Our experiences are not always the same. Sometimes there are moments or processes that cannot be described by an existing English word. Some even take it to the next level and create their own words and definitions to describe anything that is relevant to them. Defining is a useful thinking tool and is the second mode of design thinking.
For example, I always thought that every couple of weeks there should be a day of the week that you transform into a holiday for yourself where the thanking, giving and relaxing goes to yourself. I call it Thanxmasday, a combination of Christmas and Thanksgiving.
A made-up word that does not exist in the dictionary is called a sniglet. Check out more examples below:
doorposite  [dor•puh•zuht] - v.  pull a door that says push or vice versa
forpiphany [for•uh•pi•fuh•nee] - n. the moment where you remember what you have forgotten
gasnilophobia [gas•nil•faw•bee•uh] - n. fear of when the gas light is on and might not reach a gas station
While creating something new the define process comes after empathizing and understanding the user. Defining requires a deeper consideration of the problem and its context in order to clearly capture your vision. After synthesizing and gathering valuable insights you must consider, reconsider, define, or reframe the issue you are tackling. Reframing the problem could some times lead you to an easier solution. That is why it is important to learn more about a problem and its context before being able to define the problem. Take a look at the following case:
In a school students were often found strolling around outside of class, requesting to go to the nurse, or sleeping in class. Some claimed that the teacher gave them permission to leave the class and others claimed that they had a 'free period'. The problem was initially phrased that these specific teachers lacked classroom management and the effective teaching skills needed to engage students in learning.
Professional development was essential but not an immediate solution to the problem as it takes time to develop such pedagogical skills and management skills. Valuable classroom time was being wasted and with the curriculum being as packed as it was, it caused administrators to worry about student achievement.
As this was a time-sensitive issue, the problem needed to be addressed as soon as possible. With careful observation, the problem was not with the teachers but rather the time of the day. Most of these incidents happened in periods 6 & 7 and during math and science class, which were the subjects students found most difficult. Students explained that after lunch and with the heat they were simply tired and not in the mood to learn complex and abstract concepts. Hence, they found other things to pass the time. In order to tackle this reframed problem, the solution took a new direction and that was to change the bell schedules. The main changes included the following:
core subjects took priority in the periods 1-5 before lunch and electives such as art, PE and ICT were pushed to the end of the day
block periods were created for core subjects in the mornings for teachers to maximize the use of class time
transition times were included to reduce tardiness
An immediate change in student behavior was observed. Concentration and engagement levels were much more apparent in the early periods rather than in the afternoon. The takeaway is that the problem might not always be what it seems. One must dig deeper to find the essence of the problem and also must consider multiple perspectives in order to reach a true understanding of the situation. Observation and recognizing patterns provide valuable insights into the root cause of the problem. It is only then that an effective solution can be found and implemented.