LEARN

Abstract

The UC San Diego Recreation Department, in partnership with The Idea Guy, is redefining the role and perception of university recreation through the application of Design Thinking principles and the Innovation Funnel methodology. By addressing six critical organizational challenges, the department is creating a replicable framework for operational excellence and enhancing its position as an equal to research-based departments on campus. Central to this initiative is the department’s goal to demonstrate its impact through rigorous academic scholarship, publishing a series of papers in peer-reviewed journals to gain recognition akin to faculty achievements. These publications will highlight innovations in funding strategies, system integration, workplace wellness, storytelling for resource advocacy, and student engagement in recreational development. This strategic approach not only enhances the department’s visibility and credibility within the university but also elevates its reputation nationally, establishing it as a thought leader in the field of recreation management. By aligning its goals with the broader academic mission, UCSD Recreation seeks to secure sustained funding and recognition, transforming perceptions of its role in higher education.

Introduction

Design thinking—a human-centered approach to problem-solving—has been increasingly adopted by university recreation departments to enhance student well-being and engagement. This initial literature review begins to examine how these departments integrate design thinking into facility design, programming, and service delivery.

1. Facility Design

Universities are applying design thinking to create inclusive and multifunctional recreational spaces that cater to diverse student needs:

• University of Wisconsin’s Bakke Recreation & Wellbeing Center: Opened in April 2023, this center features the Willow Deck, an outdoor wellness area facing Lake Mendota, and an outdoor turf fitness space on the roof. These spaces encourage outdoor fitness activities, promoting holistic student well-being. The design emphasizes security and visibility, with active interior spaces overlooking the outdoor areas to enhance safety and encourage use.
  
• Texas A&M University’s Southside Recreation Center: This facility includes a multipurpose outdoor area for activities like yoga and cornhole, and a dedicated turf fitness area. The design considers specific use cases, ensuring spaces are tailored to student needs. The ground-level outdoor fitness terrace utilizes the site’s topography to maintain security while providing accessible outdoor fitness options.
  

2. Inclusive Design Practices

Incorporating universal design (UD) principles ensures recreational facilities are accessible to all students, including those with disabilities:

• Missouri State University’s Recreation Center: The design team included UD as a core objective, aiming to make the facility accessible to the entire university community. Disabled students actively participated in the design process, providing insights that led to features accommodating diverse abilities. This collaborative approach fostered a sense of inclusion and ensured the facility met varied student needs.

3. Integration of Health and Wellness Services

Design thinking facilitates the integration of health services within recreational facilities, promoting holistic wellness:

• University of Colorado Denver’s Anschutz Health and Wellness Center: This center combines a fitness facility, wellness clinic, research labs, a healthy bistro, and educational spaces. The design fosters a culture of sustainability and healthy lifestyles, addressing issues like obesity through comprehensive wellness services.
  
• Northern Arizona University’s Health and Learning Center: This facility consolidates student health and counseling services, classrooms, campus recreation, and intercollegiate athletics into one collaborative environment. The design encourages interaction among diverse user groups, enhancing the overall student experience.

4. Student Engagement and Leadership Development

Design thinking in recreation departments also focuses on fostering leadership and community among students:

• Campus Recreation and Leadership Development: Recreation activities are designed to build community and promote well-being, providing students with opportunities for leadership and personal growth. Programs are tailored to meet diverse student interests, encouraging participation and engagement.

5. Addressing Diverse Student Needs

Recreation departments are rethinking programming and facility design to cater to a diverse student population:

• Delivering Effective Collegiate Recreation to Diverse Students: By understanding the varied backgrounds and needs of students, recreation centers are creating responsive spaces that inspire all students to engage in recreational activities, promoting inclusivity and well-being.

6. Enhancing Operational Efficiency

Implementing design thinking principles has enabled recreation departments to streamline processes and improve service delivery:

• Standard Operating Procedures (SOPs): Developing detailed SOPs for recurring tasks ensures consistency and reduces errors. By involving staff in the creation of these procedures, departments can identify bottlenecks and implement solutions that enhance efficiency. Retrieved from Campus Rec Magazine
• Data-Driven Decision Making: Utilizing management dashboards to monitor key outcomes allows departments to make informed decisions, leading to improved quality and resource allocation. Retrieved from National Recreation and Park Association

7. Addressing Staffing Challenges

Design thinking facilitates innovative approaches to recruiting, training, and retaining quality staff:

• Understanding Motivations: Researching the motivations of young professionals helps in developing effective recruitment and retention strategies tailored to their needs.
  Retrieved from National Recreation and Park Association
• Continuous Professional Development: Implementing programs that build leadership skills and provide growth opportunities fosters a committed and competent workforce.
  Retrieved from National Recreation and Park Association

8. Program Development and Community Engagement

Applying design thinking in program development ensures that offerings align with community needs and preferences:

• Inclusive Program Design: Engaging diverse community members in the design process leads to programs that are accessible and appealing to a broader audience.
  Retrieved from Creative Innovation Group
• Adapting to Trends: Staying attuned to evolving recreational trends allows departments to innovate and remain relevant, thereby increasing participation and satisfaction.
  Retrieved from Creative Innovation Group

In summary, university recreation departments are employing design thinking principles to effectively address management challenges by fostering innovation, enhancing operational efficiency, and better serving their communities. Departments are also leveraging design thinking to create inclusive, multifunctional spaces that integrate health services, promote well-being, and foster community engagement. By involving students in the design process and focusing on diverse needs, these departments enhance the overall student experience.

Opportunities to Pioneer New Work

Based on the work already being conducted between The Idea Guy® and the UCSD Recreation Department—particularly the application of the Innovation Funnel methodology, Problem Statements, and Design Thinking principles—there are several pioneering opportunities the department could explore to position itself as a leader in university recreation management:

1. Inclusive Engagement Frameworks
   Build a replicable model for engaging multilingual and diverse cultural groups in organizational decision-making. The work you’ve done simplifying and translating problem statements demonstrates a scalable method that other departments can adopt for creating inclusive, participatory environments.
   
2. Data-Informed Funding Models
   By aligning program funding decisions with data-driven analysis (as outlined in P4), UCSD Recreation could develop a case study or white paper on creating sustainable funding strategies that maximize campus impact. This could position the department as a thought leader in resource allocation strategies.
   
3. Operational Innovation through System Integration
   Implementing systems to centralize data and streamline processes (P2) could serve as a model for efficiency in campus recreation. The department could document its journey and lessons learned to share best practices with peer institutions.
   
4. Storytelling for Impact
   By using innovative storytelling techniques to share success stories and highlight resource needs (P3), the department could lead in demonstrating how effective communication strategies can drive internal morale, external recognition, and increased funding.
   
5. Student Advocacy and Leadership
   Empower students to advocate for new spaces and programs (P6) by designing a robust process that includes workshops, campaigns, and referendum advocacy. This initiative could set a standard for student-led recreation improvements in higher education.
   
6. Holistic Workplace Wellness Programs
   Creating a workplace culture that prioritizes well-being (P1 and P5) could be turned into a replicable framework for other departments. The integration of employee feedback mechanisms and wellness tools could serve as a benchmark for organizational well-being.

Steps to Share and Scale Success

• Academic Papers/Case Studies: Document each initiative and its outcomes in a format that can be shared at conferences or through publications.
• Workshops and Webinars: Host events to share methodologies with other universities, showcasing the department’s leadership in innovation.
• Collaborative Research Projects: Partner with other universities to further test and refine methodologies, emphasizing scalability and adaptability.

This approach not only strengthens UCSD Recreation’s role on campus but also establishes it as an innovator in the broader field of university recreation.

In our journey to align UC San Diego Recreation’s goals with the university’s broader strategic plan, we planned an all-staff workshop as part of our initiative. While the original intent was to deliver a design thinking session focused on creating solutions for our problem statements, the workshop quickly became an invaluable learning opportunity about communication, inclusivity, and the importance of accessibility.

Lessons Learned: Bridging the Gap

As we began presenting the problem statements developed in previous workshops, we realized that the language we used—crafted by leadership and management—did not resonate with all staff members, particularly those in frontline roles and those whose primary language is not English. This gap highlighted an essential truth: communication must be inclusive at every level to ensure everyone feels empowered to contribute.

To address this fully, we paused, and had a candid conversation about this challenge within our team. Together, we rewrote the problem statements using straightforward language, and collaborated with our team members to translate them into Spanish. By doing so, we ensured that every team member, regardless of their role or background, could fully understand the challenges we aim to tackle and feel a part of the solutions we’re working toward.

Revised Problem Statements

Here are the revised and translated problem statements that emerged from this collaborative effort:

Problem Statement 1: How might we empower Recreation professional staff to co-create a positive and inclusive workplace culture that enhances employee satisfaction, fosters well-being, and aligns with our organizational values?

• Revised: How can we help Rec staff work together to make a happier and more welcoming workplace?
• Translation: ¿Cómo podemos ayudar al personal de Recreación a trabajar juntos para crear un lugar de trabajo más feliz y acogedor?

Problem Statement 2: How might we support Rec Leadership in identifying, evaluating, and implementing integrated systems that streamline processes, centralize data, and enhance operational efficiency?

• Revised: How can we help Rec leaders find and use better tools that make work easier and faster?
• Translation: ¿Cómo podemos ayudar a los líderes de Recreación a encontrar y usar mejores herramientas que hagan el trabajo más fácil y rápido?

Problem Statement 3: How might we enable Recreation to communicate its successes and needs effectively to boost internal pride, gain external recognition, and attract additional resources?

• Revised: How can we help Rec tell its stories so people feel proud, more people notice, and we get more help?
• Translation: ¿Cómo podemos ayudar a Recreación a contar sus historias para que las personas se sientan orgullosas, más personas lo noten, y recibamos más ayuda?

Problem Statement 4: How might we support Recreation Management and the Recreation Board in prioritizing program funding through data-driven analysis, aligning resources with needs, and developing a sustainable funding model that maximizes campus impact?

• Revised: How can we help Rec leaders use data to decide which programs need money the most and ensure funds last a long time?
• Translation: ¿Cómo podemos ayudar a los líderes de Recreación a usar datos para decidir qué programas necesitan más dinero y asegurarnos de que los fondos duren mucho tiempo?

Problem Statement 5: How might we empower Recreation professional staff to identify and prioritize available resources that enhance employee satisfaction and promote well-being?

• Revised: How can we help Rec staff find and use the best tools to make them happier at work?
• Translation: ¿Cómo podemos ayudar al personal de Recreación a encontrar y usar las mejores herramientas para que estén más felices en el trabajo?

Problem Statement 6: How might we empower undergraduate students to propose and advocate for a referendum that supports the development of new recreation community spaces and the expansion of programs to meet growing student demand and enhance the collegiate experience?

• Revised: How can we help students suggest and support a vote for new rec spaces and more programs?
• Translation: ¿Cómo podemos ayudar a los estudiantes a proponer y apoyar una votación para nuevos espacios de recreación y más programas?

This approach was applied to all problem statements, ensuring clarity and accessibility for all staff.

A Step Forward for DEI

This experience was more than an adjustment to our workshop—it was an opportunity to strengthen our commitment to Diversity, Equity, and Inclusion (DEI). By acknowledging and addressing communication barriers, we are fostering a more inclusive culture within the Recreation Department. Ensuring everyone can participate meaningfully is essential for building a team that reflects the values of our campus community.

Key Takeaways

This workshop became a turning point in understanding how inclusive communication supports organizational goals. Here are the lessons we learned:

1. Inclusive Communication is Essential: Tailoring language to all levels of a team ensures understanding and engagement.
2. Translation Builds Bridges: Offering materials in multiple languages is critical for inclusivity and participation.
3. DEI is a Process: Real change begins with recognizing gaps and taking steps to address them.

Sharing Lessons Learned

This experience has taught us that effective communication and inclusivity are foundational to building a strong, collaborative team. We encourage other departments to:

• Use plain language that resonates across different roles and education levels.
• Consider translations to ensure everyone can participate.
• View challenges as opportunities to grow and improve DEI efforts.

Moving Forward

Armed with accessible and inclusive problem statements, we’re ready to move to the next phase of brainstorming and implementing solutions. By engaging all staff, we’re laying the foundation for a stronger, more unified Recreation Department.

Stay tuned as we continue to share our journey and the impact of inclusive design thinking on campus life!

The second step in the strategic alignment initiative for UC San Diego’s Recreation Department took place with the Management Workshop: From Problems to Problem Statements II. Led by Kevin Popovic, Education Manager of The Design Lab, this workshop provided the department’s senior managers with an opportunity to refine, consolidate, and prioritize the 13 problem statements developed during the Leadership Workshop.

Director Rich Mylin opened the session by encouraging management to engage deeply with the task at hand, emphasizing the importance of creating a clear and actionable roadmap to guide the department’s efforts.

A Focus on Clarity and Alignment

The workshop’s primary goals included:

1. Iterating for Impact: Refining the 13 problem statements for clarity, conciseness, and actionable potential.
2. Adding Fire: Enhancing each problem statement to maximize awareness and increase engagement.
3. Prioritizing: Consolidating the 13 problem statements into key areas of focus.
4. Aligning with SACL: Ensuring each priority aligns with the pillars of the Student Affairs and Campus Life Strategic Plan (SACLSP).

This collaborative process ensured that the final priorities reflected the department’s needs while supporting the university’s strategic objectives.

The Six Prioritized Problem Statements

By the end of the session, management successfully distilled the original 13 problem statements into six high-priority focus areas:

1. Culture and Communication
   • How might we help Recreation Staff define and improve culture and communication to enhance employee satisfaction and productivity?
2. Resource Allocation
   • How might we help Directors and Administrators prioritize funding for programs based on cost, need, and available resources to ensure sustainability and growth?
3. Data Integration
   • How might we help Rec Units and Management implement integrated systems for better data analysis and consistent tool usage to improve decision-making and efficiency?
4. Recognition and Advocacy
   • How might we help Recreation Leadership gain increased recognition from campus leadership to secure additional resources and amplify the department’s impact?
5. Facilities Expansion
   • How might we help students and campus leadership recognize the need for and secure funding for expanded recreational facilities to meet growing campus demands?
6. Student Engagement
   • How might we help undergraduate students advocate for new spaces and increase participation in recreational activities to foster community, reduce waitlists, and improve satisfaction?

Strategic Alignment with the SACLSP

Each problem statement was carefully aligned with the SACLSP’s four pillars:

• Resourceful Resilience: Ensuring efficient use of resources and addressing barriers to space and access.
• Technological Empowerment: Leveraging data and tools to improve organizational processes.
• Inclusive Belonging: Enhancing student engagement and promoting wellness.
• Communal Responsibility: Building partnerships and increasing recognition of recreation’s role on campus.

Next Steps

With these six priorities in hand, the department is well-positioned to develop a strategic roadmap that will guide their efforts in the 2024-2025 academic year. The next phase will involve creating measurable action plans to bring these priorities to life.

This workshop demonstrated the power of collaboration and design thinking in addressing complex organizational challenges. The Design Lab looks forward to supporting UC San Diego’s Recreation Department as they work to make a lasting impact on campus life. Stay tuned for updates!

The Recreation Department at UC San Diego hosted the first workshop in its strategic alignment initiative with the Recreation Department: From Problems to Problem Statements. Designed and led by Kevin Popovic, Education Manager of The Design Lab, this interactive session brought together 20 leadership members to define the department’s most pressing challenges and articulate them as actionable, measurable problem statements.

The workshop began with an inspiring introduction from Rich Mylin, who set the tone by encouraging participants to be candid in their discussions, emphasizing that no topic was off limits. His words fostered an atmosphere of openness, laying the groundwork for honest collaboration.

The Goal: From Problems to Problem Statements

This workshop was designed to help participants transform vague challenges into well-defined problem statements that:

• Detail what needs to be accomplished.
• Define the changes required.
• Establish measurable outcomes.

By focusing on clarity and specificity, the workshop aimed to provide a foundation for actionable solutions, ensuring that the department’s efforts align with UC San Diego’s broader goals outlined in the Student Affairs and Campus Life Strategic Plan (SACLSP).

The Outcomes: 13 Problem Statements

After extensive discussion and collaboration, the leadership team produced 13 priority problem statements across four thematic areas:

Priority 1: Culture and Communication

1. How might we help Recreation Staff define and improve culture and communication to improve employee satisfaction scores and increase productivity?
2. How might we help Rec Employees gain the resources they need to increase job satisfaction and decrease burnout?
3. How might we help Struggling Staff complete their UC-mandated learning trainings in a timely manner so they remain in compliance?

Priority 2: Funding and Systems

4. How might we help Directors, Administration, and the Rec Board prioritize funding of programs based on analysis of costs, need, and resources to improve the current situation and impact future funding decisions?
5. How might we help Rec Units, Management, and University Admins integrate systems for better data analysis and consistent use of tools to make better decisions, centralize data capture, create efficiencies, and foster predictable data?

Priority 3: Campus Recognition and Engagement

6. How might we help Rec Leadership increase recognition and respect from campus leadership to secure additional resources like funding and facilities?
7. How might we help Recreation better showcase its impact on campus life to improve support from the campus community?
8. How might we help the Chancellor and other campus leaders make recreation a priority by raising funds and investing in new facilities and programs?
9. How might we help all Rec users engage in and buy into recreation activities to create more room for students, address management challenges, and improve funding and KPIs?

Priority 4: Facilities Expansion

10. How might we help undergraduate students put forth a referendum to build new recreation spaces to increase square footage, eliminate lines, enhance programs, reduce waitlists, and improve student satisfaction?
11. How might we help campus leadership recognize the impact of recreation and its alignment with leadership objectives to grow facilities?
12. How might we help undergraduate students and Rec staff provide better/newer Rec facilities and increase centralized community/wellness spaces to improve access to wellness resources and the overall collegiate experience?
13. How might we help students and campus leadership understand the importance of new recreational facilities to increase programs, improve student group reservations, and meet the growing needs of the UCSD community?

What’s Next?

The insights gathered from this workshop will guide the next step: a Management Workshop focused on refining these problem statements into actionable plans. By aligning these priorities with the university’s strategic plan, the Recreation Department is setting the stage for transformational change.

This workshop highlights the power of design thinking in addressing complex organizational challenges. Stay tuned as we continue to support UC San Diego Recreation in their journey to make a greater impact on campus life!

Gathering Insights: Understanding People, Needs, and Context

Introduction

Now that we’ve defined the problem in the Problems stage, it’s time to dig deeper. The Learn stage is all about gathering knowledge, data and insights that will shape the solutions to come. This is where you step into the shoes of the people involved within the problem, explore their perspectives, needs, and uncover opportunities. Think of it as building the foundation for informed, user-centered innovation.

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What is the Learn Stage?

The Learn stage focuses on collecting the information you need to better understand the problem. This might involve engaging with stakeholders, conducting primary research, observing behavior, or analyzing data. The goal is to uncover insights that help you validate (or challenge) your assumptions about the problem.

Key activities in the Learn stage include:

• Interviews and Surveys: Directly asking people about their experiences, needs, and challenges.
• Observation: Watching how people interact with systems or environments related to the problem.
• Research and Analysis: Reviewing existing data, studies, or trends for context.
• Thematic Clustering: Identifying patterns in feedback to focus on what matters most.

These methods help ensure you’re solving the right problem with the right context in mind.

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Why is the Learn Stage Important?

This stage ensures your solutions are informed by reality rather than assumptions. Without understanding the people and environments involved, even the best ideas can fall flat. The Learn stage:

• Builds empathy for those affected by the problem.
• Validates the problem statement and aligns the team’s focus.
• Identifies opportunities and challenges you may not have considered.

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Example

Let’s revisit the university recreation center example. After defining the problem as:
“How might we help students at our university create flexible, tech-enabled recreation spaces to improve collaboration and attendance?”

The Learn stage might involve:

• Interviews: Speaking with students to understand their preferences and barriers to participation.
• Observation: Noting how existing spaces are used—what works, and what doesn’t.
• Research: Exploring trends in recreation technology and how other universities are innovating their spaces.
  Through these activities, you discover students want more group workout options, spaces with better lighting, and the ability to book equipment online. These insights will guide the brainstorming in the next stage.

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How Learn Connects to Work

The insights gathered in the Learn stage provide the fuel for creativity in the Work stage. By understanding what users need and value, you can brainstorm solutions that are both innovative and practical. For example, knowing students want group workout options might inspire ideas for modular workout spaces or a social fitness app. Without this research, brainstorming could lack focus or miss key opportunities.

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FAQs

Q1: How do I know when I’ve learned enough?
A: When patterns begin to emerge, and you feel confident in your understanding of the problem and user needs. If new data isn’t adding value, it’s time to move forward.

Q2: What if my findings challenge my original problem statement?
A: That’s a good thing! Use what you’ve learned to refine the problem statement. The process is iterative and should adapt to new insights.

Q3: How do I engage people effectively during interviews or surveys?
A: Keep questions open-ended, actively listen, and ensure participants feel comfortable sharing honest feedback.

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Learn More

Dive deeper into the Learn stage and other parts of the Innovation Funnel:

What’s Your Problem?

Innovation Funnel Overview