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Prototype and Test: Design Thinking Action Lab
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Prototype and Test: Design Thinking Action Lab

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  • 1. Prototype and Testusing Story Boards and Interviews /Surveys Getting a job and making money out of High School to save and go to College. The Problem
  • 2. • High School developed four year class which teaches students how to develop and run a business. • By senior year all students will have started their own businesses (either by themselves or together.) and run it for 6 months. • High schools work with banks, angels investors, and business to fund the start-ups. Matching investors to businesses. • % of profits go to college fund. • This allows the students to have a way to be gainfully employed with money towards college if they choose. Should they choose not to go to college after all, their “college funds” will be invested in the next round of student start-ups. • Turn of investment to be included but low percent. • Win/win scenario – for investors and students. IDEATE :
  • 3. Students learn about financing and mock up business plans based on existing businesses. Student beta launch business with industry guidance. HS Student Freshman sign-up for a 4 Year Business Start-up Class Prototype and Test - OneHigh school has a four year New Business/Start-Ups class – at the end of which students will have started their own businesses Meet with other Students and the Teacher(s) –Learn about the Program and Requirements Are taught about entrepreneur (successes and failures scenarios). Business ideas brainstorming and mock-p. Students learn about marketing and advertising – selling products/services to the public. Students meet with industry entrepreneur gain– series of talk/question/ answer and visits to businesses. Student choose a business to develop – individual or in groups. Develop business plan. Students and teachers meet with banking and angel investors – make business proposals.. Revamp as needed. Beta launch and shape businesses – modifying as needed with industry guidance. Official launch and $$ made. Run , calibrate, and shape businesses – Graduate and have their own business – save for college or invest in the next group of HS businesses.
  • 4. Prototype and Test – One Spoke to three students and one teacher interviewed with story board – surveyed options. Feedback from surveys and interviews: How and Qty: •Great, exciting idea. •How is the student supposed to have enough time to make this viable when they have so many other subjects and tests? •How are the teachers going to have the time? •Who sets up the relationships with the investors and banks? •What are the legal ramifications for the school, students, and teachers involved? •It would make school more “real” and applicable to life. •Who will help the student AFTER graduation to ensure they are on track and don’t flounder? •Will there be any after graduation support?
  • 5. Prototype and Test - One Reflection: What you learned by testing your prototypes? •I need a much more involved prototype to address the concerns of the users. •Prototype would be more valuable if it had been interactive as opposed to just looking at a storyboard (hard for student to get their mind around concept). •This is probably a 3-4 year project just to set up. •“After graduation” support – was very good feedback – for this idea to survive this would need to be part of the program. What you would do next if you were to continue working on the project? •I would meet with banks and businesses to get their opinions. •I would meet with the school administration to get feedback. •I would invest a considerable amount of time into laying out the venture.
  • 6. – Business leaders – Government employees/political leaders – Retired people – People in retirement homes/hospitals • Partnering students with people who have “been there” and are “connected” to navigate the job/school scenarios, give guidance and emotional support. IDEATE :
  • 7. Prototype and Test - Two Mentoring – Partnering Students with Individuals Schools sets up a mentoring program Volunteers are developed from business owners, retired industry professionals, etc Then they first take a class to learn “mentoring” skills. Students, take a survey that will help pair them with a mentor (interests, etc) Students meet with their mentors on bi- weekly or monthly basis to understand the job market, network through their mentor, and get guidance on direction. Students are partnered up with mentors – meet and greet in an open gathering first. Guidance continues for the first year after graduation.
  • 8. Prototype and Test – Two Feedback: Qty and How: Three Students and One Teacher Interviewed and surveys. •The students all liked the idea of not being “out there in the cold”. •They liked the idea of knowing someone (other than their parents – lol) cared and could help through the networking job search and anxiety. •They were worried about how to you weed out the “creepers” and or ineffectual mentors. •Wanted to know what happens when one side drops out. •Where and how to encourage people to become mentors. •Overall – students and teachers liked the idea.
  • 9. Prototype and Test - Two Reflection: What you learned by testing your prototypes? •Same as proto #1 - I need a much more involved prototype to address the concerns of the users. •I need to put more overall time into thinking out the project. •Prototype would be more valuable if they were interactive as opposed to just looking at a storyboard. What you would do next if you were to continue working on the project? •I would address the issue of “creepers”. How to keep it safe. •I would meet with other people who have set up mentoring programs for advice and learning. How did they do it, what were the challenges? How did they maintain momentum? Etc.