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Concept

Design synthesis

The process of organizing, grouping, and interpreting what has been researched until patterns, insights, and design opportunities emerge.

In Spanish
Síntesis
Origin
Sensemaking: Weick (1995); in design, Kolko (2010)

What problem it addresses

Explains how you go from a pile of data to a clear direction for design.

An example

After ten interviews, the team has hundreds of notes.

A data report
All the answers are listed, question by question. A lot of information.
Synthesis
The notes are grouped by theme, connections and contradictions are sought, and insights are formulated. A direction.

Synthesis does not summarize: it interprets and proposes what the findings mean.

Why it happens

  1. Get all the information out while it is fresh.

  2. Group and regroup it, looking for patterns and differences.

  3. Interpret it until insights and opportunities are formulated.

Applications in design

  • Use it like this

    Take the information out of notebooks and screens onto a wall or a board, where the whole team can see it.

  • Avoid

    Jumping from data to solutions without going through interpretation.

  • Don’t fall for it

    Do it as a team and explain your groupings to others: they will see connections you do not.

Abduction

What the research says

Kolko describes synthesis as abductive reasoning: proposing the most plausible explanation for what was observed, rather than just deducing or generalizing from the data (Kolko, 2010).

Debated evidence. It is a theoretical framework about how designers work, not an experimental result.

Authors and works

  1. 1995

    Karl Weick

    Studied sensemaking: how people and organizations make sense of what happens to them.

  2. 2010

    Jon Kolko

    Described synthesis as the engine of design, based on sensemaking and abduction.

Sources

Original sources

  • Weick, K. E. (1995). Sensemaking in organizations. Sage.
  • Kolko, J. (2010). Abductive thinking and sensemaking: The drivers of design synthesis. Design Issues, 26(1), 15–28. View source: Kolko, J. (2010)

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