilitation
What members
expectation on meeting
Experience
Opportunities
outcome and experience
Experience
Attitude
outcome and experience
Experience
Attitude
WHAT MIGHT I BE
MISSING?
Missing Design
Management Methods
Need secondary research
Missing knowledge from

facilitation professionals
process
Need observe meeting

in different fields, get
comprehensive meeting
data
Meeting outcome evaluate

methods research
Secondary research
Take out personal attitude

limitation
Relate the experience with
industry of the meeting
Table C1. Sub questions matrix. Authors image, 2015
117
M.A. FINAL PROJECT: Appendices C: Signed Consent Forms
Figure 74. Interview consent form and photos of signing by interviewees, Authors image, 2015
118
M.A. FINAL PROJECT: Appendices D: Observation Notes
Figure 75. Observation Notes, Authors image, 2015
119
M.A. FINAL PROJECT: Appendices E: Interview Transcriptions

David S.
Figure 76. Interview transcription 1, Authors image, 2015.
120
M.A. FINAL PROJECT: Appendices E: Interview Transcriptions

Syafiq A.
Maria D.
Bingjie Q.
Yi H.
Figure 77. Interview transcription 2, Authors image, 2015.
121
M.A. FINAL PROJECT: Appendix F: MBU! Toolkit Visual Maps

ONE LEADER
ADAPTIBILITY
MANY LEADERS
MAP INSTRUCTIONS




that spectrum area

collaboration
NOTES
Figure 78. Visual map, Shared leadership spectrum, Authors image, 2015.
122
MAP INSTRUCTIONS
GROUP MEMBER SELFIE

character and etc.



and etc.

members
NOTES
Figure 79. Visual map, Participants story, Authors image, 2015.
123
Meeting Agenda
MAP INSTRUCTIONS

ng
eti se
e
M rpo
Pu
Date:
Host:



blocks

OUTCOME CHALLENGES

meeting criteria
Project
Vision
:
Agenda
enges
Chanll
e
Outcom
NOTES
Decisions in
the Meeting:
Figure 80. Visual map, Meeting agenda, Authors image, 2015.
124
Cross Section
A Week
In My Life
MAP INSTRUCTIONS


the map

activity


other group members
NOTES
Happy-Point
Pain-Point
Figure 81. Visual map, Cross section, Authors image, 2015.
125
Personal Vision
MAP INSTRUCTIONS

Accomplishment
Joys

the map

EXPERIENCES,
ACCOMPLISHMENTS,

other group members
Experiences
Contributions
Relationships
NOTES
Environments
Inner
Qualities
Figure 82. Visual map, Personal vision, Authors image, 2015.
126

MAP INSTRUCTIONS


blocks

CHALLENGES SUCCESS
FACTORS


t
Targe
GROUP
S W
O T
ar
Prim
NOTES
Stage
/ Tas
Challeng
es
s
ces s
c
u
S ctor
Fa
Figure 83. Visual map, Energy sustaining map, Authors image, 2015
127
E&O Map
OUTCOME
MAP INSTRUCTIONS


side

group members

discussion
Participant 1
Participant 2
NOTES
GROUP
E&0
EXPECTATION
Stage /
Task
Participant 3
Participant 4
EXPERIENCES
Figure 84. Visual map, E&O map, Authors image, 2015.
128
TPI Assessment Tool
MAP INSTRUCTIONS

Drexler | Sibbet



group members
7.
Renewal
1.
Orientation
WHY
am I here?
WHY
continue?
6.
High
Performance
2.
Trust
Building
WHO
are you?
NOTES
WOW!
3.
Goal
Clarification
5.
Implementation
WHAT
WHO, does WHAT,

WHEN, WHERE
are you doing?
4.
Commitment
HOW
will we do?
CREATING
SUSTAINING

Figure 85. Visual map, TPI assessment tool, Authors image, 2015
129
Bump Up Map
MAP INSTRUCTIONS


satisfaction

appropriate phases

NOTES
1.
Orientation
WHY
am I here?
2.
Trust
Building
WHO
are you?
3.
Goal
Clarification
WHAT
are you doing?
4.
Commitment
HOW
will we do?
5.
Implementation
WHO, does WHAT,
WHEN, WHERE
6.
High
Performance
WOW!
7.
Renewal
WHY
continue?
Figure 86. Visual map, Bump up map, Authors image, 2015.
130
M.A. FINAL PROJECT: Appendix G: Business Model Canvas SWOT
SWOT Analysis
Strengths
Weakness
The methods help expanding facilitation skills

for experienced facilitators
Starters will be introduced new methods with

facilitations
The methods help establishing facilitation

skills for inexperienced facilitators in creative
ways
Aligning the background knowledge for

experienced and inexperienced participants
The methods are fit any levels in facilitation

community and professionals
SWOT
Opportunities
Customer Segments:
More collaboration will be created in the

process of learning creative methods
The facilitation professionals and starters will

be well connected in the collaborations
New facilitation will be co-created in the

collaboration processes
Students (work in the collaborative environment)

Student-led meeting participants
Meeting facilitators
Educational institutions (schools, facilitation
learning organizations)
Meeting facilitation consultancies
Threats
Many other facilitation methods are
combined optionally will made facilitation
process chaos
Figure 87. Business model canvas, Customer segments SWOT analysis, Authors image, 2015.
131
SWOT Analysis
Strengths
Weakness
Many assistant methods are available for

starters to learning new methods
The collaboration within the facilitation

communities encouraging the innovation of
new facilitation methods
Personal assistant (learning workshops, facilitation

consulting)
Facilitation communities (facilitation connections,
shared-leadership groups)
Co-creation
More human resources (experiences

facilitators) need to be ready for the personal
assistant
Opportunities need to be created to

gather participants for co-creation the new
facilitation methods
SWOT
Opportunities
Customer Relationships:
Customers may generate personal

understanding of the facilitation methods
in the assistant process, which helps
performing the better collaboration in future
New facilitation methods may generate in the
collaboration of facilitation communities
Threats
Starters need to find the way to blend in

facilitation communities
Customers need take more time to

participate in learning process in order to be
familiar with new methods
Figure 88. Business model canvas, Customer relationships SWOT analysis, Authors image, 2015.
132
SWOT Analysis
Strengths

Multiple methods are available for

dissemination
The connections between different

dissemination methods need to be managed
The facilitation experiences provided in the

learning workshops bring customers deeper
understanding of new methods
The information post on different channels

needs to be aligned
Opportunities
Channels:

Meeting facilitation learning workshops

Virtual platforms (website & social media)
Physical booklet (printed toolkit)
Partner organizations
Weakness
SWOT
More dissemination opportunities will be

created in the collaboration with partner
organizations
The creative facilitation toolkit will be spread
broader on virtual platforms
Threats
Extra cost to host the learning workshops
The creative methods may be challenged

by other newer facilitation methods, which
may reduce the collaboration with partner
organizations
Figure 89. Business model canvas, Channels SWOT analysis, Authors image, 2015.
133
SWOT Analysis
Strengths
Weakness
New creative approaches guiding meeting

participants to conduct team building
Improving the collaboration quality
The strategic facilitation toolkit generated

based on the development of existing
facilitation methods is easy to be adopted
Providing both personal development and

leadership training
SWOT
Opportunities
Value Proposition:
The strategic facilitation toolkit can be

developed to fit any kinds of group working
The concept of balancing meeting experience

and outcome may drive the innovation of
meeting facilitation methods
Increasing meeting participation

Achieving positive experiences
Achieving desired outcomes
Improving meeting facilitation skills
The facilitation skills will be improved

after several practices in the collaboration
environments, the result may not be instantly
Threats
The customers need to be willing to use
visual communication methods in the
facilitation process; otherwise the effect of
the toolkit may be reduced
Figure 90. Business model canvas, Value proposition SWOT analysis, Authors image, 2015.
134
SWOT Analysis
Strengths
Weakness
Creative approaches for team building can

provide fresh and positive collaboration
experiences for participants
Some of the facilitation activities are

limited to work in the shared-leadership
collaboration environment
The visual communication activities break

the limitation of language, create open
environment for participants
The meeting facilitation education may cost

lots of human resources
Both personal leadership and facilitation

skills are improved in the training process
Opportunities
SWOT
Key Activities:
Customers in different fields are interested in

visual communication
Facilitating meetings
(by creative engagement methods)
Education
(facilitation methods learning workshops, step-bystep facilitation guide)
Visual mapping
Creating collaborative environment
(shared-leadership collaboration experiences)
Shared-leadership collaboration concept

maybe spread widely
The facilitation training will begin earlier in

collaboration educations
Threats
The experienced facilitator may not willing to
try new methods
Figure 91. Business model canvas, Key activities SWOT analysis, Authors image, 2015.
135
SWOT Analysis
Strengths

Most of the key resources are easy to get

in the educational institutes, which the
workshops are accessible for students
The collaborations between intellectual

resources are easy to create
Opportunities
Key Resources:

Meeting facilitation maps (Bump Up maps)

Office supplies (paper, markers, post-its, pins, etc.)
Workshop space
Creative meeting facilitation mentors
Visual communication facilitators
Weakness

The workshop schedule may be decided

upon facilitation mentors
The cost of hiring intellectual resources
SWOT

Creating the facilitation mentor volunteer

groups to reduce the intellectual resources
cost
Creating the meeting facilitation packages to

connect office suppliers
Threats
The workshop space is limited for
participants to conduct big visual maps
Figure 92. Business model canvas, Key resources SWOT analysis, Authors image, 2015.
136
SWOT Analysis
Strengths
Weakness

Most of the key partners have connection

with each other, which the collaboration is
easy to create
Most of the key partners help to attract

potential customers in their general working
activities
Multiple industries are covered as partners
Opportunities
SWOT
Businesses need to be developed with the

help of some partners, which may cause the
conflict in one industry
Threats
Key Partners:
Creating collaborations among partners may

lead win-win businesses
The conflicts among partners caused by

business benefit
The collaborations among partners may drive

the innovation in facilitation industry
Hard to create the collaborations among

partners with different business focuses
Facilitation corporations
Meeting facilitation communities
Creative facilitation organizations
Human resources department
(in educational institutions and corporations)
Publishers
Social media platform
Figure 93. Business model canvas, Key partners SWOT analysis, Authors image, 2015.
137
SWOT Analysis
Strengths
Weakness
Most of marketing fees can be coved by the

collaboration with key partners
The dissemination of the workshops are

mostly conducted by the collaboration
organizations
Opportunities
SWOT
Cost Structure:
Developing volunteer workshop facilitators to

reduce the intellectual resources cost
Creating the meeting facilitation packages to

connect office suppliers
Creating long time collaboration with

suppliers
Office supplies (paper, markers, post-its, pins, etc.)

Workshops venue rental
Publishing Fees
Workshop facilitators salaries
Marketing fees
The main cost are separated in different

industries, it is a challenge to create the
collaboration among them in order to reduce
the cost
Threats
Extra cost may be added due to the
adjustment of material fees / rentals for
specific time
Figure 94. Business model canvas, Cost structure SWOT analysis, Authors image, 2015.
138
SWOT Analysis
Strengths
Weakness

Many collaboration partners provide

sponsorship
Copyright of the Bump up toolkit becomes

the main part of the revenue
The workshop can be host in multiple

platforms, which will bring revenue streams
through variety of channels
SWOT
Opportunities
Revenue Streams:

Bump Up creative facilitation toolkit copyright

Facilitation learning workshops fees
Facilitation e-learning membership fees
Creative facilitation consulting fees
Meeting facilitation related sponsorship
Educational institutions sponsorship
The existing channel and resources can be

used by new developed toolkits, which the
revenue streams can continually evolve
Invisible assets will generated in the existing

business/ dissemination activities
The revenue streams brought by the Bump

up toolkit is limited, the toolkit need to be
developed continually
Threats
The challenge form the existing facilitation

toolkits/ workshops in the market
The instable relationship with collaboration

suppliers
Figure 95. Business model canvas, Revenue streams SWOT analysis, Authors image, 2015.
139
M.A. FINAL PROJECT: Appendices H: Working Wall
Working Wall
For this research study, the working wall is organized base on
primary research and secondary research methods. The secondary
research data is gathered mainly from academic articles, books and
online database, which provide an overview of current study on the
meeting facilitator. The primary research is designed on the basis of
research questions, which expect to collect data directly to the subquestions, which are looking forwarded by researcher. The primary
research actions are including observation, interview and online
survey, which can cover the data in depth and dimension.
Figure 96. Working Wall 1, Authors image, 2015.
140
Secondary + Primary Research
Observation + Notes
Interview + Transcription
2 x 2 Axis Charts
Secondary Research
141
Interview Quotations
Affinity
Affinity
142
Concept Sketches
Facilitation Toolkit Prototype

143
MBU! Toolkit Sketch
Business Model Canvas
Visual Facilitation Map Sketch

144
LIST OF FIGURES AND TABLES
145
M.A. FINAL PROJECT: List of Figures and Tables

List of Figures
Figure 1. Meeting Bump Up! Process book cover, Authors image, 2015......................................................................................................................................................1
Figure 2. ZAG steps 1-6. Authors image, 2015............................................................................................................................................................................................11
Figure 3. ZAG steps 7-12. Authors image, 2015..........................................................................................................................................................................................12
Figure 4. ZAG steps 13-17. Authors image, 2015........................................................................................................................................................................................13
Figure 5. Competitor and collaborator analysis, IDEO, Authors image, 2015.............................................................................................................................................15
Figure 6. Competitor and collaborator analysis, Frog, Authors image, 2015...............................................................................................................................................16
Figure 7. Competitor and collaborator analysis, Continuum, Authors image, 2015....................................................................................................................................17
Figure 8. Competitor and collaborator analysis, XPLANE, Authors image, 2015........................................................................................................................................18
Figure 9. Competitor and collaborator analysis, MFI, Authors image, 2015................................................................................................................................................19
Figure 10. Competitor and collaborator analysis, The Hayes Group, Authors image, 2015.......................................................................................................................20
Figure 11. Competitor and collaborator analysis, IAF, Authors image, 2015...............................................................................................................................................22
Figure 12. Competitor and collaborator analysis, INIFAC, Authors image, 2015........................................................................................................................................23
Figure 13. Competitor and collaborator analysis, IIFAC, Authors image, 2015...........................................................................................................................................24
Figure 14. 2X2 axis chart for market positioning, Meeting Expectations vs. Facilitation Methods, Authors image, 2015..........................................................................25
Figure 15. 2X2 axis chart for market positioning, Facilitation Guidance vs. Facilitation Purpose, Authors image, 2015............................................................................26
Figure 16. Ecosystem map of research space, Authors image, 2015..........................................................................................................................................................30
Figure 17. Interview consent form, Authors image, 2015.............................................................................................................................................................................33
Figure 18 . Research protocols, Authors image, 2015..................................................................................................................................................................................34
Figure 19. Interviews' quotations, Authors image, 2015..............................................................................................................................................................................39
Figure 20. Journey map of meeting observation, Authors image, 2015......................................................................................................................................................40
Figure 21. Word cloud of students' perception of meeting, Authors image, 2015......................................................................................................................................43
Figure 22. Journey map of students' actions in a meeting, Authors image, 2015......................................................................................................................................44
Figure 23. SWOT analysis of current situation in student meeting, Authors image, 2015..........................................................................................................................45
146

List of Figures
Figure 24. Affinity map, Authors image, 2015..............................................................................................................................................................................................46
Figure 25. Persona photo, David Sobin, Authors image, 2015....................................................................................................................................................................49
Figure 26. Persona photo, Kelli Peterson, Authors image, 2015.................................................................................................................................................................50
Figure 27. Persona photo, Yan Lee, Authors image, 2015...........................................................................................................................................................................51
Figure 28. Persona photo, Syafiq Azmy, Authors image, 2015....................................................................................................................................................................52
Figure 29. Research-Findings-at-a-Glance Map, Authors image, 2015......................................................................................................................................................54
Figure 30. Opportunities for design Map, Create Environment, Authors image, 2015................................................................................................................................56
Figure 31. Opportunities for design Map, Build Relationship, Authors image, 2015...................................................................................................................................57
Figure 32. Opportunities for design Map, Meet Expectation, Authors image, 2015...................................................................................................................................58
Figure 33. Opportunities for design Map, Bump Up, Authors image, 2015................................................................................................................................................59
Figure 34. Opportunities for design Map, Authors image, 2015..................................................................................................................................................................60
Figure 35. Prototype concept 1 sketch, Authors image, 2015.....................................................................................................................................................................63
Figure 36. Prototype concept 2-3 sketch, Authors image, 2015..................................................................................................................................................................64
Figure 37. Prototype concept 4 sketch, Authors image, 2015.....................................................................................................................................................................65
Figure 38. Visual maps for CREATE ENVIRONMENT phase, Authors image, 2015....................................................................................................................................67
Figure 39. Visual maps for BUILD RELATIONSHIP phase, Authors image, 2015........................................................................................................................................68
Figure 40. Visual maps for MEET EXPECTATION phase, Authors image, 2015..........................................................................................................................................69
Figure 41. Visual maps for BUMP UP phase, Authors image, 2015............................................................................................................................................................70
Figure 42 . Flow of the chosen prototype concept testing, Authors image, 2015........................................................................................................................................71
Figure 43. Photo in prototype concept testing process with David. S, Authors image, 2015.....................................................................................................................72
Figure 44 . Photo in prototype concept testing process with Miao. Y, Authors image, 2015.......................................................................................................................73
Figure 45. Photo in prototype concept testing process with Xiaochun. S, Authors image, 2015...............................................................................................................74
Figure 46. Photo in prototype concept testing process with Olive&Luie, Authors image, 2015.................................................................................................................75
147

List of Figures
Figure 47. Summary photo in prototype concept testing process, Authors image, 2015...........................................................................................................................76
Figure 48. Visual presentation of Meeting Bump Up! Suite , Authors image, 2015......................................................................................................................................79
Figure 49. Meeting Bump Up! Suite logo, Authors image, 2015..................................................................................................................................................................80
Figure 50. Meeting Bump Up! (MBU!) Toolkit , Authors image, 2015............................................................................................................................................................81
Figure 51. Meeting Bump Up! (MBU!) Toolkit, Content, Authors image, 2015............................................................................................................................................82
Figure 52. Meeting Bump Up! (MBU!) Toolkit, Introduction, Authors image, 2015......................................................................................................................................83
Figure 53. Meeting Bump Up! (MBU!) Toolkit, MBU! Model , Authors image, 2015.....................................................................................................................................84
Figure 54. Meeting Bump Up! (MBU!) Toolkit, Shared-leadership, Authors image, 2015............................................................................................................................85
Figure 55. Meeting Bump Up! (MBU!) Toolkit, TPM & TPI, Authors image, 2015........................................................................................................................................86
Figure 56. Meeting Bump Up! (MBU!) Toolkit, MBU! Process , Authors image, 2015..................................................................................................................................87
Figure 57. Meeting Bump Up! (MBU!) Toolkit, Visual map overview, Authors image, 2015........................................................................................................................88
Figure 58. Meeting Bump Up! (MBU!) Toolkit, Phase1, Authors image, 2015.............................................................................................................................................89
Figure 59. Meeting Bump Up! (MBU!) Toolkit , Phase1 visual maps, Authors image, 2015.........................................................................................................................90
Figure 61. Meeting Bump Up! (MBU!) Toolkit, Phase2 visual maps, Authors image, 2015.........................................................................................................................92
Figure 66. Meeting Bump Up! (MBU!) Toolkit, Reference, Authors image, 2015.........................................................................................................................................97
Figure 67. Meeting Bump Up! (MBU!) Workshop Poster, Authors image, 2015..........................................................................................................................................98
Figure 68. Meeting Bump Up! (MBU!) Workshop process photos, Authors image, 2015...........................................................................................................................98
Figure 69. Meeting Bump Up! (MBU!) Virtual Collaboration Space , Authors image, 2015..........................................................................................................................99
148

List of Figures
Figure 70. Meeting Bump Up! (MBU!) Business model canvas, Authors image, 2015.............................................................................................................................100
Figure 71. Meeting Bump Up! (MBU!) Marketing mix, Authors image, 2015.............................................................................................................................................102
Figure 72. Meeting Bump Up! (MBU!) Business SWOT analysis, Authors image, 2015............................................................................................................................103
Figure 73. Project Gantt chart map, Authors image, 2015.........................................................................................................................................................................115
Figure 74. Interview consent form and photos of signing by interviewees, Authors image, 2015............................................................................................................117
Figure 75. Observation Notes, Authors image, 2015.................................................................................................................................................................................118
Figure 76. Interview transcription 1, Authors image, 2015.........................................................................................................................................................................119
Figure 77. Interview transcription 2, Authors image, 2015.........................................................................................................................................................................120
Figure 78. Visual map, Shared leadership spectrum, Authors image, 2015...............................................................................................................................................121
Figure 79. Visual map, Participants story, Authors image, 2015...............................................................................................................................................................122
Figure 80. Visual map, Meeting agenda, Authors image, 2015..................................................................................................................................................................123
Figure 81. Visual map, Cross section, Authors image, 2015......................................................................................................................................................................124
Figure 82. Visual map, Personal vision, Authors image, 2015...................................................................................................................................................................125
Figure 83. Visual map, Energy sustaining map, Authors image, 2015.......................................................................................................................................................126
Figure 84. Visual map, E&O map, Authors image, 2015............................................................................................................................................................................127
Figure 85. Visual map, TPI assessment tool, Authors image, 2015...........................................................................................................................................................128
Figure 86. Visual map, Bump up map, Authors image, 2015.....................................................................................................................................................................129
Figure 87. Business model canvas, Customer segments SWOT analysis, Authors image, 2015.............................................................................................................130
Figure 88. Business model canvas, Customer relationships SWOT analysis, Authors image, 2015........................................................................................................131
Figure 89. Business model canvas, Channels SWOT analysis, Authors image, 2015..............................................................................................................................132
Figure 90. Business model canvas, Value proposition SWOT analysis, Authors image, 2015..................................................................................................................133
Figure 91. Business model canvas, Key activities SWOT analysis, Authors image, 2015........................................................................................................................134
Figure 92. Business model canvas, Key resources SWOT analysis, Authors image, 2015.......................................................................................................................135
149

List of Figures
Figure 93.
Figure 94.
Figure 95.
Figure 96.
Figure 97.
Figure 98.
Figure 99.
Business model canvas, Key partners SWOT analysis, Authors image, 2015.........................................................................................................................136
Business model canvas, Cost structure SWOT analysis, Authors image, 2015.......................................................................................................................137
Business model canvas, Revenue streams SWOT analysis, Authors image, 2015..................................................................................................................138
Working Wall 1, Authors image, 2015........................................................................................................................................................................................139
List of Tables
Table C1. Sub questions matrix. Authors image, 2015...............................................................................................................................................................................116
Table C2. Meeting Bump Up! (MBU!) Implementation roadmap, Authors image, 2015............................................................................................................................104
150

Meeting Bump Up! - DMGT 748

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MEETING

YIRUN XU | DMGT 748 Final Project | 2015 Winter

M.A. FINAL PROJECT: Introduction

M.A. FINAL PROJECT: Dedication and Acknowledgment

M.A. FINAL PROJECT: Dedication and Acknowledgment

11-29 PROJECT POSITIONING

31-55 RESEARCH ACTIVITIES

57-62 DESIGN OPPORTUNITIES

64-78 PROTOTYPE DEVELOPMENT

80-105 FINAL DESIGN TO MARKET

Appendix A: Project Gantt Chart

146-150 LIST OF FIGURES AND TABLES

80 Meeting Bump Up!

107-108 CONCLUSIONS AND

M.A. FINAL PROJECT: Framing

The subject of this study is to apply Design Management methods in

Primary audience: students working in collaborative environments

In universities, students lead a lot of self-guided meetings to participate

M.A. FINAL PROJECT: Positioning

Develop facilitation and leadership skills

Through this project Design Management methods were be applied to

M.A. FINAL PROJECT: Positioning

The purpose of MBU! Suite is to guide

Meeting Bump Up! (MBU!) Suite is a

WHO ELSE SHARES

MBU! Suite is a strategic tool for

MBU! Suite is the only strategic toolkit

M.A. FINAL PROJECT: Positioning

WHAT SHOULD YOU

The strategic toolkit should have clear

Meeting Bump Up!

WHO LOVES YOU?

MBU! Suite is a strategic toolkit that uses

WHO IS THE ENEMY?

The main enemy is the participants who

MBU! Suite will firstly be distributed in education

M.A. FINAL PROJECT: Positioning

As a creative-oriented facilitation toolkit,

HOW DO YOU EXTEND

In the early stages, the MBU! Suite was

Meeting participants will be provided with

Through MBU! Virtual Collaboration

HOW DO YOU PROTECT

The MBU! Suite is encouraged to

Figure 4. ZAG steps 13-17. Authors image, 2015.

M.A. FINAL PROJECT: Positioning

IDEO is a global innovation design

Frog is a global product strategy and design

Continuum is a global innovation and design

XPLANE is a business design consultancy.

Meeting Facilitators International is a meeting

The Hayes Group

M.A. FINAL PROJECT: Positioning

Help organizations build creative culture

Public and Private business in branding,

Identify new way to support working

Facilitate by creative approaches

What is their facilitation value?

How do they create value?

What categories do they fall into?

What is they entry point to their facilitation?

What can they teach us for our facilitation?