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The image is completely blank with a plain white background and no visible objects, text, or features.
The image is completely blank with a plain white background and no visible objects, text, or features.
The image is completely blank with a plain white background and no visible objects, text, or features.
The image is completely blank with a plain white background and no visible objects, text, or features.

VCD Convergent Thinking.

VCD 2024

What should
I do?

Convergent thinking is analytical, critical and reflective as designers seek to make sense of information, data, ideas and concepts in order to clarify, reframe and resolve design problems. Designers use convergent thinking twice in the VCD Double Diamond design process.

Takeaways

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Convergent thinking

Convergent thinking is analytical, critical and reflective as designers seek to make sense of information, data, ideas and concepts in order to clarify, reframe and resolve design problems. It involves using strategies to see information, ideas and concepts clearly and evaluate them purposefully.

  • Convergent thinking happens twice in the design process. First to sort through research data and reframe the design problem, and second to evaluate design concepts for retention, modification or elimination. This dual application helps designers move from problem understanding to solution selection.
  • Evaluation should be logical and reference design criteria from the brief. Rather than making gut decisions, designers use formal methods and tools to assess how well their concepts meet the established requirements. This systematic approach ensures decisions are justified and purposeful.
  • Multiple thinking routines and tools are available to support convergent thinking. Techniques like Pugh Matrix, PMI (Plus, Minus, Interesting), SWOT analysis, and Six Thinking Hats provide structured ways to analyse and compare design concepts. These tools can be used individually or collaboratively to power design critiques.
  • Convergent thinking often leads to iteration. The reflective analysis may reveal the need to go back and revisit research, data, the brief, or previous ideas. This iterative process is essential for resolving design solutions and improving concepts based on systematic evaluation.

Clarifying and distilling

Convergent thinking means using strategies to see information, ideas and concepts clearly and evaluate them purposefully.

Convergent thinking on the left side of the Double Diamond (first diamond) is intended to sort and analyse a sometimes overwhelming amount of data, viewpoints, perspectives and information gained from surveys, profiles, desk and field research so that it adds meaning to the designer's understanding and consequently their ability to reframe a design problem or need and write a brief.

Convergent thinking on the right side of the Double Diamond (second diamond) is intended to help the designer evaluate the suitability of a design idea or concept with the purpose of retention, modification or elimination. However, evaluation should be done logically and formally, with the designer referencing design criteria from the brief. The first stages of evaluation involve collecting and viewing data about an idea or concept. Concepts can then be compared, again using critical thinking routines. Regarding what to do next, convergent thinking draws on a range of reflective, meta-cognitive strategies that are designed to help the designer reflect on the benefits and other reasons why or why not concepts should be retained. Outcomes of reflective thinking include iteration - the need to go back and revisit research, data, the brief or previous ideas. Iteration is an important part of the resolution of design solutions.

Convergent critical thinking routines like the ones shown here can be used collaboratively to power design critiques.

Let’s explore ways to use convergent thinking:

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Pugh Matrix
Four field matrix
P.M.I.
Compass points
Six thinking hats
Jigsaw/ experts
Two stars and a wish
S.W.O.T
P.O.O.C.H.
I used to think ...
Guided questions
Red Light yellow light

Convergent Thinking routines

Find below a range of convergent thinking routines and strategies for the clarification and improvement of ideas. They are arranged by routines typically used for critical thinking first and followed by those used for reflective thinking.

Teachers may set these routines as activities, or students may select the most appropriate ones.

PUGH OR PRIORITISATION MATRIX

Purpose
The Pugh or prioritisation matrix is a method for evaluating design ideas. It uses a kind of score card.
Method
Create a table like the one shown below. Enter several relevant aspects from the brief in the left column. Put in descriptions or pictures of a selection of ideas or approaches across the top. Score each idea against the requirements of the brief you have identified. Write the total score below.
Reference
Pugh Matrix
A Pugh Matrix evaluating five Brewed logo designs against six criteria, with scores out of 10 in each cell and total scores for each design listed at the bottom of their respective columns.

Jesse Briffa.

SET OUT FOR A PUGH MATRIX
ASPECTS CONTAINED IN THE BRIEF
CONCEPT 1
CONCEPT 2
CONCEPT 3
CONCEPT 4

CONCEPT 5

Aspect relating to brief, constraints or design criteria
Score /10
Score /10
Score /10
Score /10
Score /10
Aspect relating to brief, constraints or design criteria
Score /10
Score /10
Score /10
Score /10
Score /10
Aspect relating to brief, constraints or design criteria
Score /10
Score /10
Score /10
Score /10
Score /10
Aspect relating to brief, constraints or design criteria
Score /10
Score /10
Score /10
Score /10
Score /10
Aspect relating to brief, constraints or design criteria
Score /10
Score /10
Score /10
Score /10
Score /10
TOTAL MARKS FOR EACH IDEA
Total /50
Total /50
Total /50
Total /50
Total /50
Keeping option?
Yes/ No
Yes/ No
Yes/ No
Yes/ No
Yes/ No
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FOUR-FIELD MATRIX

Purpose
The four-field matrix is a way of rating ideas against two sets of opposite attributes or characteristics. It is important that these references or reflect constraints in a brief. A matrix can also be produced where different zones are weighted differently to create quantitative data.
Method
To use this technique, simply create a graph with a vertical and horizontal axis. Then place copies of each design, moving them towards the + or – on each axis according to the student’s evaluation according to constraints chosen from the brief. If needed repeat the matrix for other constraints or expectations.
Reference
Four Field Matrix Template
Visual placement
A 2x2 chart categorizes eight movie posters by Mainstream/Indie (top/bottom) and Adult Audience/Family Friendly (left/right), placing each movie in its corresponding quadrant.
Here is an example of the 4-quadrant matrix used in research, showing how movie posters have been positioned to grade them according to audience characteristics.
Scored positions
A colorful 4x4 grid with numbers 0–6. The x-axis is labeled - attribute #1 to + attribute #1, and the y-axis is labeled - attribute #2 to + attribute #2. Colors change from red (bottom left) to green (top right).
Here is an example of how relative positions could be used to create quantitative numerical data to support selection for development.
Template
A grid with four quadrants divided by horizontal and vertical lines. Each quadrant contains numbers between 0 and 6, with + and − symbols marking the top-right and bottom-left quadrants, and dotted lines next to some numbers.
Here is an example of how to set up a scored 4-quadrant matrix.
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P.M.I. (PLUS, MINUS, INTERESTING)

A split-page info sheet titled PMI: INFO PACK, featuring diagrams of a foldable paper object on the left, a checkmark, and two lists labeled PLUS, MINUS, and INTERESTING with typed bullet points on both sides.
A simple PMI analysis. Amy Nguyen.
Purpose
Plus, Minus, Interesting routine was developed by psychologist Edward de Bono. It is intended to encourage different perspectives, rather than to justify opinions that may already be held. This is an important distinction considering that a student designer has indeed much vested interest in their ideas. Naturally, collaboration with trusted peers is advantageous to stimulate alternative thoughts and views.
Method

Students work to time limits, such as one or two minutes to examine an idea and;

  • Identify as many plusses or positive points
  • Identify as many minuses or negatives
  • Identify as many things that are neither positive nor negative, merely interesting.

Keeping to strict time limits increases engagement and facilitates thinking without judgement. PMI can be done individually or collaboratively. Templates can be found online or simply set options out on a page.

Reference
https://whatis.techtarget./definition/PMI-plus-minus-interesting-retrospective
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COMPASS POINTS

A large yellow circle with a smaller orange circle overlapping it, both on a white background. The orange circle contains a bold white letter E above the word Excited.
Purpose
Compass Points is another routine to encourage perspective-taking. It is similar to P.M.I. but a little more specific and directed towards sign-posting a course forward. The following explanation of the compass points E, W, N, and S are taken from the Harvard Project Zero site on compass points shown below
Method

Create a template where students can examine designs from four perspectives. These are;

  • E = Excited. What excites you about this idea or proposition? What’s the upside?
  • W = Worrisome. What do you find worrisome about this idea or proposition? What’s the downside?
  • N = Need to Know. What else do you need to know or find out about this idea or proposition? What additional information would help you to evaluate things?
  • S = Stance or Suggestion for Moving Forward. What is your current stance or opinion on the idea or proposition? How might you move forward in your evaluation of this idea or proposition?

This routine can be done individually or collaboratively.

Reference
http://www.pz.harvard.ed resources/compass- points
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Six Thinking Hats ®

Purpose
A simple, light beige silhouette of a baseball cap facing left, with a curved brim and rounded crown, on a white background.
Find facts, known information or data
RED
A solid red silhouette of a baseball cap shown from the side, with a curved brim and rounded crown.

Explores emotions, intuition, feelings

YELLOW
A simple, solid yellow silhouette of a baseball cap, viewed from the side with the brim pointing left.

Finds the positives in an idea, identifies its strengths, its capacity for adapability

BLACK
A simple, black silhouette of a baseball cap viewed from the side, showing the curved brim and rounded crown.
Seeks the negatives and asks, what could go wrong with this idea?
GREEN
A simple green baseball cap shown in profile, facing to the left, with a curved brim and rounded crown.
Explores creative options, suggests new possibilities
BLUE
A simple blue silhouette of a baseball cap, shown from the side with a curved brim pointing left.
Manages thinking and investigates a framework or process for the design.
DESCRIPTION
Six Thinking Hats ® is a way of allowing alternative views on an idea, called perspectives, to be deduced (brought out) and made visible. It promotes “parallel thinking as an alternative to adversarial thinking”. This technique quickly yields heaps of data that can be used to make an informed evaluation of a student’s ideas and justify their selection of ideas for development and subsequent refinement. There are many ways Six Thinking Hats ® can be used individually and collaboratively in the design process. Three ways I suggest are; Group role play, individual evaluation chart or silent collaboration
Reference
Edward de Bono, 1985, Little Brown and Company, New York City. (http://www.debonothinking.com/ tools/6hats.html)
Use Six Thinking Hats ® for individual evaluation of concepts
Six different perspectives
CONCEPT 1
CONCEPT 2
CONCEPT 3
Silhouette of a small single-engine airplane with a high wing and fixed landing gear, shown from the side against a white background.
A person sits at a desk using a computer, surrounded by books and papers, with a cat lying on the desk. There is a cup, likely of coffee or tea, nearby. The scene suggests studying or working from home.
Silhouette of a large commercial airplane with four engines, landing gear extended, and a recognizable hump at the front of the fuselage.
A simple, light beige silhouette of a baseball cap facing left, with a curved brim and rounded crown, on a white background.
See each concept from this hat's perspective
Discuss this idea from this hat's perspective here
Discuss this idea from this hat's perspective here
Discuss this idea from this hat's perspective here
A solid red silhouette of a baseball cap shown from the side, with a curved brim and rounded crown.
See each concept from this hat's perspective
Discuss this idea from this hat's perspective here
Discuss this idea from this hat's perspective here
Discuss this idea from this hat's perspective here
A simple, solid yellow silhouette of a baseball cap, viewed from the side with the brim pointing left.
See each concept from this hat's perspective
Discuss this idea from this hat's perspective here
Discuss this idea from this hat's perspective here
Discuss this idea from this hat's perspective here
A simple, black silhouette of a baseball cap viewed from the side, showing the curved brim and rounded crown.
See each concept from this hat's perspective
Discuss this idea from this hat's perspective here
Discuss this idea from this hat's perspective here
Discuss this idea from this hat's perspective here
A simple green baseball cap shown in profile, facing to the left, with a curved brim and rounded crown.
See each concept from this hat's perspective
Discuss this idea from this hat's perspective here
Discuss this idea from this hat's perspective here
Discuss this idea from this hat's perspective here
A simple blue silhouette of a baseball cap, shown from the side with a curved brim pointing left.
See each concept from this hat's perspective
Discuss this idea from this hat's perspective here
Discuss this idea from this hat's perspective here
Discuss this idea from this hat's perspective here

Where to next?

 The most important reason for using a thinking routine is to inform your next moves.

Discuss the result of the examination of this idea using the 6 Thinking Hats. Will you be rejecting or selecting this idea based on the evidence? If you will be selecting it, discuss your possible approach to its development.
Discuss the result of the examination of this idea using the 6 Thinking Hats. Will you be rejecting or selecting this idea based on the evidence? If you will be selecting it, discuss your possible approach to its development.
Discuss the result of the examination of this idea using the 6 Thinking Hats. Will you be rejecting or selecting this idea based on the evidence? If you will be selecting it, discuss your possible approach to its development.

Variations for design critiques

ROUND-ROBIN PERSPECTIVE TAKING
Charts like the one shown above are prepared by each student and placed on tables around the classroom. Students are appointed to wear each coloured hat. They rotate between tables completing each student’s sheet with comments from the perspective of the coloured hat they are wearing.
STAKEHOLDERS PERSPECTIVES

A variation of the Six Thinking Hats ® technique is to look at student designs from the perspectives of key stakeholders. Considering the briefs for a selection of ideas students in the class adopt the role of key people who are somehow involved in the creation of the design.

Stakeholders may include people like;

  • a member of the target audience a peer designer
  • a design critic a media person
  • a representative from a business environmental or equal opportunities/ accessibility institution

The three techniques described above can be used to frame the evaluation of designs from key stakeholders’ perspectives. The result will give valuable data to justify selections.

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JIGSAW/ EXPERTS (VARIATION)

A Venn diagram explains aspects of a solar-powered water purifier, covering environmental, social, functional, technological, financial, aesthetic, ethical, and legal considerations, with checkmarks and crosses for each.
Purpose
In the collaborative thinking routine, Jigsaw the class is broken into groups. Each group is then broken into individuals who each explore one aspect of a topic and then present their findings to the whole group. This is a great shared learning method.
Method
In this variation of Jigsaw, students take the perspective representing one of the factors that influence design in VCD. They then examine a design from their perspective. The aim of the activity is to determine which of the factors has influenced the design most. Students can do this for their own designs to see how they are meeting the requirements of a brief that references the factors that shape designs.
Reference
The jigsaw thinking routine is a cooperative learning technique invented in the early 1970s by Elliot Aronson and his students at the University of Texas and the University of California. A complete explanation of this routine can be found on this webpage, Jigsaw.org
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Two STARS AND A WISH

A feedback worksheet with three columns: two with red stars labeled What works really well with this idea? and one with a lit candle labeled What might make this idea work even better?.
Create a form like this and place it on each student's table for feedback from their peers.
A Google Sheets document titled Student Feedback shows rows of detailed feedback for various students. Comments include praise for colors, details, and suggestions for improvement in food-themed artwork. Multiple names are listed in columns.
This routine can also be done digitally and collaboratively. Great for a design critique!
Purpose
Two stars and a wish is an entry-level critical thinking routine. It can be done easily and creates a fun and non-threatening collaborative environment as students wander around a class room giving useful feedback to their peers.
Method
Two stars and one wish is a simple collaborative Critical Thinking routine. Have each student table their folio of Generation of Ideas or one single idea. Students roam the room with post-it notes or a form like the one at the left and give their opinions on how well ideas work and what could be done to make them even better. The image at the centre shows how a Google Doc can be used to record feedback for students.
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S.W.O.T. (STRENGTHS, WEAKNESSES, OPPORTUNITIES AND THREATS) ANALYSIS

A hand-drawn SWOT analysis for Triangulum features four sections: strengths, weaknesses, opportunities, and threats, each with handwritten notes and sketches of the Triangulum logo and galaxy.
A S.W.O.T. analysis. Tiea Sacco.
Purpose and method

A S.W.O.T. analysis is a Critical Thinking technique to help students see opportunities and consider threats by evaluating ideas carefully against a brief. It enables them to determine how to see and overcome threats that may be embedded in designs.

  • Students copy in ideas they wish to evaluate.
  • Describe the strengths of each idea. Consider how they meet the communication need.
  • Look hard at each idea critically, keeping in mind the constraints and expectations of the brief. Describe the weaknesses of each.
  • Consider the opportunities for the development of your design. How could it be developed? Describe the approach that might lead to improvement.
  • Consider threats to your design. Could the design be misinterpreted? Could it be misused? Does it have any associations with other imagery that may create an incorrect meaning? Would it be flexible for reproduction at any size? Could it be adaptable and is it future-proof?

Finally, plot a course for the development of the idea that best meets the brief.

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P.O.O.C.H. (PROBLEMS, OPTIONS, OUTCOMES, CHOICE)

Purpose and method

P.O.O.C.H. is another Creative Thinking technique to help compare ideas and select the most suitable concept for refinement, and to road- map a path forward in the design process.

Students;

  • Locate concepts they wish to compare and evaluate. Prepare a structure for your page.
  • Re-focus on the problem. Paraphrase your brief concentrating on the constraints, expectations, purpose and context.
  • Copy in concepts for evaluation. These are the options.
  • Consider the possible results for each option. These are called outcomes. It helps to evaluate outcomes by handling the pros and cons Describe the strongest and weakest features of each design, considering the brief.
  • Finally, students need to make an informed choice of which option to bring forward in the design process. Identify and justify the choice made and how it will be enacted. For instance, students may look at combining parts of options or removing and changing others. Decisions are justified in consideration of the brief.
A design sheet titled DEVELOPMENT OF CONCEPTS: DOOCLI compares three logo options for Triangulum, listing pros and cons for each design and explaining the reasoning behind the final choice in a detailed, organized layout.
A S.W.O.T. analysis. Tiea Sacco.
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“I USED TO THINK…NOW I THINK”

A circular graphic divided vertically in half, with alternating blue horizontal stripes of varying shades on each side against a light background. The right side has a pale overlay.
Purpose
This is a simple Critical Thinking technique that supports reflection and evaluation of the usefulness of a design journey.
Method

Adapted from the Harvard Graduate School of Education, Project Zero resource on 'I used to think - Now I think'.

Students create a new page for this reflective thinking technique. The teacher clarifies which stage of the Design Process will be the subject of the reflection. The teacher introduces the following two question prompts;

  1. When you began your Research/ your Generation of Ideas/ Development and Resolution you had some initial ideas on how you could solve the communication need. Write down a couple of sentences to describe your initial understanding and some elements you thought would be important in a successful design solution. Start your paragraph with 'I used to think ' .
  2. Now that you have been researching/ generating ideas for some time, consider what has changed in your understanding of the product you are doing. Write a brief description of what understandings have changed. Do you remember when your ideas changed? When was it? What was it your learnt that caused your change and deepened your understanding? Start your paragraph with 'Now I think '

The results are written up. They can also be shared with the class to build capacity.

Reference
(https://pz.harvard.edu/resources/i-used-to-think-now-i-think)
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GUIDED QUESTIONS (GIBBS REFLECTIVE CYCLE)

A green circle with the words Guided questions in bold white text centered inside.
Purpose
This set of guided questions is based on the Gibbs Reflective cycle. It is a set of stages of description, explanation, analysis and action for one's own performance. I have adapted it to prompt a series of questions that can be used for detailed Reflective Thinking in VCD.
Method

Students choose a subject for detailed Reflective Thinking. It could be done at the conclusion of each stage of the Design Process, or even after the Pitch in the SAT. They answer a series of questions based on these prompts (adapted from the Gibbs Reflective cycle).

  1. Description
    Outline and describe what you have done in this stage of the Design Process. Be specific with your description rather than say 'developed my design', explain how you have developed it, and what materials, methods and processes have you used.
  2. Feelings
    Describe how you feel about the work you have done. Has it been a successful, rewarding period of work or frustrating?
  3. Evaluation
    Explain how effective the work you have done is. Do you think it has brought you closer to solving the communication need/s described in the brief? Did the period of work go as you had planned? Did it take longer or more/ less work than you thought?
  4. Analysis
    Identify some reasons that might have impacted on your design journey and made it more difficult or involved than you originally thought. Did you have to learn additional skills? Did you have to do some additional research? Did you have to reframe the way your thought about the design problem? Other factors?
  5. Conclusion
    Identify three skills or understandings you might need to develop to improve your process and refocus your work to ensure that it satisfies all of the constraints in the brief.
  6. Action plan
    Describe how you will be able to develop the skills or knowledge you identified in the 'conclusion' stage in the next
Reference
The Gibbs Reflective cycle was found on "https://www.cambridge- community.org.uk/profes development/gswrp/index It was originally published in "Learning by Doing" by Graham Gibbs. Published by Oxford Polytechnic, 1988.
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RED LIGHT, YELLOW LIGHT

White text on a solid brown circle background reads, Red light, Yellow light.
Purpose
In a modified version of this routine participants identify biases that may have coloured their design. Red zone = global assumptions, self-interest. Yellow-zone = generalisations.
Method

Students create a new page for this routine. They then examine commonly held ideas around the designs they are making.

  • Write down all the ideas that you think apply to design.
  • Red Zone = Identify biases shaping a design
    Write down any biases self-interest, evidence of self-interest or global generalisations that affect the shape, look or function of the design.
  • Yellow Zone = Identify any generalisations that have been made
    Write down any generalisations about how the design should look or function you made.
  • Draw conclusions
    Write a statement that acknowledges anything from the red or yellow zone you have identified and how you could overcome them in a more original design.
Reference
(https://pz.harvard.edu/res light-yellow-light)
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