General overview of how to implement it
Problem-solving is the main target of design thinking methods, and the previously discussed design thinking methods that are used in solving problems tend to work through a number of steps in order to reach a final solution for the problem. However, in particular, situations, solving the problem isn’t the main target of meetings or discussions. Schools simply would like to explore the problem and all the factors that relate to it in order to decide whether or not to take further actions.
The output of each CATWOE is specific to that individual school’s perspective, and so to get the information required, it’s good practice to meet with the units related to school as teachers, students, families and environment face-to-face. An informal or formal meeting can allow the stakeholder to open up and you may find that you gather more information from them this way, allowing you to build up a clearer picture of these units’ perspectives.
Some design thinking tools, such as a cause-effect diagram, may be used for exploring problems, but this tool is designed to solve problems. Its steps and implementation time take this into account. At this point, what managers need is a checklist that can give an insight into the problem without planning to solve it, such as the CATWOE.
The CATWOE Analysis happens on the existing system or process within an organisation. The components below are used to think about a problem and/or the solution:
C – Customers
Generally, these are an organisation’s customers. They are users and stakeholders of a system. They will undoubtedly benefit if a change is to occur within the system or process or if a problem is solved. Customers are sometimes students, sometimes families, sometimes stakeholders and education area at school for this method which depends on the creativity of teachers.
The first step in the CATWOE Analysis is to identify the customers and understand how the process or system influences them. In addition, you’ll need to find out what problems they encounter before considering solutions.
A – Actors
They are usually the employees within an organisation. They ensure that a transformation process happens. They’re responsible for carrying out work and are involved with the implementation of changes in the system. At the educational level actors are usually students but the environment of the school also can be actors.
By knowing their qualities, abilities and interests in advance, you get a clear picture of their impact on the processor system.
T – Transformation Process
Transformation is the change that a system or process leads to. It’s the process in which input (including raw materials and man-hours) is transformed by an organisation into output (such as a final product or solution to a problem). This process is the information given by teachers at school.
In addition to knowing in advance what the input requires and what the end result (output) will be, you also have to carefully consider the intermediate steps.
W – World view
This is about the ‘bigger picture’ and considers the different stakeholders and interested parties from the environment surrounding an organisation and the influence they can have. The bigger picture can be seen by the school environment with the help and support of the teacher who uses this method.
It is also seen as the most crucial step in the CATWOE analysis. Stakeholders often have different approaches to the same issue, with other (conflicting) interests. The goal of the CATWOE analysis is to make their different viewpoint explicit.
O – Owners
This usually refers to the owner, entrepreneur or investor of an organisation, who wants to make changes and who decides whether a project should start or stop. As decision-makers, they have the highest authority. The school managers, directors or owners are called “owners” at the education level.
E – Environmental Constraints
In contrast with the World view, this is about the actual environmental elements that may influence the organisation and can limit or restrict the system. Examples include ethical boundaries, regulations, financial constraints and environmental factors. The school has its own environment but that is not so complex for reaching success.
