Model for the Innovation Teaching (MoIT): um modelo baseado em Design Thinking, Lean Startup e Ágil para estudantes de graduação em computação

Software startups are responsible for developing products with a huge impact on the market and significant contribution to the local and global economy. However, eight out of ten IT-startups fail up to three years of its creation. The failure is caused mainly by the team’s inexperience in developing new products. This failure is driven by a lack of a program in universities that encourages entrepreneurial activity among students. Consequently, the majority of computing students have difficulty in identifying problems and validate solutions. The Lean Startup and Ágil approaches are commonly used by software teams to develop products, but they are not sufficient for the creation of innovative products. There are models that recommend the use of Design Thinking throughout the process of creating innovative softwares, but there is still no consensus in the literature about the best way to combine Design Thinking with software development processes. Therefore, the purpose of this master’s thesis is to test two existing models that combine Design Thinking, Lean Startup and Ágil in order to create a new model based on the analysis of the tests’ validation. The aim is to integrate more naturally the Design Thinking process to the methods already in use by a software team, and consequently reducing the learning curve. The two selected models were Hildebrand and Nordstrom. Those models were tested in two teams of students from Tech Center Recife. The Tech Center was an environment created by the Computer Center of Universidade Federal de Pernambuco in partnership with BlackBerry. The Tech Center aimed to encourage the entrepreneurial spirit in computing students by teaching innovation. It was composed of 12 students of computing and a coordinator. They were used to develop mobile applications using Lean Startup and SCRUM, but they did not follow any model involving design practices. With the purpose of testing the two models, each team of Tech Center followed a different model in order to develop a mobile application with the character of a product. Finally, the user’s opinion and the difficulties of the team were analyzed. Based on those results, a third model was created. The Model for the Innovation Teaching (MoIT) was tested by one of the teams in order to improve the application that was developed previously, consequently decrease the previous difficulties related to the development, and promote greater satisfaction among users. As a result, the new model showed a good potential for learning, as the students were able to considerably improve the application and thus it had an excellent users’ acceptance. Besides that, they are also gaining recognition to reproduce the concepts and practices in their new jobs. Key-words: Design Thinking. Lean Startup. Agile. Innovation. Entrepreneurship. Lista de ilustrações Figura 1 – Modelo de Desenvolvimento do Cliente (Customer Development Model) . 18 Figura 2 – Ciclo Build-Measure-Learn . . . . . . . . . . . . . . . . . . . . . . . . . 19 Figura 3 – Ciclo de vida do Scrum. . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Figura 4 – Espaços do Design Thinking. . . . . . . . . . . . . . . . . . . . . . . . 23 Figura 5 – Modelo de Stanford. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Figura 6 – Modelo de Plattner et. al . . . . . . . . . . . . . . . . . . . . . . . . . 23 Figura 7 – Modelo de Brown . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Figura 8 – As cinco categorias das técnicas de geração de ideias. . . . . . . . . . . 26 Figura 9 – Ágil e Lean. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Figura 10 – Modelo Lean Design Thinking. . . . . . . . . . . . . . . . . . . . . . . 31 Figura 11 – O modelo Hildenbrand. . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Figura 12 – O modelo da Nordstrom. . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Figura 13 – Etapas da Pesquisa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Figura 14 – Persona Brasil +9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Figura 15 – Reviews do Brasil +9. . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Figura 16 – Avaliação do site TechTudo sobre o Brasil +9. . . . . . . . . . . . . . . 50 Figura 17 – Protótipo de baixa fidelidade Pet Empires. . . . . . . . . . . . . . . . . 52 Figura 18 – Tela do Pet Empires após primeiro ciclo. . . . . . . . . . . . . . . . . . 53 Figura 19 – MoIT Model for the Innovation Teaching. . . . . . . . . . . . . . . . 55 Figura 20 – Persona Pet Empires. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Figura 21 – Protótipo de alta fidelidade do Pet Empires. . . . . . . . . . . . . . . . 61 Figura 22 – Versão final do Pet Empires. . . . . . . . . . . . . . . . . . . . . . . . . 62 Figura 23 – Evento Pet Empires. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62