High-performance athletes' (HPAs) engagement in proactive retirement preparation has become increasingly important for their well-being and quality of life during and after sport. As researchers continue to highlight the plethora of challenges underprepared HPAs face when retiring from sport, retirement support available to Canadian HPAs through Game Plan continues to be significantly underutilized (Game Plan, 2023). Researchers have identified environmental barriers as an influencing factor determining athletes' ability to access and utilize available forms of retirement support (Brassard et al., 2022). Current literature lacks the use of a holistic lens to identify the organizational factors that act as barriers and facilitators faced by athletes in this regard. An exploration with this lens could enhance our understanding of HPAs' ability to prepare for retirement by providing insights into the organizational interplay sport members have in facilitating a sport environment that enables, restricts, or hinders a HPA's ability to prepare for life after sport. Furthermore, a holistic lens can provide researchers with the necessary information to develop further frameworks and strategies to minimize athlete retirement barriers (Stambulova et al., 2020). The purpose of this doctoral dissertation is to address this gap through the following objectives: (a) examine how active and retired athletes utilized retirement support mechanisms, (b) explore high-performance sport members' perspectives and understanding of retirement support mechanisms, and (c) facilitate co-design sessions to innovate solution-driven prototypes to address sport members' athlete retirement needs. The methodologies of Bronfenbrenner's Ecological Systems theory and Design Thinking were adopted to guide and facilitate this research. This dissertation is composed of three articles, each correlating with the research objectives. With the first research objective, a secondary data analysis was used to examine how athletes in the Canadian sport system were utilizing Game Plan's resources from 2019-2021. This examination provided insight into athletes' Game Plan usage discrepancies when drawing comparisons to the funding each National Sport Organization (NSO) earned, their league of competition (e.g., Para or Non-Para sport), and repeat uses of Game Plan's resources after an initial interaction. As a result of the findings from this examination, considerations are proposed for sport organizations who seek to improve their athlete engagement with Game Plan's retirement resources. The second objective was investigated through empathy interviews (Kelley & Kelley, 2013) conducted with active athletes, retired athletes, support personnel, and performance partners across the sport system. A total of 19 individuals were interviewed. Empathy interviews were used to create personas for each role. Findings from this exploration add to the literature by outlining the following empirical findings: (a) high-performance sport members have limited knowledge and understanding of accessible retirement resources, (b) sport organizations' cultures can present barriers or facilitators through direct and indirect messages to athletes, and (c) HPAs who proactively sought out support or had a good sport-life balance experienced fewer challenges adapting to life after sport. The third and final objective was supported via the Stanford d. school's five-step Design Thinking model: empathize, define, ideate, prototype, and test. This section of research consisted of a co-design session conducted with two groups of participants. In each session, participants were led through brainstorming cluster activities to define, ideate, design, and evaluate athlete retirement solution-driven prototypes. Sport members collaboratively designed the following three evidenced-based prototypes: (a) creating a new funding metrics system, (b) strengthening collaboration between NSOs and Game Plan, and (c) enhancing athlete retirement coach education. The Design Thinking process as well as the insights outlining why and how the adoption of each prototype can advance HPAs' ability to prepare for their lives after sport are discussed. This article is the first to adopt a Design Thinking approach to advance athlete retirement literature and aims to serve as a catalyst for researchers to adopt Design Thinking methods to further the field of sport performance psychology. The results of this doctoral dissertation research add empirical, theoretical, and methodological contributions to both the athlete retirement and Design Thinking literature.

How can observation of a legacy system be used for design? To answer this question, we observed a teacher doing live coding with a conventional code editor and used the observations to design an editor better suited to this style of teaching. In particular, we found strong evidence that a projectional editor would better meet this need. Reflecting on this experience, we describe two types of requirements which can be inferred from observing a user using a legacy system: hidden requirements, in which users use existing features in unexpected ways, and novel requirements inferred from pain points observed in current system use. / Thesis / Master of Applied Science (MASc)

Novice instructional designers have limited experience working with ill-structured problems, and often do not possess the mental models to effectively analyze, manage, and communicate the overall design process of new instructional design projects (Wedman and Tessmer, 1993; Rowland, 1992; Perez and Emery, 1995; Liu, Gibby, Quiros, and Demps, 2002). In their 2016 article of expert instructional design principles applied by experienced designers in practice, York and Ertmer proposed the following questions for future research, "(a) Can we teach principles to novice instructional designers? (b) What methods should we use to provide this information?" (York and Ertmer, 2016, p. 189). This research further explored these questions and offers a new model of expert instructional design heuristics incorporating design thinking methods. The purpose of this study was to identify design thinking methods that aligned with heuristics of expert instructional design practitioners, and to design and develop a new model of heuristics and design thinking methods, which could assist novice instructional designers as they enter the instructional design field. The literature outlines challenges reported among novice instructional designers throughout the instructional design process, which includes their ability to solve ill-structured problems; conduct thorough analyses; collaborate in teams; negotiate priorities; generate a variety of ideas for solutions; overcome resource, budget and time constraints; communicate and manage projects with stakeholders; and prototype, iterate and pilot new design solutions (Rowland, 1992; Hoard, Stefaniak, Baaki, and Draper, 2019; Roytek, 2010; Liu, Gibby, Quiros, and Demps, 2002; Chang and Kuwata, 2020; Tracey and Boling, 2014; Perez and Emery, 1995; Williams van Rooij, 1993). The model offers novice instructional designers specific methods and combinations of methods to use for every stage of the instructional design process. As instructional designers implement design thinking methods within the context of their daily situations, they should become more comfortable and begin to adapt the methods to meet their individual needs for each stage of their process. / Doctor of Philosophy / Instructional design is a system of procedures for developing education and training curricula in a consistent and reliable fashion (Branch and Merrill, 2011; Branch and Kopcha, 2014). It embodies an iterative process for outlining outcomes, selecting teaching and learning strategies, choosing support technologies, identifying media, and measuring performance (Branch and Kopcha, 2014). Instructional designers use models of instructional design and instructional development to communicate tasks and procedures of the instructional design process (Andrews and Goodson, 1980). Over the years, numerous models of instructional design have been developed and adapted to meet the varying needs of instructional designers and developers. There is a consensus that most instructional processes consist of five core elements or stages: analysis, design, development, implementation, and evaluation, which are commonly referred to as ADDIE (Seels and Glasgow, 1990; Branch and Kopcha, 2014). While often considered generic, the ADDIE framework contains a useful set of common criteria, which most designers state as important or necessary as a part of any instructional design process (Pittenger, Janke, and Bumgardner, 2009; York and Ertmer, 2011; 2016). Novice instructional designers have limited experience working with ill-structured problems, and often do not possess the mental models (prior experience) to effectively analyze, manage, and communicate the overall design process of new instructional design projects (Wedman and Tessmer, 1993; Rowland, 1992; Perez and Emery, 1995; Liu, Gibby, Quiros, and Demps, 2002). In their 2016 article of expert instructional design principles applied by experienced designers in practice, York and Ertmer proposed the following questions for future research, "(a) Can we teach principles to novice instructional designers? (b) What methods should we use to provide this information?" (York and Ertmer, 2016, p. 189). This research further explored these questions and offers a new model of expert instructional design heuristics incorporating design thinking methods. For this study, heuristics were defined as generalized stages of an instructional designer's process and design thinking was defined as a human-centered design process for solving complex problems. The purpose of this study was to identify design thinking methods that aligned with heuristics of expert instructional design practitioners, and to design and develop a new model of heuristics and design thinking methods, which could assist novice instructional designers as they enter the instructional design field. The literature outlines challenges reported among novice instructional designers throughout the instructional design process, which includes their ability to solve ill-structured problems; conduct thorough analyses; collaborate in teams; negotiate priorities; generate a variety of ideas for solutions; overcome resource, budget and time constraints; communicate and manage projects with stakeholders; and prototype, iterate and pilot new design solutions (Rowland, 1992; Hoard, Stefaniak, Baaki, and Draper, 2019; Roytek, 2010; Liu, Gibby, Quiros, and Demps, 2002; Chang and Kuwata, 2020; Tracey and Boling, 2014; Perez and Emery, 1995; Williams van Rooij, 1993). The model offers novice instructional designers specific methods and combinations of methods to use for every stage of the instructional design process. As instructional designers implement design thinking methods within the context of their daily situations, they should become more comfortable and begin to adapt the methods to meet their individual needs for each stage of their process.

Syfte: Studien avser att kvalitativt undersöka faktorer som underlättar initiala samarbeten och långsiktiga relationer, mellan konsulter och deras uppdragsgivare. Med konsultföretagens design thinkers som utgångspunkt, kommer samarbetsprocessen och relationsskapandet att analyseras, för att på så sätt uppnå djupare förståelse i ämnet. Metod: Studien har genomförts kvalitativt och en iterativ forskningsansats har antagits. Tre kreativa företagskonsulter har intervjuats och en pilotintervju har genomförts. Ett målinriktat urval antogs och intervjuerna var semistrukturerade. Empiri: Vår empiriska data består av tre kvalitativa intervjuer med representanter från olika konsultföretag, som arbetar med design thinking. Följande personer har intervjuats: Eva-Karin Anderman, Robert Bau och Helena Frisk . Teorier: Business-to-Business, Service Dominant Logic of Marketing, Project Marketing, Inter-Organizational Projects, Client-Consultant Interaction, Relationship Marketing, The Firm-Client Relationship och Successful Innovation. Slutsatser: Studien har funnit ett antal faktorer som konsulterna arbetar med för att bilda och vårda affärsrelationer med sina uppdragsgivaret. Dessa innefattar värdeskapande processer tillsammans med sina kunder och användare i en social interaktionen / Purpose: The purpose of this thesis is to explore factors that facilitate initial collaborations and long-term relationships between consultants and their clients. From the consultants perspective (who works with design thinking), the formation and maintenance of business relationships will be analyzed in order to achieve a deeper understanding. Methodology: The study was conducted qualitatively and an iterative research approach has been adopted. Three creative business consultants have been interviewed and a pilot interview was conducted. A targeted selection was adopted and the interviews were semi- structured. Empirical foundation: Our empirical data consists of three interviews with representatives from various consulting firms, working with design thinking. Those who participated in the interviews are: Eva-Karin Anderman, Robert Bau and Helena Frisk. Theoretical perspectives: Business-to-Business, Service Dominant Logic of Marketing, Project Marketing, Inter-Organizational Projects, Client-Consultant Interaction, Relationship Marketing, The Firm-Client Relationship and Successful Innovation. Conclusions: The study has found a numberous of factors that consultants work to form and cherish business relationships with their clients. These include value-added processes with its customers and users in a social interaction.

Electronic service in the public sector is a unique tool to facilitate communication between citizens and their government. These services have a lot of advantages such as making life easier for citizens, time saving, increasing reliability and reducing the cost on the government side. Delivering reliable and easy digital services is obviously a crucial demand for the satisfaction for the end user which is the Swedish citizen in this survey. When electronic services do not satisfy user needs, the cost increases and confidence against authorities decreases. This study aims to give an understanding of how authorities create their electronic services pursuing citizens’ confidence. The theoretical framework of the research aims to describe restrictions and facilities in the process of creating an electronic service. The study targeted four authorities: Arbetsförmedlingen, Försäkringskassan, Migrationsverket and Skatteverket, which all were interviewed through semi-structured interviews with open questions and answers and data has been collected. The study finds that involving users in the development process leads to increasing confidence. The theoretical framework and empirical study have resulted in a new model to identify restrictions while creating new electronic services, which are time and law- changes. / Lagändringar och krav som regeringen ställer på statliga myndigheter ger upphov till att dessa konsekvent måste digitalisera mer, arbeta effektivare och användarinvolverat. I samband med utökade digitaliseringen blir e-tjänsterna mer komplexa och därmed svåra för medborgarna att använda och lita på informationen. När e-tjänsterna inte uppfyller användarnas behov ökar kostnaderna och förtroendet för myndigheten minskar. Studien avser att ge förståelse om hur myndigheter utvecklar sina e-tjänster i strävan efter ökat förtroende. Studiens teoretiska ramverk ämnar beskriva vilka begränsningar och möjligheter myndigheterna kan identifiera i samband med skapandet av nya e-tjänster för att öka medborgarnas förtroende. Urvalet bestod av fyra statliga myndigheter som rangordnades först och sist i SOMs listan 2012-2013. Respondenterna var: Arbetsförmedlingen, Försäkringskassan, Migrationsverket och Skatteverket. Studiens empiriska data har inhämtats genom semistrukturerade intervjuer. I studien utgick vi från ett abduktivt angreppssätt där öppna frågor ställdes. Studien kom fram till att användarinvolvering under utvecklingsprocessen leder till ökat förtroende. Teoretiska ramverket och studiens empiri har gett upphov till en ny modell för att identifiera begränsningar vid skapandet av nya e-tjänster, vilka är tid och lagändringar.

Baigiamajame magistro darbe analizuojamos dizaino strategijos, jų teoriniai modeliai bei strategijų taikymas organizacijose. Analizuojamos paslaugų dizaino, design thinking , design doing teorijos, jų strateginiai žingsniai. Atliekama mokslinių literatūros šaltinių analizė, internetinių šaltinių analizė apimanti kompanijų profilius ir tarptautinius žurnalus. Praktinėje dalyje pateikiami empirinių tyrimų (anketinės apklausos, giluminio interviu, ekspertų vertinimo) metu gauti duomenys bei SWOT analizės rezultatai, dizaino strategija UAB ACME organizacijai bei jos naudingumo analizė. Baigiamąjį magistro darbą sudaro 4 dalys : probleminė, teorinė, tiriamoji ir praktinė probleminėje dalyje aptariamas dizaino strategijų naudingumas verslui, teorinėje dalyje pristatomi dizaino strategijų teoriniai modeliai, tiriamojoje dalyje analizuojami empiriniai tyrimai praktinėje pristatoma ir analizuojama dizaino strategija. / Master thesis is oriented into analysis of design strategies and into creating design strategy for "ACME" organization. Thesis includes analysis of theoretical models of service design, design thinking, design doing. An empirical research and SWOT analysis is presented. Empirical research includes survey, follow up interview and experts survey. Practical part presents design strategy created for organization, based on theoretical analysis and results collected during research. Master thesis is oriented into analysing theoretical models and creating design strategy, evaluation of benefits of design strategy, deep analysis of organization and presenting practical plan.

O objetivo central desta pesquisa foi investigar os impactos do curso de especialização em Ética, Valores e Cidadania (EVC3), oferecido na modalidade semipresencial pela Universidade Virtual do Estado de São Paulo (Univesp), nas concepções e na prática profissional dos professores. O referencial teórico apoiou-se nos trabalhos dos pesquisadores da Universidade de Stanford sobre a utilização da metodologia voltada para a Aprendizagem Baseada em Problemas e Projetos com a aplicação dos procedimentos do Design Thinking e os princípios pedagógicos para o uso de tecnologias informatizadas e interativas em todos os níveis de ensino. Também foram decisivos os estudos dos pesquisadores da Faculdade de Educação da Universidade de São Paulo sobre a transversalidade do tema Ética na educação escolar e sobre a possibilidade de aproximar metodologias de Pedagogia de Projetos e o Design Thinking para propor inovações aos temas da Educação em Valores. Este estudo descritivo exigiu a realização de pesquisa bibliográfica sobre os principais temas teóricos e fundamentos metodológicos do curso de especialização, foram coletados dados em um questionário (SurveyMonkey) enviado a todos os egressos para identificar concepções, percepções e práticas profissionais dos professores. Os resultados permitiram demonstrar que o EVC3 teve maior impacto nas concepções e percepções dos professores sobre Ética, Valores e Cidadania, do que na utilização das metodologias da Aprendizagem baseada em Problemas e Projetos e do Design Thinking em sua prática cotidiana de sala de aula / The main objective of this research was to investigate the impacts of the principles and methodology of a specialization course in Ethics, Values and Citizenship (EVC3) in the concepts and professional practice of teachers to develop and implement educational projects. The theoretical framework builds on the work of researchers at Stanford University on the use of a methodology for Based Learning Problems and Projects with the application of the Design Thinking procedures and technologies of information and comunication in all education levels. Also were decisive the studies of researchers from the Faculty of Education, University of São Paulo about the Ethics theme on school education, and the possibility of approaching methodologies of Pedagogy with Projects and the Design thinking to propose innovations to education on values. This case study required to carry out bibliographic research on the main theoretical and methodological fundamentals themes of the specialization course, data was collected in a questionnaire (SurveyMonkey) sent to all graduates to identify conceptions, perceptions and practices of professional teachers. The results show that the greatest impact on EVC3 conceptions and perceptions of teachers about ethics, values and citizenship, than in the use of problem-based learning methodologies and projects and Design Thinking into their daily classroom practice.

O Design Thinking tem sido aplicado na educação básica em diversos países do mundo. Práticas educativas do Design Thinking, teórico-metodologicamente investigadas nos projetos pedagógicos das escolas, tornam-se relevantes para a compreensão da multidimensionalidade do fenômeno educativo nas escolas. O objetivo desta investigação é pesquisar as contribuições do Design Thinking que possam inovar os estruturantes teóricos e metodológicos dos projetos pedagógicos da educação básica. Uma jornada científica exploratória na revisão de estudos existentes revelou a importância da perspectiva do Design Thinking. A investigação sob a perspectiva de pesquisa participante, de cunho qualitativo, com imersão longitudinal em escola pública estadual de tempo integral, permitiu avaliar e compreender seu contexto (entrevistas semiestruturadas, participação nas ATPC Aula de Trabalho Pedagógico Coletivo, questionários com sondagem diagnósticas, grupos focais, acompanhamento de projetos escolares). Como resultado foi verificado que o Design Thinking oferece oportunidades de formação permanente; de entendimento dos desafios contextuais e das oportunidades de implementação de projetos inovadores com avaliação realizada pela perspectiva do conhecimentona-ação/compreensão-na-reflexão para direcionamento de práticas mais transformadoras de seus estruturantes teórico-metodológicos (planejamento, formação permanente, avaliação/recuperação). A relevância desta investigação foi compreendida pela ação e na ação dos sujeitos envolvidos em projetos apoiados pelas Tecnologias de Informação e de Comunicação que se tornaram protagonistas do processo educativo. Estratégias e habilidades complexas de avaliar a aprendizagem dos alunos e desenvolvimento de competências previstas no currículo escolar inspiradas pela abordagem do Design Thinking tornaram-se terreno fértil para formação permanente do professor. Orientaram novos modos de planejar e de avaliar aprendizagens integradas aos conteúdos curriculares além de formar professores para aspectos importantes do planejamento político-pedagógico da escola. O Design Thinking mostrou-se promissor também como estratégia metodológica alternativa de pesquisa. / Design Thinking has been applied in basic education in several countries all over the world. Educational practices of Design Thinking, theoretical and methodologically investigated in educational projects of schools, become relevant for understanding the multidimensionality of the education phenomenon in schools. The purpose of this research is to investigate the contributions of Design Thinking that may innovate the theoretical and methodological structuring in pedagogical projects on basic education. An exploratory scientific journey into the review of existing studies has revealed the importance of the Design Thinking perspective. The inquiry from the perspective of participant research, of qualitative nature, with longitudinal immersion in a full-time state public school, allowed to evaluate and to understand its context (through semi-structured interviews, participation in ATPCs - Collective Pedagogical Work Class, questionnaires for diagnostic survey, focus groups, monitoring of school projects). As a result it has been found that Design Thinking provides opportunities for continuing education; for understanding the contextual challenges and the opportunities for implementing innovative projects with assessment from the perspective of knowledge-in-action / understanding-in-reflection for directing more transforming practices of its theoretical-methodological structuring (planning, continuing education, evaluation / recovery). The relevance of this research was understood through the action and in the action of participants involved in projects supported by Information and Communication Technologies, who have became protagonists in the educational process. Complex strategies and skills for assessing student learning and for developing competencies included in the school curriculum inspired by the Design Thinking approach have become fertile ground for continuing education for teachers. They have guided new ways for planning and evaluating integrated learning in curricular content, as well as training teachers in important aspects of the schools political-pedagogical planning. Design Thinking also proved promising as a methodological alternative research strategy.

O objetivo central desta pesquisa foi investigar os impactos do curso de especialização em Ética, Valores e Cidadania (EVC3), oferecido na modalidade semipresencial pela Universidade Virtual do Estado de São Paulo (Univesp), nas concepções e na prática profissional dos professores. O referencial teórico apoiou-se nos trabalhos dos pesquisadores da Universidade de Stanford sobre a utilização da metodologia voltada para a Aprendizagem Baseada em Problemas e Projetos com a aplicação dos procedimentos do Design Thinking e os princípios pedagógicos para o uso de tecnologias informatizadas e interativas em todos os níveis de ensino. Também foram decisivos os estudos dos pesquisadores da Faculdade de Educação da Universidade de São Paulo sobre a transversalidade do tema Ética na educação escolar e sobre a possibilidade de aproximar metodologias de Pedagogia de Projetos e o Design Thinking para propor inovações aos temas da Educação em Valores. Este estudo descritivo exigiu a realização de pesquisa bibliográfica sobre os principais temas teóricos e fundamentos metodológicos do curso de especialização, foram coletados dados em um questionário (SurveyMonkey) enviado a todos os egressos para identificar concepções, percepções e práticas profissionais dos professores. Os resultados permitiram demonstrar que o EVC3 teve maior impacto nas concepções e percepções dos professores sobre Ética, Valores e Cidadania, do que na utilização das metodologias da Aprendizagem baseada em Problemas e Projetos e do Design Thinking em sua prática cotidiana de sala de aula / The main objective of this research was to investigate the impacts of the principles and methodology of a specialization course in Ethics, Values and Citizenship (EVC3) in the concepts and professional practice of teachers to develop and implement educational projects. The theoretical framework builds on the work of researchers at Stanford University on the use of a methodology for Based Learning Problems and Projects with the application of the Design Thinking procedures and technologies of information and comunication in all education levels. Also were decisive the studies of researchers from the Faculty of Education, University of São Paulo about the Ethics theme on school education, and the possibility of approaching methodologies of Pedagogy with Projects and the Design thinking to propose innovations to education on values. This case study required to carry out bibliographic research on the main theoretical and methodological fundamentals themes of the specialization course, data was collected in a questionnaire (SurveyMonkey) sent to all graduates to identify conceptions, perceptions and practices of professional teachers. The results show that the greatest impact on EVC3 conceptions and perceptions of teachers about ethics, values and citizenship, than in the use of problem-based learning methodologies and projects and Design Thinking into their daily classroom practice.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-07-12T12:39:12Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertacao - Danilo Lima Dutra - CPF 00598295321.pdf: 2583713 bytes, checksum: bae65495d4d11b7b48af295372fc0f44 (MD5) / Made available in DSpace on 2016-07-12T12:39:12Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertacao - Danilo Lima Dutra - CPF 00598295321.pdf: 2583713 bytes, checksum: bae65495d4d11b7b48af295372fc0f44 (MD5) Previous issue date: 2015-08-17 / Em Gestão de Processos de Negócio (do inglês, Business Process Management ou BPM), a fase de mapeamento do processo As Is compreende o trabalho de identificação e modelagem do processo que realmente é executado. O mapeamento é crucial para entender como os processos da organização estão sendo conduzidos e possibilitar uma análise das possíveis melhorias. Em organizações com pouca ou nenhuma maturidade em BPM, a documentação sobre processos é escassa e normalmente o conhecimento sobre eles está concentrado nos especialistas do negócio (pessoas que participam do processo executando, gerenciando ou monitorando atividades específicas dentro dele). Neste cenário, o analista de processos tem o desafio de extrair dos especialistas o máximo de informações sobre o processo. Como forma de garantir um mapeamento de processos centrado no humano, foi proposta a construção de um Framework para Mapeamento de Processos As Is, com uma metodologia que oriente desde a escolha da equipe de mapeamento até o mapeamento do processo As Is. Este Framework faz uso de conceitos do Design Thinking (DT), para trabalhar a análise e solução de problemas de forma colaborativa, de modo a definir técnicas, ferramentas e artefatos mais adequados para mapeamento junto à equipe. Para avaliar o Framework proposto, um estudo de caso é discutido. Nesse estudo o Framework foi aplicado em sua completude dentro de uma organização, onde foi realizado o mapeamento de seus processos com o objetivo de analisar como estavam sendo conduzidos e identificar oportunidades de melhoria. O estudo de caso mostrou resultados importantes que apontam os benefícios da utilização do Framework para o cenário proposto. Por fim, é importante ressaltar que essa dissertação contribui com a proposta de um Framework que seja flexível e, portanto, deve ser considerado como um "cardápio" de alternativas para apoiar o analista de processos na etapa de mapeamento. / Business Process Management (BPM), the mapping phase of the As Is process includes the identification and modeling of the process that actually runs. Mapping is crucial to understand how the organization's processes are being conducted and enable an analysis of possible improvements. In organizations with few or none BPM maturity, documentation about processes is scarce and usually the knowledge of them is concentrated in the business experts (people who participate in the running process, managing or monitoring specific activities within it). In this scenario, the process analyst has the challenge of extracting from the experts as much information about the process as can get. In order to ensure a human centered process mapping, it was proposed the construction of a Framework for Process Mapping As Is, with a methodology that guides from the choice of the mapping team to the mapping process As Is. This Framework makes use of the Design Thinking concepts (DT), who works the analysis and troubleshooting collaboratively, to define best suited techniques, tools and artifacts with the team. To evaluate the proposed Framework, a case study is discussed. In this study the framework was entirely applied in an organization, which was carried out mapping of its processes in order to analyze how they were being conducted and identify opportunities for improvement. The case study showed significant results that link the benefits of using the Framework to the proposed scenario. Finally, it is important to note that this dissertation contributes to the proposal for a framework that is flexible and therefore should be considered a "menu" of alternatives to support the process analyst on the mapping phase.