Study Guide

Learning outcomes

The student is able to
- plan, implement and evaluate a Service Design project with service design methods
- develop sustainable practices in organisations

Teaching methods

We will design and produce totally new Microvideos and Microwebsite (And/or App) for Konecranes company to SUPPORT EMPLOYEE EXPERIENCE (HR)! The international workforce needs practical and cultural guidance when living in Finland. We will help them to orientate with easy-to-use and fun to share videos and microwebsite.

Learning objectives
-We learn how to analyse, design and concretely build tools to support Employee Experience
- We learn the Basics of Service Design
- We learn how to adapt Service Design process in a real life project
- We learn how to design and build Sustainable service concepts
- We learn to operate in international teams and work with international teams
- We learn to use digital platforms in our teamwork

Konecranes is a Global Finnish company. It employs thousands of international workforce around the world. In Finland the international staff members work in planning, design and other specialist and officework tasks. Konecranes is located in Hyvinkää and we will have easy access to work with them. www.konecranes.com

This course consists of 3 parts
1. Canvas online Theory Course 3 points (3 ECTS) individual work
2. Theory Basis Essay 3 points (3 ECTS)
3. Client Real Life Business Project 9 points (9 ECTS)
Parts 1 and 3 start simultaneosly in January 2023.

Competences and skills: SERVICE DESIGN, SUSTAINABILITY, SUSTAINABLE LEADERSHIP, MICROWEBSITE, MICROVIDEOS, INTERNATIONAL CO-OPERATION, CUSTOMER JOURNEY, CUSTOMER PERSONA, DATA COLLECTION, VALUE PROPOSITION, CUSTOMER EXPERIENCE, CO-CREATION, INTERNATIONAL CO-OPERATING

1st we will analyse the Konecranes International team's needs and the bottlenecks in integration to Finland. Thereafter we will design the microsite and microvideos and produce them.
We will learn how to accomplish a project with Service Design process and tools. We learn the latest and best practice Customer Oriented methods (e.g. benchmark, customer persona, customer journey, future skenarios, ideating, value proposition, consumer behavior...).

The project is conducted partly online and partly on campus where presence is obligatory. Studying requires active participation and commitment to interactive project work also between team days and teacher guidance classes. You will receive individual feedback for assignments from the teacher and working life or peer feedback are also utilised.

Project’s guidance and working sessions can be viewed in Timetable Engine. Communication practices are agreed on a project-specific basis.

Laurea reserves the right to make changes.

Location and time

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Learning materials and recommended literature

The source materials needed for the subject area of the project are selected separately over the course.

Examples of Service Design litterature:
Ojasalo, K. 2010. The shift from co-production in services to value co-creation. The Business Review, Cambridge. Vol 16. No. 1.
Pasanen A. 2019. Lecture material “Visualizing services – from understanding to presenting”, 12.2.2019.
Stickdorn, M., Hormess M., Lawrence A. & Schneider J. 2018. This is service design doing. Sebastopol: O’Reilly. Ebook
Stickdorn, M. & Schneider J. 2010. This is service design thinking. Basics-tools-cases. Amsterdam : BIS Publishers. Ebook
Tuulaniemi J. 2016. Palvelumuotoilu. 3. painos. Helsinki: Talentum Pro. Ebook

Alternative completion methods of implementation

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognized and accredited by the teacher responsible for the studies or another person designated to the position. The assessment is carried out according to the same assessment criteria and, as a rule, same grading scale as that adopted for the corresponding study unit or module. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning). ... The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

Co-operation with working life and/or RDI

Konecranes is a world-leading group of Lifting Businesses™, serving a broad range of customers including manufacturing and process industries, shipyards, ports and terminals. Konecranes provides productivity enhancing lifting solutions as well as services for lifting equipment of all makes.
In 2020, Group sales totaled EUR 3.2 billion. The Group has around 16,900 employees in 50 countries. Konecranes shares are listed on the Nasdaq Helsinki (symbol: KCR).
www.konecranes.com

Important dates

According to the degree regulations (section 18) "students must be present for the first contact teaching session, or they must notify the responsible teacher of their absence to confirm they intend to participate in studies… Registration for the study unit will be rejected, if the student does not notify the teacher of being absent from the first contact teaching session or the reason for their absence cannot be considered justified." The first contact session in a project means the first meeting between the project team and the supervisor (pre-brief). Pre-Brief invitation will be sent seprately to all students by the coaching teacher and it will be published in PAKKI.

It is compulsory to participate in the project kickoff meeting so that everyone participating in the project will receive the information on the project task. The timing of kickoff meeting will be published in PAKKI and will be informed in separate email by the coaching teacher.

Project guidance is offered on a weekly basis. The student can compare the available guidance sessions in Timetable Engine and select those projects/studies that do not overlap.

Forms of internationality

The project applies global methods of Service Design (originated by UK Design Council) and Sustainability. The project Client is a Globally operating Finnish company. The project is suitable for exchange students.

Students workload

The student spends approximately 16 hours of weekly working time on the project; in other words, approximately 8 hrs for team work and approximately 8 hrs for independent work per week.

Content and scheduling

This course consists of 3 parts

1. Canvas online Theory Course 3 points (3 ECTS) individual work
2. Theory Basis Essay 3 points (3 ECTS)
3. Client Real Life Business Project 9 points (9 ECTS)

Parts 1 and 3 start simultaneosly in January 2023.

Further information for students

The study unit corresponds to the requirements of Bachelor's level education.

This study implementation is a P2P project meaning that the project is completed in a small group and guided by a teacher. Participating in the project requires attendance in the project guidance meetings and group meetings.

Evaluation methods and criteria

“The evaluation of competence is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the evaluation criteria listed in the implementation plan for the studies.” (Laurea degree regulations).

Evaluation is discussed at the beginning of the project.

In this study unit the assessing of the competences will be done by using the criteria set for requirement level II.

Professional knowledge basis, information searching and reporting

To achieve grade 5 student must be able to
- analyse the acquired information, draw conclusions and combine theoretical knowledge with experiential knowledge

To achieve grade 3 student must be able to
- critically evaluate information and justify their actions with science-based knowledge

To achieve grade 1 (or pass) student must be able to
- use professional concepts in a consistent manner and demonstrate their familiarity with the knowledge basis
- report and communicate in a professional manner

Professional practice and workplace development

To achieve grade 5 student must be able to
- evaluate the applicability of produced knowledge, skill or idea to other contexts as well as their impact
- anticipate needs of customers and/or co-operation partners

To achieve grade 3 student must be able to
- propose creative solutions at work
- promote professional co-operation and enhance customer and partner relationships

To achieve grade 1 (or pass) student must be able to
- act independently taking into account the operating environment
- take responsibility for interaction with customers and/or co-operation partners and for responding to their needs

Teamwork skills, leadership and responsibility

To achieve grade 5 student must be able to
- evaluate and develop the team’s entrepreneurial and responsible approach to work
- evaluate the possibilities for utilising competence and plan their personal development and development of the team

To achieve grade 3 student must be able to
- act in a manner that promotes the team’s entrepreneurial and responsible approach to work
- describe the development of their competence in relation to the learning outcomes

To achieve grade 1 (or pass) student must be able to
- describe the significance of their actions for successful co-operation
- describe their competence in relation to the learning outcomes

“Students who has failed to demonstrate their competence in accordance with the approved level must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit. In project studies, students must supplement the competence missing from the project’s learning outcomes, until their competence can be evaluated as passing.” (Degree regulations.)

Further information

The project provides similar competences as study units R0216 Service Design ja Corporate Social Responsibility. Thus if you have completed this study entity you can not include the these two in your degree.