2015 Hal Rogers Scholars Program2015 Hal Rogers Scholars Program2015 Hal Rogers Scholars Program2015 Hal Rogers Scholars Program

Creating Creating Creating Creating Purpose, Recognizing the Problems as OpportunitiesPurpose, Recognizing the Problems as OpportunitiesPurpose, Recognizing the Problems as OpportunitiesPurpose, Recognizing the Problems as OpportunitiesConnecting Your Work with Purpose, and Creating IntentionsConnecting Your Work with Purpose, and Creating IntentionsConnecting Your Work with Purpose, and Creating IntentionsConnecting Your Work with Purpose, and Creating Intentions

Berea College

Entrepreneurship for the Public Good Program

July 14, 2015

8:30 – 11:00 am and 12:45 – 1:45pm

Building T-Shaped People

Entrepreneurial Concepts,

Skill Set, Experiential Exercises

Depth of

Knowledge in the

Liberal Arts

Building T-Shaped People

Entrepreneurial Concepts,

Skill Set, Experiential Exercises

Depth of

Knowledge in a

Technical Discipline

Building T-Shaped People

Entrepreneurial Concepts,

Skill Set, Experiential Exercises

Depth of

Knowledge in STEM

Disciplines

Building T-Shaped People

Entrepreneurial Concepts,

Skill Set, Experiential Exercises

Depth of

Knowledge in a STEAM

Discipline

Creativity comes in many forms

Ideas

OrganizationalInner /

Spontaneous

Relationship Materials

What stakeholders want and desire

Perceptions

Developing options to challenges

Recognizing habits

Inventiveness

Defining work and purpose

Introducing the current definition of entrepreneurship

Practicing empathy and prototyping

Viewing entrepreneurial behavior

Practicing entrepreneurial behavior

Concepts Concepts Concepts Concepts and Explanations of Exercisesand Explanations of Exercisesand Explanations of Exercisesand Explanations of Exercises

A word from our sponsors…colleges and A word from our sponsors…colleges and A word from our sponsors…colleges and A word from our sponsors…colleges and universitiesuniversitiesuniversitiesuniversities

Intercultural Skills / Humanitarianism

71% of employers want teamwork in diverse groups

67 % of employers want more emphasis on intercultural

knowledge

79% of AAC&U member institutions name intercultural skills as

learning objectives

Source: Employer statistics are taken from Raising the Bar: Employers’ Views on College Learning in the Wake of the

Economic Downturn, a survey of employers conducted for AAC&U by Hart Research Associates and published in 2010.

Employers want Employers want Employers want Employers want TeamworkTeamworkTeamworkTeamwork

Civic Engagement

52% of employers want colleges to place more emphasis on civic engagement, community participation and engagement.

68% of AAC&U member institutions name civic engagement as a learning objective for all students.

NASPA and ACPA both recommend civic engagement as a key learning outcome.

AAC&U identified civic engagement as one of the member institutions’ four learning outcomes for all students under the category “Personal and Social Responsibility.”

Source :Identified by the NASPA and ACPA 2004 report Learning Reconsidered: A Campus-Wide Focus on the Student

Experience. From Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn..

Colleges desire students that take Colleges desire students that take Colleges desire students that take Colleges desire students that take personal personal personal personal and social responsibilityand social responsibilityand social responsibilityand social responsibility

• Interpersonal and Intrapersonal Competence

NASPA and ACPA recommend interpersonal and

intrapersonal competence as a key learning outcome. This includes realistic self-appraisal and self-understanding and personal attributes such as identity, self-esteem, self-awareness, and confidence.

Source: One of AAC&U member institutions’ four learning outcomes for all students, which were identified in the data

gathered by AAC&U’s 2009 LEAP survey, Learning and Assessment: Trends in Undergraduate Education—A Survey

Among Members of the AAC&U and Hart Research Associates.

Universities want realistic Universities want realistic Universities want realistic Universities want realistic selfselfselfself----appraisals, appraisals, appraisals, appraisals, selfselfselfself----understanding and selfunderstanding and selfunderstanding and selfunderstanding and self----awareness awareness awareness awareness

Knowledge Integration and Application

NASPA and ACPA recommend knowledge acquisition,

integration, and application as key learning outcomes. This includes connecting knowledge to other knowledge (integration); relating knowledge to daily life (application); and pursuing lifelong learning and career decidedness.

Source: One of AAC&U member institutions’ four learning outcomes for all students, which were identified in the data

gathered by AAC&U’s 2009 LEAP survey, Learning and Assessment: Trends in Undergraduate Education—A Survey

Among Members of the AAC&U and Hart Research Associates.

Employers desire students that relate Employers desire students that relate Employers desire students that relate Employers desire students that relate knowledge to daily life and problems knowledge to daily life and problems knowledge to daily life and problems knowledge to daily life and problems

1. Teamwork

2. Take responsibility

3. Realistic self-knowledge / awareness

4. Relate knowledge to life and problems

Source: Employer statistics are taken from Raising the Bar: Employers’ Views on College Learning in the Wake of the

Economic Downturn, a survey of employers conducted for AAC&U by Hart Research Associates and published in 2010.

Learning outcomes for all students were identified in the data gathered by AAC&U’s 2009 LEAP survey, Learning and

Assessment: Trends in Undergraduate Education—A Survey Among Members of the AAC&U and Hart Research

Associates. Also identified by the NASPA and ACPA 2004 report Learning Reconsidered: A Campus-Wide Focus on the

Student Experience. One of AAC&U member institutions’ four learning outcomes for all students, which were

identified in the data gathered by AAC&U’s 2009 LEAP survey, Learning and Assessment: Trends in Undergraduate

Education—A Survey Among Members of the AAC&U and Hart Research Associates.

Workshop Skills Workshop Skills Workshop Skills Workshop Skills

What Can What Can What Can What Can We Do We Do We Do We Do For YouFor YouFor YouFor You ? ? ? ?

… some warmup problems and puzzles

Breakthrough Insights -Gulf South

Whitaker and Hackbert

Overhead Chart 1-18

Which center circle is bigger?Which center circle is larger?

Peter H. Hackbert ©

What do

What do you see?What do you perceive?

Morongo TANF Program Peter H. Hackbert © Overhead Chart 1-20

What do you see?What do you perceive?

Peter H. Hackbert ©

What do you see?What do you perceive?

Line up according to your birthdates

(just month and day, not year)

WITHOUT TALKING.

It’s a Line-up!

What must I do to Think Creatively? #10

Please fold your arms.

What must I do to Think Creatively?#10

Please fold your arms again with the other arm on top.

Creative thinking does not require you to do something different… but it does

require you to process information

DIFFERENTLY.

What Can What Can What Can What Can We Do We Do We Do We Do For YouFor YouFor YouFor You ? ? ? ?

… some Ball Games

Suggested Reading

Work on Purpose Stories Development

What Do We Mean By Work?

…work as something much larger than a job – it’s not just the 9 to 5. It is the intersection of your self-identity and

how you spend your time.

What Do We Mean by Purpose? What Do We Mean by Purpose? What Do We Mean by Purpose? What Do We Mean by Purpose?

Purpose is a stable and generalized intention to accomplish something that is at the same

time meaningful to the self and consequential for the world beyond the self.

Work on Purpose

Heart + Head = Hustle

Distribute the cardstock

with the Echoing Green

Principles

When I say

Entrepreneurship, what

comes to mind?

Search

� Interaction

� Listening

� Observation

� Experimentation

� Adaptation

� Naivety

� Curiosity

� Creativity

� Critical Thinking

� Communications

� Problem Solving

� Commitment

� Marshal

resources

� Replication

� Management

� Planning

� Processes

� Systems

� Efficiency

� Improvement

� Formulaic

� Policies

� Procedures

� Control

� Compliance

� Conformity

Growth Obsolescence

� Innovation

� Large scales

initiatives

� Acquisitions

� Processes

� Careful planning

� In-depth research &

analysis

� Known brands

� Known customers

� Established channels

� Experienced

managers

� Executive of plans

� Measured results

Blockbuster Video, Netflix, Redbox

1985 1990 1995 2000 2005 2010 2013

1984 - First

Blockbuster

store opens

in Dallas.

1995 - Viacom

acquires

Blockbuster for

$8.4 billion.

2003 - Netflix

posts first

profit, earning

$6.5 million on

revenues of

$272 million.

2010 -

Blockbuster

plans to file for

bankruptcy

1997 - Reed

Hastings returns

Apollo 13 to

Blockbuster six

weeks overdue,

and is dismayed

by the $40 late

fee.

1998 - Reed

Hastings

founds

Netflix.

2002 -

Redbox

initially

funded by

McDonalds

Search

� Interaction

� Listening

� Observation

� Experimentation

� Adaptation

� Naivety

� Curiosity

� Creativity

� Critical Thinking

� Communications

� Problem Solving

� Commitment

� Marshal

Resources

� Replication

� Management

� Planning

� Processes

� Systems

� Efficiency

� Improvement

� Formulaic

� Policies

� Procedures

� Control

� Compliance

� Conformity

Growth Obsolescence

� Innovation

� Large scales

initiatives

� Acquisitions

� Processes

� Careful planning

� In-depth research &

analysis

� Known brands

� Known customers

� Established channels

� Experienced

managers

� Executive of plans

� Measured results

Putting Search first is a radical educational and training

technology

Origins of the “box”

Thinking

Can you draw four straight lines, without lifting your pencil from the "paper," through all nine dots?

Solution of the “box” #1

Thinking

Breakthrough thinking requires you to break through something, and that something is

your normal, linear thinking pattern.

Let’s try another example.

Five of the

flowers in the

vase belong to

the same logical

family. One is an

intruder—which

one, and why?

The far right has a different flower

Look at the square below and try to imagine different ways to divide it into four parts that are equal in size.

What are the different ways in which you can do so?

What other options are there? Did you consider these?

What about creating shapes within the square that are not triangles or rectangles?

That begins to suggest an infinite number of solutions.

Readings / Experiences

Lessons Learned

How Brian Scudamore uncovered his opportunity

Divide into pairs

IDEAL WALLET INNOVATION:Design Something USEFUL AND MEANINGFUL

Peter H. Hackbert, Director, Entrepreneurship for the Public Good, Berea College,

51

IDEAL WALLET

INNOVATION – 2 Minutes

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1. Think about the ideal wallet (innovation, desired, functional)

2. Draw it – illustrating and identifying important features

52

53

IDEAL WALLET INNOVATION –

3 Minutes: MISSION1. Start - GAIN EMPATHY: Ask your partner to

introduce themselves to you by walking you through the contents of their purse or wallet. Ask questions (record the questions that you ask here) Notes / Sketches

________________________________________________________________________What stood out for you? What

are you curious about?

____________________________________________________________________________________________________________________________________________________________

1. Think about the ideal wallet (innovation, desired, functional)

2. Draw it – illustrating and identifying important features

54

2. ANALYZE WALLET USER INTERVIEW NOTES – 4 Minutes Who is this?

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

What does their wallet do? What does the market like?What does the market hate?

__________________________________________

___________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

_____________________________________

What does their wallet mean?

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

1. Interview your “market” using any questions you like, but try to answer those above. 55

3. POINT OF VIEW 3. POINT OF VIEW 3. POINT OF VIEW 3. POINT OF VIEW WORKSHEETWORKSHEETWORKSHEETWORKSHEET---- 3 3 3 3 minutesminutesminutesminutes

First Try _____________wallet is their ________user name meaning or purpose

(e.g. Rebecca) (e.g. junk drawer)

Re-writes _______________________________________________________________

______________________________________________________________

______________________________________________________________

Final ______________________wallet is their ________________

user name meaning or purpose (e.g. Rebecca) (e.g. junk drawer)

1. Complete the above point of view statements by filling in the blanks

2. Try a few versions rapidly before picking your favorite56

SOLUTIONS TO POINT OF VIEWSOLUTIONS TO POINT OF VIEWSOLUTIONS TO POINT OF VIEWSOLUTIONS TO POINT OF VIEW---- 4 minutes4 minutes4 minutes4 minutesT

hre

e d

iffe

ren

t P

OV

so

luti

on

sU

ser

Fee

db

ack

1. Draw three different “prototype” solutions to your POV statement (wait to go on to the next step)

2. Test your prototypes with your “market”, gather feedback, suggestions, & changes 57

USER CENTERED & ITERATED WALLET INNOVATION- 3 Minutes

1. Think about what you have learned in your iterations and what is “ideal” for your “market”

2. Draw your “market’s” ideal wallet– illustrating and identifying important features 58

Reflect and Takeaway Reflect and Takeaway Reflect and Takeaway Reflect and Takeaway

Breakthrough thinking requires you to break through something, and that something is

your normal, linear thinking pattern.

Let’s try another example.

Business Model

Canvas

The Business Model Canvas

Iterate, Pivot, Do Over

The Business Model You The Business Model You The Business Model You The Business Model You

Readings / Experiences

Lessons Learned

October Sky Trailer

Readings / Experiences

How many of you have viewed and remember this film?

October Sky Rocket Launches

What stakeholders want and desire

Perceptions

Developing options to challenges

Recognizing habits

Inventiveness

Defining work and purpose

Introducing the current definition of entrepreneurship

Practicing empathy and prototyping

Viewing entrepreneurial behavior

Practicing entrepreneurial behavior

Concepts Concepts Concepts Concepts and Explanations of Exercisesand Explanations of Exercisesand Explanations of Exercisesand Explanations of Exercises

Closing