The 19*** point* pseudo-Student/Amateur or Untrained Designer’s Process

Originally for fun/comedy effect/reinforcement or teaching… perhaps to contrast with a more traditional design process explored here…

The “checklist” below (a list of very common oversights or conflicting personal/professional values or attitudinal judgements often observable in design work that does not succeed) can perhaps be used to identify areas that might be at the root of your project work that has been identified (by you or others) as not fully appropriate, not truly ready for submission or that has failed in some regard, but you are not sure why.

If you were to add a tick when one of these elements rings true (perhaps even slightly) and then look to the bottom of the post where solutions or constructive alternatives can be found.

1 – Ignoring /dismissing /not annotating The Brief ☐.

2 – (A), paranoia/incredulity about imagined work-load (this ethereal amount should always be much smaller than the work-load the staff were imagining) . (B), Subsequent discussion of course validity/legal ramifications/human rights breaches. or (C) saying something like…

“Oh god, another brief?!! We only had one two/three/six weeks ago!!!” 

3 – Cognitive Dissonance regarding the value of at least a century of accepted design process  / dismissal of tutor’s guidance towards following a design process / or skipping the design process as you don’t have time .

4 – Two months/weeks of “tossing it off/avoidance/procrastination” and not giving any of the above a second thought . Being over confident in your timeframe and so not “breaking the back” of the project early enough , or just really underestimating the amount of time you need to fulfil parts of the brief and so leaving it all too late .

5 – Forgetting the deadline, until having overheard someone talking about it in the corridor , not having planned your project schedule in a simple sketch Gantt Chart in your daybook/sketchbook , not making any notes during the brief delivery and so not remembering that there was a project expected at all .

6 – Poor research… Uninformed conjecture, un-cited hearsay & perhaps a quick look at pages 1,2 & 3 of Google with a hasty one-word search parameter ☐. Grabbing (only) images from Google without making any notes as to who the work belongs to or what it was for rather than going to the site the work was on . No robust discernment in place regarding how you curate images or information from the internet . No visual notation or video/photographic reference made/taken by yourself .

7 – Jump to straight a “final*~*” piece/knee jerk response . Pursue your initial idea regardless of how obvious that it isn’t working, because going back to the start of the process will take too long/be boring . Go out to get head together and come up with ideas (ideally at a party or nightclub) .

8 – Half-assed (or less) engagement in “final** piece”, doing it because it is a task that was set by a tutor/manager, rather than a result of a process you are enjoying / talking a lot more about your great project than actually developing it . Not talking about your project with your peers at because you have no real interest/investment in it .

9 – Give up due to “Software Issues” . or because giving up now would be better/more acceptable than having to try with no magical guarantee of success .

10 – Losing things☐ work, hard-drives, pets etc or changing emails , so thereby missing communications.

11 – Last minute blog post/s , with indecipherable, un-proofread content .

12 – A handful of poorly constructed, glibly written or colloquial expression laden descriptions of how, with what, and in which order , alongside a reluctance in discussing own work at a critical level; i.e. No discussion of why .

13 – A list of excuses dressed up as a post-project evaluation .

14 – Hand-in “all” the above burned to an unnamed disk  containing unnamed folders , handwritten upon (despite label-makers being around since the 90’s)☐ own name and imaginary project title (i.e. not the one on the course website) . Make sure some files are un-openable . Use any old scrap of paper as cover insert (preferably torn, with two different coloured pens for title, submission details etc.; preferably changing colour half-way through a word). Or using someone else’s art work, printed at 72dpi due to it being “borrowed” from the internet ☐.

15 – Become “ill” (or have proxy become ill) on day of presentations ☐ and do not inform staff in advance of session start. Repeat this more than once ☐.

16 – Then enter final stage by showing utter disbelief at tutor’s/boss’s/line-manager’s/colleague’s time taken to assess or feedback on their “work” , revert to position in 2(B) .

17 –Skip written feedback and jump straight to the “score/mark” .

Aghast/stroppy/unprofessional/inappropriate response to, partially read ☐, detailed feedback.

18 – Petulance/avoidance/disengagement due to misinterpretation of feedback as a personal attack …potentially further exhibition of the Dunning-Kruger effect .

*This will of course take more effort than the conventional Design Process.

**…it should look like your first grudging thought.

***CBA with the last one, this will do surely? (see its supposed to be funny)

*~* …the thought that “final design” inherently suggests “previous/earlier/prior/initial/developmental designs” should not enter your head.

Final Scores

If you scored 40+ on the tickbox list you may need to question whether this is the right career/course for you.

If you scored -5, it’s early days yet, and you can at least begin to tackle some of these issues in your next project.

Somewhere in between… Well, I guess we can discuss this in a lengthy tutorial session in the hopes of determining whether this is to do with external or intrinsic issues/attitudes.

The idea of “Quality” in these non-professional scenarios of instances/behaviours, such as those sketched out above, rarely relates to any idea of “Technical Competence” within an image, model or element of a product, nor is it reflective of any comparative quality with finished professional work (which is of course a sliding scale based on experience and so NOT being judged here), but instead the quality/care/attention to detail of the evidence provided, this relates much more to the “Professionalism/Engagement”, of the individual and the “Presentation” and subsequently the “Communication of Ideas” of the work, i.e. the care taken with the work, its packaging and its submission.

Some Constructive Notes or “things you might want to try instead”.

(This section will be expanded to include counter issue notes on how to avoid or the value of avoiding these mistakes/attitudinal judgements).

~ by hesir on February 10, 2016.

One Response to “The 19*** point* pseudo-Student/Amateur or Untrained Designer’s Process”

  1. […] Alternatively you could always try this more typical 19 point Student Process… […]

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