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Lesson 05

Problem framing, prototyping & learningModule 02 · Customers, innovation & market focus

IGNITE EXTENDED / LESSON 05

Problem framing, prototyping & learning

How can reframing a need lead to a more useful prototype?

A problem frame, prototype sketch and test question.

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05 / OpeningProblem framing, prototyping & learning

The decision and the learning goals

  • Write a specific user–need–insight frame
  • Generate multiple responses to the same need
  • Choose a prototype that tests an important uncertainty
90-minute workshopOpening 5 minConcepts and original examples 35 minPractice 25 minDebrief 15 minReview 10 min
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05 / TheoryProblem framing, prototyping & learning

Synthesis connects evidence to a problem frame

Synthesis groups observations into patterns and proposes an explanation for them. The explanation remains a hypothesis. A useful problem frame identifies a specific user, a need and the insight that makes the need consequential in that situation.

The user–need–insight structure prevents a team from presenting an interface idea as though it were a discovered need. A frame should be narrow enough to guide a test while leaving room for several solutions. Keep the observations that support it visible so that another person can challenge the interpretation.

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05 / TheoryProblem framing, prototyping & learning

The elevator example changes the solution space

The design material contrasts a slow elevator with the experience of waiting for an elevator. If the problem is defined as motor speed, the solution set centers on engineering and capital investment. If the problem concerns the waiting experience, information and the surrounding environment also become possible interventions.

Reframing does not prove that the cheaper alternative is sufficient. The team must test whether the new explanation fits the complaints. A genuine capacity constraint at peak hours or a persistent accessibility issue cannot be resolved simply by making waiting feel shorter.

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05 / TheoryProblem framing, prototyping & learning

The design-thinking cycle

This cycle connects customer evidence to a testable response. It is iterative: a prototype can reveal that the original problem was framed incorrectly.

01

Empathize

Investigate a real situation through observation and recent episodes. For a hospital handoff, watch how staff find the current instruction and record where uncertainty or repeated work occurs.

02

Define

State the user, need and evidence-backed insight. Example: a shift supervisor needs confidence that the next team has the current instruction because updates arrive through several conflicting channels.

03

Ideate

Explore more than one response to that need. Compare a shared record, a confirmation routine and a change to who owns updates. Avoid assuming a notification feature is the only solution.

04

Prototype & test

Make the uncertain part inspectable. Let another person complete a realistic handoff using a rough version. Observe errors and clarification requests, then revise the frame or solution.

The cycle is a learning process. A polished prototype can still answer the wrong question if the user and need remain vague.

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05 / TheoryProblem framing, prototyping & learning

A useful problem frame

USER + NEED + INSIGHT
User
A specific person in a situation.
Need
Something the person must accomplish.
Insight
A non-obvious interpretation supported by observations.

Example: a shift supervisor needs confidence in the current instructions because changes occur after the formal handoff.

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05 / TheoryProblem framing, prototyping & learning

A narrow frame and a useful reframe

A frame determines which solutions appear relevant. Reframing changes the question when evidence suggests that the first formulation assumes a solution too early.

Narrow

“How can we add a message notification?”

Reframed

“How can the next person know which instructions are current?”

Worked application

Illustrative application: “add a message notification” already chooses an interface intervention. “Help the next shift identify the current instruction” admits notifications, a shared authoritative record and a new handoff routine. Test which obstacle actually causes the confusion before selecting among them.

A broader frame is useful when it preserves the concrete user and task while opening plausible responses.

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05 / TheoryProblem framing, prototyping & learning

Explore alternatives before selecting one

  • One interface is only one way to address a need.
  • Include a process change, a communication change and a product idea.
  • Compare what each would help you learn, not only how polished it looks.
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05 / Source pageProblem framing, prototyping & learning

IDEO's "mood meter": the dip from concrete research into abstract synthesis

IDEO's "mood meter": the dip from concrete research into abstract synthesis; Soule - Design Thinking PDF page 22 · bottom slide
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05 / Source pageProblem framing, prototyping & learning

The reframe: the wait feels longer

The reframe: the wait feels longer; Soule - Design Thinking PDF page 28 · bottom slide
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05 / Source pageProblem framing, prototyping & learning

Reframing problems maximizes the potential solution set

Reframing problems maximizes the potential solution set; Soule - Design Thinking PDF page 30 · top slide
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05 / Source pageProblem framing, prototyping & learning

Rise Science: not a data-visualization problem but a user-experience problem

Rise Science: not a data-visualization problem but a user-experience problem; Soule - Design Thinking PDF page 33 · bottom slide
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05 / TheoryProblem framing, prototyping & learning

Prototype fidelity follows the uncertainty

A prototype is a tool for learning. A rough representation can test whether a sequence makes sense, while a functional prototype may be necessary to test performance or reliability. More polish increases cost and can make participants reluctant to criticize the idea.

Choose the smallest representation that exposes the uncertain part of the experience. Tell the participant what task to attempt without demonstrating the answer. Observe the attempt, then ask about confusing points. A successful task with extensive coaching provides weaker evidence of usability than an unaided completion.

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05 / TheoryProblem framing, prototyping & learning

A test result changes the next question

A test rarely validates an entire business. It supplies evidence about the conditions represented in that test. A participant may understand the prototype but lack authority to buy, or may want the benefit without accepting the price.

After each test, state what became more credible, what became less credible and what remains unresolved. Distinguish a problem with the implementation from a problem with the underlying need. The next iteration should target the uncertainty that matters most to the next commitment of resources.

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05 / TheoryProblem framing, prototyping & learning

Choose a prototype for the question

QuestionPrototypeWhat it cannot establish
Can someone understand the sequence?Paper steps or a clickable sketch.Real-world reliability at scale.
Does the value proposition make sense?A short explanation and a task scenario.Willingness to pay from compliments alone.
Can the service be delivered?A small manual trial.A repeatable economic model without further evidence.
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05 / Deep diveProblem framing, prototyping & learning

Service prototypes: Wizard of Oz and concierge

Before building software, a person can deliver the service by hand to test whether it creates value.

In a Wizard-of-Oz test, a person performs the work behind an interface that looks automated, and the customer experiences the intended service. In a concierge test, the customer knows a person is doing the work. Both test whether the outcome matters to customers, and both are cheap enough to run before writing code.

Both share one limitation: the human operator adds judgment, care and relationships that software won't copy. Write the operator's rules down in advance and log every exception. Otherwise you'll learn about the founder, not the product.

PrototypeQuestion it can answerWhat it cannot establish
Paper flow or flip-bookDo users understand the order of steps?Whether they will act on it in real conditions
Journey map shown to usersHave we understood where the experience breaks?Whether a proposed fix works
Wizard of Oz (Relay v0)Do patients take short-notice slots when offered by text, and how many?Automated reliability, unit cost or performance at scale
Working prototypeCan a coordinator use it during a real check-in rush?Willingness to pay or retention over months
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05 / TheoryProblem framing, prototyping & learning

A test should allow the idea to fail

  • State the uncertainty before showing the prototype.
  • Give a realistic task instead of demonstrating the answer.
  • Observe attempts, confusion and workarounds.
  • Record what would justify revision, another test or stopping.
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05 / TheoryProblem framing, prototyping & learning

Turn a reaction into learning

“Users liked it” gives little direction for the next version. Analyze an observable attempt against a prediction made before the test.

01

Observe

Describe the task and behavior. A supervisor finds the latest instruction but sends a separate message to confirm that it is authoritative. Record the extra step and the reason given.

02

Compare

State what you expected. The prototype was intended to make the current instruction unambiguous. Completion with a confirmation call therefore provides weaker evidence than an unaided handoff.

03

Explain

Identify the assumption challenged by the attempt. Perhaps staff understand the screen but do not trust who can update it. That points to authority and process, rather than screen readability.

04

Revise

Change the next test accordingly. Add a visible owner and update history, then test whether the supervisor can accept the instruction without contacting another person.

One test narrows a question. It does not validate every part of adoption, willingness to pay or delivery at scale.

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05 / TheoryProblem framing, prototyping & learning

Fidelity and learning

Fidelity is how closely a prototype resembles the eventual experience. Choose the detail required to expose the uncertain mechanism.

More detail

Useful when appearance, interaction timing or realistic constraints are the question.

Less detail

Useful when a cheap sketch can expose a misunderstanding before the team invests heavily.

Worked application

Illustrative application: paper screens can reveal whether a customer understands the order of a booking process. They cannot show whether a payment integration will complete reliably. A working integration answers that second question but costs more and may be unnecessary for the first.

Specify the question first, then select the representation and the result that would change the next design decision.

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05 / Deep diveProblem framing, prototyping & learning

Write the prediction before the test

A test teaches you something only if you could have been wrong.

Before the test, write down the uncertainty, the metric, the denominator, the expected result and the threshold for each decision: continue, revise or stop. After the test, compare the result with the prediction and say which assumption the result challenged.

Relay example (illustrative): "Of fillable cancellations reported by 3 pilot clinics over 4 weeks, we expect 30–40% to be rebooked by text, against an estimated 10–15% by phone. At or above 30% we build v1 automation. Between 15% and 30% we change lead-time cutoffs and message wording and rerun. Below 15% we reconsider the matching frame."

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05 / Source pageProblem framing, prototyping & learning

User–need–insight: a strong frame beside a weak one

User–need–insight: a strong frame beside a weak one; Soule - Design Thinking PDF page 41 · top slide
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05 / Source pageProblem framing, prototyping & learning

Why group brainstorming underperforms

Why group brainstorming underperforms; Soule - Design Thinking PDF page 45 · top slide
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05 / Source pageProblem framing, prototyping & learning

Why prototype: six purposes

Why prototype: six purposes; Soule - Design Thinking PDF page 49 · bottom slide
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05 / Source pageProblem framing, prototyping & learning

A user journey map used as a prototype

A user journey map used as a prototype; Soule - Design Thinking PDF page 51 · bottom slide
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05 / Source pageProblem framing, prototyping & learning

Move from low to high fidelity with each iteration

Move from low to high fidelity with each iteration; Soule - Design Thinking PDF page 54 · top slide
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05 / Source pageProblem framing, prototyping & learning

Test as an anthropologist, not a salesperson

Test as an anthropologist, not a salesperson; Soule - Design Thinking PDF page 56 · bottom slide
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05 / Original readingProblem framing, prototyping & learning

Soule - Design Thinking - Tim Brown HBR (1)

PDF page 2
Soule - Design Thinking - Tim Brown HBR (1); PDF page 2
PDF page 3
Soule - Design Thinking - Tim Brown HBR (1); PDF page 3

Click either page to read it at full size. In the reader, use ← → to switch between these two pages.

Original archive · S09 · PDF pages 2 & 327 / 38
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05 / Original readingProblem framing, prototyping & learning

Soule - Design Thinking - Tim Brown HBR (1)

PDF page 4
Soule - Design Thinking - Tim Brown HBR (1); PDF page 4
PDF page 5
Soule - Design Thinking - Tim Brown HBR (1); PDF page 5

Click either page to read it at full size. In the reader, use ← → to switch between these two pages.

Original archive · S09 · PDF pages 4 & 528 / 38
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05 / Reading debriefProblem framing, prototyping & learning

Design Thinking / summary

Selected reading: PDF pages 2, 3, 4, 5

The selected pages describe innovation as a human-centered process that connects observed needs with a feasible and viable response. Rough prototypes make an emerging idea concrete enough to learn from.

  • Observation precedes a response

    The Kaiser example begins with how nurses exchange information and what patients experience during shift changes.

  • The system matters

    Edison’s example connects an invention to the infrastructure that makes it useful. Service delivery and surrounding activities belong in the design problem.

  • A prototype clarifies a question

    A simple assembled surgical-tool mockup helps practitioners specify what the device must do. The representation supports a more precise conversation.

  • Iteration changes the design

    Teams try alternatives, observe feedback and revise. The reading emphasizes learning from attempts rather than protecting a finished-looking idea.

Reading debrief · S09 · PDF pages 2, 3, 4, 529 / 38
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05 / Reading debriefProblem framing, prototyping & learning

Design Thinking / discussion

Selected reading: PDF pages 2, 3, 4, 5

Critical points

An observation and its explanation

A repeated handoff failure can support several explanations. Preserve the observed episode while examining which need or constraint best explains it.

A prototype’s reach

A rough service enactment can test a sequence or interpretation. Different evidence is needed for reliability, adoption and operational performance over time.

A case and a general rule

The reported improvements illustrate a particular intervention. Transferring the approach requires understanding the new setting and its constraints.

Reading debrief · S09 · PDF pages 2, 3, 4, 530 / 38
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05 / ApplicationProblem framing, prototyping & learning

A version-control problem disguised as notifications

The fictional delivery handoff from L04 might be addressed with another alert. It might also be addressed by a shared current record, a clear owner or a process that requires acknowledgement. These responses solve different parts of the situation.

Which uncertainty should the first prototype examine?

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05 / Current practiceProblem framing, prototyping & learning

Current practice: AI-generated prototypes

High fidelity now costs very little

Prompt-to-prototype tools turn a sentence or a design file into a working, coded prototype. Figma launched Figma Make in beta at Config in May 2025 and released it to all users on July 24, 2025. The cost difference between a paper sketch and a clickable app, a key reason to start low-fidelity, has become much smaller.

The case for low fidelity still holds

Cheap polish doesn't change how people react to it. A finished-looking prototype still draws compliments instead of criticism, and it hides which part is uncertain. Decide the fidelity from the question you are testing, even if a polished version costs almost nothing to make.

Use generated prototypes for behavior questions

Use generated working prototypes for questions that need real interaction, such as whether a coordinator can find the open-slot list during check-in. Keep paper, scripts or a human "wizard" for value questions. A realistic interface can't tell you whether patients will come in on 90 minutes' notice.

Sources: CMSWire (May 2025): Figma Make beta launches to turn designs into apps and prototypes · Figma: Figma Make is now available to all users · CMSWire (July 2025): Figma Make AI prototyping tool exits beta for all users

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05 / PracticeProblem framing, prototyping & learning

Frame and prototype a response

Known packet: delivery instructions change during the day; email and text can disagree; the driver and office need the current destination. No evidence yet shows that people will check another application.

Your task

Write two problem frames, sketch two different responses and choose a prototype that tests the riskiest assumption. State a task and an observable learning signal.

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05 / DebriefProblem framing, prototyping & learning

Worked answer and reasoning

  • Use a frame about confidence in current instructions rather than “we need another alert.”
  • Compare a shared record with an acknowledgement process; each makes a different assumption about how work happens.
  • A rough task simulation can reveal whether participants identify the current version without help; it cannot prove adoption over a month.
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05 / Venture stepProblem framing, prototyping & learning

Venture step: Reframe the problem and design the Wizard-of-Oz pilot

Relay · venture step 05

Lesson 4 interviews keep coming back to one episode. A slot opens at 7:50 a.m., the coordinator calls the waitlist and the slot stays empty. Daniel's first idea is better automated reminders. Most clinics already send reminders through their EHR, though, and the gaps remain. Maya has 3 pilot clinics willing to try something. At about 42 empty slots per clinic per week, that is roughly 126 slots a week. Phone calls fill an estimated 10–15% of them (illustrative). No software exists yet.

Your task

Write two problem frames, "reminders" and "matching," as user–need–insight statements. Then specify a 4-week Wizard-of-Oz pilot: what Maya does by hand, the single learning metric and its denominator, the prediction made in advance, and the results that would mean continue, revise or stop.

Relay · illustrative venture35 / 38
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05 / Venture stepProblem framing, prototyping & learning

Venture step: worked reasoning

  • Frame A (reminders): a clinic owner needs fewer no-shows because empty slots lose about $110 each (illustrative). This assumes patients forget, which existing reminders already address. Frame B (matching): a front-desk coordinator at a busy 8 a.m. check-in needs to get a just-opened slot to a patient who can come at short notice, because the patients most eager for earlier visits are often not the ones free on 90 minutes' notice. B allows texting, short-notice opt-in lists, lead-time rules and policy changes, and it keeps reminders as one option.
  • Wizard-of-Oz design: each clinic messages Maya when a cancellation comes in. Maya texts opted-in waitlisted patients from a shared phone with a minimal message ("A 3:30pm slot opened at your clinic tomorrow — reply YES"), books the first YES through the clinic and logs everything in a spreadsheet. Before the first message: sign a BAA with each clinic and confirm patients have agreed to receive texts. Applying HIPAA and texting rules depends on current law and needs legal review.
  • Learning metric: fill rate = slots rebooked ÷ cancellations reported to Relay. Break it down by notice lead time, because no-shows discovered after the start time can't be refilled. Supporting measures are the time from cancellation to booking and the minutes of Maya's work per fill. These matter for whether v1 can be delivered.
  • Prediction and arithmetic (illustrative): suppose the clinics report 300 fillable cancellations over 4 weeks. At the 10–15% phone baseline that is 30–45 fills. At the 40% target it is 120 fills, which is 120 ÷ 3 clinics ÷ 20 working days = 2 fills per clinic per day, against a phone baseline of 0.5–0.75. That makes about 1.25–1.5 extra visits per clinic per day. Decision rule: 30% or more and falling minutes per fill means build v1 automation. 15–30% means revise (change lead-time cutoffs, waitlist size or message wording) and run again. Under 15% means the matching frame isn't supported, so reconsider.
  • What the pilot cannot show: whether clinics will pay $399 a month, whether the result holds outside these 3 clinics, or how the work performs when automated at scale. Record these as open questions.
Relay · illustrative venture36 / 38
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05 / DebriefProblem framing, prototyping & learning

Reasoning traps

Framing around your own strength

Like Rise Science's team at first, Relay can frame the problem around what the team is good at, which here is automation and SMS. Check whether interviews show automation to be the bottleneck. The real constraint may be the waitlist itself: who is on it and how much notice they need.

No denominator, no learning

"We filled 40 slots" means nothing until you know how many slots opened, how much notice each one had and what the phone method would have filled. Define the metric and its denominator before the pilot starts, not after the results come in.

The wizard who flatters the result

If Maya hand-picks which patients to text and uses her personal relationships with the clinics, the pilot measures Maya and not Relay. Write down the rules she follows so that software could repeat them, and log every exception.

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05 / ReviewProblem framing, prototyping & learning

What you can now explain

Two Relay problem frames, reminders and matching, as user–need–insight statements, plus a Wizard-of-Oz pilot specification: manual procedure, fill-rate metric and denominator, prediction, decision thresholds and open questions.

  • A frame determines which solutions seem relevant, and reframing from the symptom (complaints, empty slots) to the mechanism (perceived wait, poor matching) widens the set while keeping the obvious options.
  • A strong frame names a specific user, a need from that user's point of view and an insight the team wouldn't have reached without the evidence.
  • Choose the prototype to fit the uncertainty, and before running it, state the prediction, the metric with its denominator and the result that would change your next step.

Next lesson: Systematic ideation: thinking inside the box

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