Page - 168 - in The Future of Software Quality Assurance

168 M.F. Tannian Ex pa ns ive Co nve rge ntDivergent ContractiveThinking Thinking Fig. 3 Explanation of the diamond metaphor Fig. 4 Double Diamond approach Develop,and Deliver conceptuallyalign to each of the four left-righthalvesof two diamonds(DoubleDiamond)asshowninFig.4.TheDiscoverstage isexpansivein approach,seekingoutandgatheringwhatisknownandknowableabouttheproblem to be addressed by the intended innovation. After having assembled a broad range of inputs, the Define stage is engaged and the content is distilled and synthesized intoaDesignBrief. InformedbytheDesignBrief, theDevelopstageusesexpansive ordivergentthinkinginorder tocreate,evaluate,andrefinemultipledesignoptions. In the final stage, Deliver, a design is selected and is made ready for use. Design Councilprovidesa collectionof processmethodologies to facilitate the completion ofeachstage. The Stanford 5-Stage d.School approach is a bit fluid. At times practitioners of the Stanford approach introduce a sixth stage. Adaptability is an inherent spirit among those who apply Stanford’s approach. One popular layout of the approach consists of the stages Empathize, Define, Ideate, Prototype, and Test [11]. An optional addition is the stage called Notice. This stage is oriented to identifying or noticing the initial problem to be explored before one can proceed to empathize, define, and so on. The overall flow through the stages is as previously listed. However, at a given time within a project it may be appropriate to revisit or jump aheadalongthesequenceof stages.Beyonddescribing themechanismswithwhich to executedesign thinking,Stanfordd.Schoolpromotes the need foran appropriate