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Design Requirements to Educate and Facilitate Junior Design Professionals to Reflect more Effectively on Critical Situations and Conflicts at Work

Part of: Responsible Design

Published online by Cambridge University Press:  26 July 2019

Lenny van Onselen ,
Christine De Lille  and
Dirk Snelders
Lenny van Onselen*
Affiliation:
The Hague University of Applied Sciences; Delft University of Technology
Christine De Lille
Affiliation:
The Hague University of Applied Sciences; Delft University of Technology
Dirk Snelders
Affiliation:
Delft University of Technology
*
Contact: van Onselen, Lenny, The Hague University of Applied Sciences Faculty of Technology, Innovation and Society The Netherlands, [email protected]

Abstract

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Junior designers are not trained to cope with critical situations and conflict at work. Most design schools do not educate their design students to prepare them for (potential) conflict. As a result, junior designers often do not have conflict-handling skills to handle critical situations and conflicts. While some tools and methods exist to help them make responsible design choices, these often address value differences underlying (potential) conflict without taking the perspective of the designer, and thus without supporting young designers to start by reflecting on their own intrinsic values.

The aim of this study is to find a way to help junior designers to reflect effectively on critical situations, thereby improving their conflict-handling skills. Data was collected through four steps in an action research. Researchers collaborated with an identity programme for junior design professionals. Insights from try-outs and small interventions were transferred into design requirements for an approach to educate and facilitate junior design professionals to reflect more effectively on critical situations.

Keywords

Design practiceCollaborative designDesign educationReflectionValue-based conflicts
Type
Article
Information
Proceedings of the Design Society: International Conference on Engineering Design , Volume 1 , Issue 1 , July 2019 , pp. 3241 - 3250
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
© The Author(s) 2019

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