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PROTOTYPING AND TEST
Poornima Venkataramanan
18th August, 2013
PROTOTYPE
Employers NEED a way to find the right skills in freshmen graduating out of schools since it helps
corporates co...
RESPONSE FOR THE 2 PROTOTYPES
Stakeholder
Employer
Director of Engineering
in a Software company
with 15 years of
experien...
PROTOTYPE 2: DESIGN
Step 1: Define the activity
Students are grouped into 3 of them in a team. The team has to make the ro...
THE SKETCH
TEST 1
Time Starts: Total time 5 minutes
“Lets make the
rockets as
directed. Each of
us will start
making a rocket
and the...
TEST 2 REORGANIZED TEAM
If the team is given a choice as to what could have been right then how can this be redone.
“John ...
TEST 3 – CORPORATE ORGANIZED TEAM
Skill assessment
 Mark is good in making the first 2 folds and test the finished pieces...
TEST 3 – CORPORATE ORGANIZED TEAM
 Result:
 20 pieces pass the test at the end of 4.5 minutes. Total rockets made
was 23...
OUTCOME
 The message to be conveyed at the start of the exercise
was - by giving a scenario to the freshmen out of colleg...
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Prototype and test

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Prototyping and Testing

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Transcript of "Prototype and test"

  1. 1. PROTOTYPING AND TEST Poornima Venkataramanan 18th August, 2013
  2. 2. PROTOTYPE Employers NEED a way to find the right skills in freshmen graduating out of schools since it helps corporates concentrate in furthering their business rather than spend time preparing them for their careers. Problem Statement Curriculum design for soft skill training Topics: • Business Etiquettes • Communication and Interpersonal Skills • Presentation Skills • Team Building Career Lab: • Practical workshop on working scenario with a corporate. Prototype 1 Prototype 2
  3. 3. RESPONSE FOR THE 2 PROTOTYPES Stakeholder Employer Director of Engineering in a Software company with 15 years of experience Prototype 1: “This curriculum is what we have when we onboard anyone joining the organization. This would help when they immediately can put this in use. Giving this as part of education curriculum might not be a great idea although I am not against it. I am not sure whether this would be successful.” Prototype 2: “Yes this is a practical workshop. The design of this is wonderful. One feedback to make this successful- you are asking the students to execute the project. You should also allow them to regroup and deliver before asking the corporate perspective. This would be more practical and will drive home the point. Otherwise I think this design would work. I can test this with freshmen joining and see how this can work” Choosing the Prototype 2 based on the feedback
  4. 4. PROTOTYPE 2: DESIGN Step 1: Define the activity Students are grouped into 3 of them in a team. The team has to make the rockets as per the design in the picture below. There are 5 folds in all and each member can only make 2 folds for making one rocket. Team is given 5 minutes to complete making rockets according to their own estimates. The rockets have to hit a target from a specified distance to make it to the finished number. 1 2 3 4
  5. 5. THE SKETCH
  6. 6. TEST 1 Time Starts: Total time 5 minutes “Lets make the rockets as directed. Each of us will start making a rocket and the next person will pick up from wherever the other person has left. After making rockets till 4 minutes we will test the rockets by hitting the rocket at the dart board. We can target making 20 rockets.” Result: Tom, Mark and John made the first 2 folds. Then each of them took the other person’s 2 folds and continued the next 2 folds. The team made about 20 rockets in 4 minutes and each of them took the rockets and hit the dart board. 8 rockets hit the target and 12 rockets failed the test. Team did not achieve the target set by themselves which is 20 (60% failure) Team: John, Tom, Mark
  7. 7. TEST 2 REORGANIZED TEAM If the team is given a choice as to what could have been right then how can this be redone. “John will make only the first 2 folds, Tom will make the next 2 folds and Mark will do the final fold. As soon as 5 pieces are complete by Mark he goes in to test. 3 out of 5 should be successful.” Result: This methodology allowed 15 rockets that passed the test and with repeatable process the team ended up making 25 rockets more than the target in anticipation of failure. With this the team achieved 75% success Team: John, Tom, Mark
  8. 8. TEST 3 – CORPORATE ORGANIZED TEAM Skill assessment  Mark is good in making the first 2 folds and test the finished pieces by hitting the dart board.  John is good in making the rest of the 2 folds Process:  Tom marks the folds with pencil and scale in the paper. He should mark 10 rockets and keep passing it on to Mark and subsequently to John.  Once Tom marks 10 rockets, he should start making the final fold and complete the final pieces.  Once Tom completes the final fold for 5 pieces and by which time Mark and John completes the 4 folds for all the pieces marked, Tom should start marking the next 5 pieces.  Mark should start testing the completed rockets - the check point at every 5 pieces completed.
  9. 9. TEST 3 – CORPORATE ORGANIZED TEAM  Result:  20 pieces pass the test at the end of 4.5 minutes. Total rockets made was 23  The success rate is 87 %  Lessons learnt:  Spend some time in planning out the execution of the task  Identify the team skills and take the job accordingly  Work as a team and compliment each others abilities  Design and precision is very important to optimize the effort (marking the folds)  Building too many is not as important as the ones that actually make it to the finish line  Quality check should happen at regular intervals instead of at the end. (at the end of every 5 pieces completed). This would help in correcting course half way through  Repeat activity optimizes productivity till a certain point (Mark, John and Tom only did specific folds that were assigned to them)
  10. 10. OUTCOME  The message to be conveyed at the start of the exercise was - by giving a scenario to the freshmen out of college where they can directly and easily correlate to the skills and expectations of the employer.  The first feedback from students was that it was simple and direct to be able to correlate than the lectures on each of the topic  The Director could visibly see that he could penetrate the students mindshare right away and sped the onboarding process of students. Note: The video could not be taken since this was at the office premises and any videos or pictures are strictly forbidden.
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