exposure draft - learning design standard - service … · web viewuser-centred design (ucd) design...

dta

Learning Design StandardService Design

Version: 1.1

Table of contents

Revision history.....................................................................................................3Using the Learning Design Standards...................................................................3Intellectual property and moral rights.....................................................................3The opportunity......................................................................................................4Guidance for providers..........................................................................................5Guidance for agencies...........................................................................................7Setting the context.................................................................................................7Overview of service design..................................................................................11Target audience...................................................................................................12Pathways to service design.................................................................................12Qualifications and certifications...........................................................................13Capabilities needed for service design................................................................13Relevant SFIA Skills............................................................................................15Reference List.....................................................................................................16Key content areas................................................................................................17

Unit 1. The role of service design in the digital context...................................17

Unit 2. Service design protocols and governance...........................................19

Unit 3. Essential methods and tools................................................................20

Unit 4. Service design in different delivery stages...........................................23

Unit 5. Service mapping..................................................................................26

19 May 2023 Building Digital Capability Program – Learning Design Standard – Service Design 2

Revision historyDate Version Contact Content4 May 2018 0.3 Namrata Roy Chowdhury First exposure draft20/06/2018 0.4 Ross McGuire Added in SFIA Licensing explanation 21/06/2018 0.4 Ross McGuire Added feedback from ACS21/06/2018 1 Ross McGuire Finalised document version for the DTA30/11/2018 1.1 Grant Nicholson Upgrade SFIA references to SFIA7

Using the Learning Design Standards The Australian Public Service Commission (APSC) has developed Learning Design Standards (LDS) to describe a capability needed by the Australian Public Service (APS) to help with the digital transformation of government services.

The LDS describes the context, business need, target audience, underpinning capabilities and curriculum for these capabilities. It does not prescribe or mandate a specific learning solution or format to build the capability described. That is left open for providers and sellers to design solutions that meet the specific needs of individual agencies.

This document is for:

Providers and sellers seeking to work with APS agencies to understand the needs of the APS when developing and marketing products.

APS agencies seeking to build capability, to inform their learning & development planning, program development and approaches to market for learning solutions.

All queries relating to this standard should be directed to [email protected].

Intellectual property and moral rightsIntellectual property in parts of these materials may be owned by the Skills Framework for the Information Age (SFIA) Foundation.

The Australian Public Service Commission (APSC) holds an extended public sector licence on behalf of all Australian Public Service (APS) agencies covered by the Public Service Act 1999 (PS Act) for the use of SFIA materials. This licence permits certain uses of SFIA materials including the creation and internal distribution of products and services derived from or using significant extracts of SFIA materials. The licence does not extend to commercial use of the


mailto:[email protected]

materials and does not cover Commonwealth bodies other than agencies under the PS Act.

These materials may only be used by APS agencies in accordance with the terms of the extended public sector licence granted to the APSC. No other uses of these materials are permitted. For more information on the APSC SFIA licence visit the APSC SFIA webpage.

The opportunity The Australian Government is modernising the way it delivers services to citizens. ‘Digital by default’ is the guiding principle. This means many APS agencies will need to engage multidisciplinary teams in the design, development and implementation of digital services as defined in the Digital Service Standard. Service design has been identified as a key skill that will be in high demand for the APS workforce to transform service delivery.


https://www.dta.gov.au/standard/

https://www.apsc.gov.au/skills-framework-information-age

Guidance for providersGood learning design

When proposing or developing a solution, it is important to be consistent with contemporary instructional design practices. Adult learning is a continuous process that is not limited to the classroom or formal training activities. Good learning design leverages the ways adults learn all the time through a range of experiences.

The diagram below shows some elements that you could include in a learning program.


Figure 1 - Pathways to learning

Learning environment

The APS is made up of many different departments and agencies. Each may have their own:

culture business needs technical platforms geographic dispersion existing level of digital capability and maturity

If your learning solution is intended for broad use across the APS you need to consider how it would apply in different contexts. Any digital solutions you develop need to be able to be deployed on a wide range of platforms.

Standards of compliance

The APS will require all digital learning solutions to be compatible with the following standards:

Digital Transformation Agency (DTA) Digital Service Standard Web content accessibility guidelines version 2.0 AA compliance level Australian Signals Directorate (ASD) Information Security Manual Standards Learning Design Specification standard

Learning outcome assessment

Agency requirements for assessment may vary. Formative and/or summative assessment may be offered by the provider and should be specified by the agency when engaging providers.

Formative assessment - monitors learning and gives ongoing feedback. It is used by facilitators to improve their teaching, and by learners to improve their learning. The purpose is assessment FOR learning. Examples of formative assessments are

observations, conferences, questioning drawing concept maps, reflections self-evaluations and self-assessments


https://www.imsglobal.org/learningdesign/index.html


Summative assessment - evaluates the level of success or capability at the end of a learning activity, comparing it against some standard or benchmark. The purpose is assessment OF learning. Examples of summative assessments are:

a midterm assessment or end-of-course test a final project a presentation or report

Guidance for agenciesCustomising content

Agencies may extend, reduce or change the content of this LDS.

Agencies should highlight these changes so that providers can readily adapt their learning solutions to meet your agency needs.

Setting the context

Building the digital capability of the Australian Public Service

The Australian Government is progressing a digital transformation agenda to revolutionise the way it delivers services. Australians are more mobile, more connected and more reliant on technology than ever before. The Digital Transformation Agency (DTA) is leading this transformation in order to improve how the Australian Government delivers services online.

As part of the digital transformation agenda, the APSC and the DTA are jointly delivering the Building Digital Capability Program. One of the main activities of this program is the identification of digital capability shortfalls and the definition of learning programs to build capability in those areas.


https://www.dta.gov.au/what-we-do/

The Digital Service StandardThe Digital Transformation Agency guides government service modernisation through the Digital Service Standard (‘the Standard’) . The Standard helps digital teams to build services that are simple, clear and fast.


https://www.dta.gov.au/what-we-do/

The multidisciplinary digital delivery teamThe Digital Service Standard suggests the ideal multidisciplinary team to design, build, operate and iterate a digital service. This team includes core (permanent) roles as well as extended roles that you can bring into the team when needed. People may perform one or many roles, depending on their capability and the workload.

Figure 2 - The digital delivery team

The capabilities defined by the Learning Design Standards relate to the roles in a digital delivery team. An agency will be able to use the LDS to define an effective team that meets


their specific agency requirements for digital transformation.


Jobs, roles and skills

Members of multidisciplinary teams may perform many roles in their jobs. Each role has expectations of skill, behaviors and knowledge. You can verify these through relevant qualifications and certifications.

Figure 3 - Role Composition

This Learning Design Standard only addresses learning outcomes for professional skills and knowledge. A person who has done training also needs to put it into practice. This allows them to gain experience and become effective. Individual agencies will determine how they manage experience.

Providers may wish to provide certifications that verify the learning outcomes specified in this LDS, but these are not mandated. It is up to individual agencies to decide if they want certification.

Individual agencies will define jobs according to their needs. Jobs may involve one role only, though it is becoming more common for multidisciplinary teams to have job fluidity. Members may perform many roles according to their capabilities and the needs of the team.


Overview of service designService design offers an innovative way to develop solutions, services and policies. It allows organisations to see the entire service journey as users see it. It also offers tools to design every interaction between users’ and the organisation.

Service design usually involves researching the actual service. It also involves getting an understanding of the user: what they do and how they feel when they use the service. It is important to include the people involved in the service in co-creative processes. These can help you to identify problems and ideate new solutions. Service designers prototype concepts to solve problems. They test these concepts to implement the right solution in an iterative way. In a digital service delivery team, this skill is mostly performed by the service designer.

Figure 4 - The service design process

If you are new to service design

You may use this guide to familiarise yourself with a robust process that service designers may use when designing and developing products and services. It will give you an awareness of what to expect from working with or as a service designer within a digital delivery team.


Target audience Primary

Employees who are responsible for providing insights into user experience, needs and behaviour to inform the design or improvement of digital services.

APS employees with academic qualifications in relevant disciplines who are seeking to apply and further extend their skills in a digital service delivery team or Australian Government context.

Secondary

Employees performing related activities to develop and improve user-centred digital services in multidisciplinary service delivery teams.

Pathways to service designEverybody has a different work history and career path. The following roles are some of the more common roles people may have had in their career before coming to the current role;

Project managers Business analysts Team leaders Lead developers Development team members Product managers Customer service roles Systems designers Digital media


Qualifications and certificationsCurrently, there is no formal training or qualification available for service design. Many service designers have backgrounds or education qualifications in disciplines including:

● Architecture

● Systems design

● Industrial design

● Human services

● Product design

● Graphic design

● Business management

● Anthropology

● Communications and marketing

Capabilities needed for service designThe following list of skills, knowledge and behaviours (attributes) are the expected minimum set expected for someone to perform this role effectively. At the conclusion of the learning identified in this LDS, it is expected that an individual will possess the capabilities described below, though they may require experience of these in a workplace setting in order for the learning to be fully embedded.

Knowledge: Skills: Attributes:Organisational context

• Government frameworks

and processes

• DTA Digital Service

Standard

Planning and organising• Service mapping

• Systems mapping

• Service blueprinting

• Strategic Thinking

• User-centered design

Digital

• Digital perspective

Professional

• Flexible and

adaptable


Knowledge: Skills: Attributes:• Leadership and guidance

• Facilitating decisions and

risk

Methodologies, procedures and standards

• Digital Service Standard

• Service design

• Communication information

• Evidence and context

based design

• Experience led design

Theory and theoretical

• System thinking

Principles

• Agile working

• User focus

Concepts

• Prototyping

• Problem Solving

Communication • Understanding constraints

• Listening

Relationships and Interpersonal

• Community collaboration

Leadership and Management

• Understanding constraints

Personal

• Curiosity

• Empathy

• Objectivity

• Persuasive

• Analytical

• Emotional

Intelligence


Relevant SFIA SkillsThe Skills Framework for the Information Age (SFIA) is a global standard that defines Digital and other ICT related skills. A person possessing the following SFIA skills at the levels indicated would be capable of performing the role described by this standard.

Code Skill Applicable Levels

Caveats*

DESN Systems design 4HCEV User experience design 4

*Caveats are identified components of a SFIA skill that are not explicitly required for the current role. For the purpose of this Learning Design Standard the SFIA description should be read as though the caveated components were not included in the SFIA skill description.


https://www.sfia-online.org/en/framework/sfia-7/skills/solution-development-and-implementation/human-factors/ergonomic-design

https://www.sfia-online.org/en/framework/sfia-7/skills/solution-development-and-implementation/systems-development/systems-design

Reference List

● Live-work studio

● Design Council

● DTA Design Guides

● Google Design

● Digital Service Standard

● Nesta

● Ideo

● Design for Europe

● Service Design Tools

● Meld Studios


http://www.meldstudios.com.au/

http://www.servicedesigntools.org/

http://designforeurope.eu/

https://www.ideo.com/

https://www.nesta.org.uk/


https://www.designcouncil.org.uk/what-we-do/design-training-and-education

Key content areasThe following table outlines key content areas that need to be addressed.

Unit = area of learning. Topic = component of area of learning.

Unit 1. The role of service design in the digital context Learning objective: Describe the purpose and context of service design

Topic title Topic learning objectives Critical content

1.1 Transforming government digital service delivery

Describe the Australian Government context for digital service delivery

1. The Australian Government’s Digital Transformation Agenda

2. Service design in the APS digital transformation of government services

1.2 Service design for government services

Describe the role of service design in meeting the Digital Service Standard

1. What goes in the service design and delivery process

2. Designing all parts of the service and how it fits together

This includes non-digital components and services that cross boundaries or jurisdictions

3. How to make research inclusive of all users, including:

refining the design, functionality and content based on user experiences

meeting government accessibility requirements

1.3 Introduction to service design

Explain the applications of service design

1. Definition and purposes of service design

2. Explain and differentiate the following: user-centred design (UCD) design thinking systems thinking

3. Components of service design, included but not limited to: people, props, processes, front

stage, and backstage

4. Service design principles, including but



not limited to: DTA design principles UK Government design principles


https://www.gov.uk/guidance/government-design-principles

https://www.dta.gov.au/standard/design-principles/

Unit 2. Service design protocols and governanceLearning objective: Apply protocols in the service design process


2.1 Agile and user-centred process

Describe the importance of a user-centred process

1. Why a user-centred process, including: user-centred design design to deliver value open and iterative design

2.2 Privacy and security by design

Apply privacy and security principles in Service design

1. Privacy and security standards, including but not limited to: keeping things user-centric privacy measures should be fully

integrated components of the system

protective security policy framework2.3 Delivering iterative and incremental services

Explain why delivering rapidly is vital in the design and development context

1. Incremental and iterative delivery, including: frequent incremental releases helps

adapt quickly to user feedback, accurately estimate its speed and output, and encourages a culture that fails and recovers fast

2.4 Risk Manage risk to design safe and secure services

2. Identification and management of risks in Service design

2.5 Accessibility and inclusivity

Design services for everyone

1. Consider all users’ with different needs at every stage of development and prototyping

2. Service is accessible and the product or service is tested with all user groups

testing includes people with disabilities and culturally and linguistically diverse (CALD) users.

3. Inclusive design


Unit 3. Essential methods and tools Learning objective: Apply methods and tools to the design process


3.1 The design process

Apply a design process model

4. How to visualise the design process, including but not limited to the Double Diamond: every designer has a different

approach and uses different tools. One common design process is the Double Diamond

Diagram 2.0 - An overview of the stages in the Double Diamond process.

This model consists of four distinct phases:

discover – gathering inspiration and insights, identifying user needs and developing initial ideas

define – ideas synthesised and aligned with business objectives, creating a brief that frames the design opportunity

Develop – design-led solutions are developed, prototyped, tested and iterated. This process of trial and error helps designers to improve and refine their ideas



deliver – the product or service is taken through final testing, finalised and launched

3.2 Drawing out and sharing stories with the team

Capture stories and learnings and share them with the team

1. Why stories are important 2. How to ensure information collected

from research is valuable, including: capturing organising sharing synthesising

3.3 Creating themes Recognise themes to create frameworks for developing ideas

1. Techniques for finding themes and patterns

2. Work with the team to synthesise and analyse

3.4 Identifying insights

Identify insights 1. What insights are and how to identify them

2. Refine service map with insights3. Design share-back sessions to involve

all stakeholders3.5 Generating opportunities

Translate insight statements into opportunities

1. Work with the team to prioritise tasks and design iterations

2. Apply techniques to explore creative ideas

3.6 Co-design Facilitate a cooperative design process

1. Introduction to co-design2. How to co-design3. Who to co-design with, e.g.

researchers, designers, developers and users

4. Use collaborative tools to capture and present concepts, for example role play, story telling

3.7 Prototyping Develop and iterate prototypes

1. What is a prototype?2. Who is involved in developing

prototypes, including but not limited to: interaction designer user researcher service designer and team members



3. How to prototype4. What are the elements of good

prototyping?5. Prototyping methods and tools,

including:

a. methods – constructive interaction Wizard of Oz usability testing

b. tools – service prototype experience prototype use cases


Unit 4. Service design in different delivery stagesLearning objective: Apply service design techniques to all delivery stages


4.1 Discovery stage Apply service design techniques in discovery stage

1. What to achieve in this stage, including but not limited to: understand the existing service

landscape understand the opportunity or

challenge stakeholders understand the real

service opportunity or challenge analyse the users’ and business

information synthesise the data into insights to

inform hypotheses

2. Who you need to run a discovery stage with, including but not limited to: stakeholders user researcher interaction designer

3. Useful tools and techniques, including: Service blueprinting Journey mapping Use cases

4. When to move to alpha stage, including: good understanding of user needs

and formed hypotheses to test

4.2 Alpha stage Apply service design techniques in alpha phase

1. What to achieve in this stage, including but not limited to: co-design with stakeholders, team

and users to build a working prototype based on hypotheses

test design approaches, some technologies

generate solution ideas making prototypes and testing

prototypes learning from testing and testing

again



2. Who should join the team in alpha stage

3. When to move to beta stage, including but not limited to: understanding around legacy

systems to replace or wrap or integrate with

a plan for beta stage and running of the live service

4.3 Beta stage Apply service design techniques in beta stage

1. What to achieve in this stage, including but not limited to: delivered a (private or public) end-

to-end prototype of the service Simultaneous testing and

development Feedback and gathering iterating

improvements

2. Who should join the team in beta stage3. When to move to live, including but not

limited to: determine the service meets user

needs and delivers the end-end journey

confirm you can support it and keep iterating and improving it until it's retired

4.4 Live stage Apply service design techniques in live stage

1. What to achieve in this stage, including: ensure the work isn’t done once the

service is live, and iterating and learning will continue

monitor the status of the service to user and business needs.

test the service performance

2. Who should be in the team3. When live stage ends:

retirement or replacement of service


Unit 5. Service mappingLearning objective: Envision and road map the service


5.1 Service mapping

Map the entire service 1. What is service mapping?2. Who should participate in service

mapping 3. What outputs service mapping

provides:

current state map

future state map

transition roadmap

4. How to do service mapping, including but not limited to:

collecting users’ data

mapping the service

recognising opportunity areas

discovering insights and taking action

5. How to express service maps visually, including but not limited to:

customer action

physical evidence – line of interaction

onstage actions – line of visibility

backstage actions – line of internal interaction

support systems and processes

fail line

emotion


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