Entrepreneurial Thinking. In your classroom

Transcription

1 Entrepreneurial Thinking In your classroom

2 An exciting 2.5 hours! * Introductions * Why entrepreneurial thinking * FINDING YOUR IDEA * IDEA DEVELOPMENT * 10 minute break. * CUSTOMER RESEARCH AND DISCOVERY * BRANDING * Elevator Pitches: you re invited!

3 WELCOME! * Thank you for considering a pivot in your classrooms!

4 Why In Your Classroom? * Young people are creative * entrepreneurial thinking fits every aspect of STEAM * Entrepreneurial thinking works with youth because innovation is their arena.

5 * Oxford economists who study employment trends tell us that almost half of existing jobs, including those involving non-routine cognitive tasks are at risk of death by computerization within 20 years.

6 Risk Takers To get anywhere, a turtle has to stick its neck out and take a risk. It s the only way to truly live and get ahead in the world. This is how entrepreneurs think and behave.

7 Finding your bright idea * Propose a challenge or seek one out from your classroom. * For this workshop, let s improve back-packs.

8 Finding Your Bright Idea! Using Design-Thinking: * Empathize * Define * Ideate * Prototype * Test

9 1. Empathize: Start with the Customer Experience: Interview a partner about what they like or dislike about currently available backpacks. What have been their experiences, frustrations? What do they wish a backpack could do? 5 minutes

10 Partner A: CRASH COURSE ON DESIGN-THINKING EMPATHIZE:Start with the customer s experience (5 minutes each) Interview your partner about what they like or dislike about currently available backpacks. What have been their experiences? What problems have they encountered? What has frustrated them? What do they wish their backpack could do? Now switch, so the other partner is interviewed. DEFINE: Define t (5 minu Write down everything you le Pull out the needs, problems

11 Go!

12 Partner B: CRASH COURSE ON DESIGN-THINKING EMPATHIZE:Start with the customer s experience (5 minutes each) Interview your partner about what they like or dislike about currently available backpacks. What have been their experiences? What problems have they encountered? What has frustrated them? What do they wish their backpack could do? Now switch, so the other partner is interviewed. DEFINE: Define t (5 minu Write down everything you le Pull out the needs, problems

13 Go!

14 Partner A & B: Define the problem Based on your interviews, catalogue the words that define the issues that need to be addressed. 5 minutes

15 RASH COURSE ON DESIGN-THINKING tomer s experience h) hey like or dislike about t have been their expeencountered? What has h their backpack could rtner is interviewed. Go! DEFINE: Define the problem (5 minutes) Write down everything you learned from your partner. Pull out the needs, problems or wishes they identified.

16 Go

17 IDEATE * Come up with possible solutions. What if the backpack carried you? The sky s the limit. Think Big! * SKETCH, Scribble, write, chart, blueprint whatever works for you! * Can you do 5 ideas in 5 minutes?

18 Go IDEATE: Come up with possible solutions (10 minutes + 5 for feedback) Each partner generates 5 ideas for meeting user needs. Sketch, scribble, or write your ideas. Don t worry about if they re practical, we re dreaming big here! Be creative and playful. Try for lots of ideas. however crazy. Share your ideas with your partner and ask for their feedback to improve the idea. PROTOTYPE: Choose one solution and build a rough model (30 minutes) TEST: Get feedback from the user (5 minutes each) Share your prototype with your partner. Let them explore

19 Share * PARTNER A presents to B * PARTNER B gives feedback while Partner A records * Switch roles and repeat! * 5 minutes each

20 Go!

21 Design-Thinking * It encourages intrinsic motivation. Effective design starts by considering why a problem is important to solve, providing a definitive sense of purpose for the project. * It combines multiple learning styles. The design process is highly visual and tactile because it relies heavily on the creation of a prototype. It also cultivates effective oral and written communication in the sharing of ideas and potential solutions. * It encourages self-assessment. By tracking the extent to which their designs solved the initial problem, the designers recognize the benefits of criticism to strengthen a concept. They then adapt their approach accordingly. * IT IS A highly collaborative activity. It introduces a process used by design teams as they generate ideas and solve problems. The exercise demonstrates how a group *feeding* off each other s input can ultimately solidify and improve an idea.

22 Build your team * What entrepreneurial Type are you? * Hacker: idea/solution person * Hustler: generates excitement feeds off of/big personality * Designer: gets it on paper/creates * Organizer: keeps it on track

23 Which one are you? HACKER builds things comes up with unexpected solutions to problems will bend rules if it s valuable to do so HUSTLER sells things enjoys presentations, debates and public speaking excels at coming up with arguments DESIGNER designs things shows empathy for the customer, client or audience experience interprets ideas ORGANIZER keeps things on track is aware of deadlines, budgets, and deadlines has a good eye for details

24 Go!

25 Let s Plan: developing your bright idea * Each team should now share backpack ideas and select the one that they will develop. * 2 minutes

26 Prototype and test * Choose your most promising idea and use the supplied materials to make a rough model that will demonstrate how your idea might work. It doesn t have to be fancy or pretty just get the idea across.

27 Prototype * Using the materials supplied, prototype your group s backpack idea in 15 minutes.

28 Go!

29 SWOT it: * Everything is a work in progress. A SWOT identifies where to focus efforts: good and bad. i.e this works but market here but not there

30 Idea: internal STRENGTHS helpful Strengths WEAKNESSES harmful Weaknesses external OPPORTUNITIES Opportunities THREATS Threats

31 Pivot Success is not final and failure is not fatal; it is the courage to continue that counts. Recognizing flaws in the plan are best at the earlier stages of development.

32 Map it Out: An Idea Canvas * 9 distinct sections that define the course of action to getting your idea to market * It looks like this.

33 26 27 Name: IDEA CANVAS Activity 2.1 Team: KEY ACTIVITIES (What are the steps you need to take to accomplish your idea?) KEY PARTNERS (Who will work on this with you?) YOUR IDEA (Describe your idea in one or two sentences) YOUR AUDIENCE (Who will you communicate your idea with?) PRESENTATION PLAN (What are the steps you need to take to communicate your idea?) KEY RESOURCES (What do you need to achieve your goal? Expert help? Books? Equipment?) PRESENTATION METHOD (How will you present your results online, on a poster, orally, etc.) THE COST OF YOUR IDEA (What are the challenges, risks, and actual $ costs (if any) of your project?) THE VALUE OF YOUR IDEA (What makes this idea worth doing?)

34 10 minute break * Please feel free to ask questions!

35 Go!

36 Research & Discovery * Customer interviews * Customer research

37 The art of interviewing

38 Customer Surveys * It s strongly recommended that teachers explore one of these sites (Google Sheets, Survey Monkey etc.) and conduct a survey themselves before having students tackle a project. You could, for example, do a customer satisfaction survey with your class after a field trip, asking students to rate how much they learned, how interesting the trip was, and what they d change. * Then you ll be ready to guide your students as they create and conduct a short survey.

39 BRAND * Explore brands; image, audience, personality * Think Apple, MacDonalds, NIKE

40 Brand your own product: Your backpack * In groups create your product s personality. * Imagine what it s job description might be. * Who will hire it to do the job? * What are the biggest benefits your idea offers? * Who is your audience: who is your idea for? * What makes your product or idea unique? * What are 3-5 adjectives that best describe your idea?

41 Brand Audience Successful brands understand who their most frequent and loyal customers are. Pick two of the brands you ve listed, and describe: Who buys or uses this brand most often? Describe a typical customer: age, lifestyle, interests What qualities of the brand are most important to this customer? How does the brand s advertising appeal to this customer? Brand Personality In developing a brand, marketers often imagine their product or service as a person, and then describe what that person would be like. This becomes a list of qualities they want to have associated with their product. Pick a product (e.g. a brand of jeans) or a service (e.g. a streaming service) that you really like, OR one that you really dislike, and describe that brand as a person. How does it look? How does it act? What does it care about, work at, or do for fun? Who are its friends?

42 Go!

43 TO MARKET! * Ethos: The brand you trust! * Ethics/trust. * Pathos: The brand that makes your family happy. * Emotion/tearjerker * Logos: There is no other brand. * Logic/data. Which will you use for your product?

44 Write your own ad Activity 4.2 b: Write, Sketch a Storyboard or Film Your own Ad 1. Produce an ad based on topics suggested by your teacher. Choice of Advertising Topic: 3. Ads can be designed as a one-page print ad (words and pictures), sound recording (for radio), or video (tv/computer either actually filmed or acted out). Type of Media: 2. Describe the target audience and choose one of the three approaches; pathos, ethos, or logos. Target Audience: 4. Present your ad, then explain why you chose the approach you took.

45 Go!

46 Elevator Pitch * It is a brief, persuasive speech that you use to spark interest in your business.

47 The experts * Here are a few pitches to learn from.