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CLASSROOM INNOVATION CHALLENGE

Infectious disease innovation challengeMIDDLE SCHOOL TO HIGH SCHOOL

PLAYBOOK

DI FFI CULTY TI ME

2-3 W EEK SHIGH

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A Classroom Inn ovat ion Challen g e is an opportun ity for your students to solve a p rob lem that exist s in your school or com m unity. Th is Playbook s designed to support the p rocess of app lying design th inking and innovat ion m ethods to th is challenge. There are lot s of pathw ays that w ill lead students to design and test w orkab le solu t ions to the p rob lem , but th is is a reasonab le set of "p lays" that w ill get resu lt s. The steps in th is p laybook follow the Innovat ion Box p rocess (w w w.ed innovat ionbox.com ), w h ich is a p rocess specif ically designed for teachers and students to solve real-w orld p rob lem s based on ideas f rom Lean StartUp, im provem ent science, and design th inking .

Th is p laybook p rovides design steps, bu t not a solu t ion . Th is p laybook is based on a four-step innovat ion p rocess: Fram e, Prototype, Experim ent , and Spread. Ths p rocess is founded on the p rincip les of science: test ideas (hypotheses) against the realit y of the w orld (our classroom s, schools, com m unit ies, and beyond). As E.E. Lew is w rote in h is sem inal book, Masters of Technology, m any fam ous scien t ist s used a cycle sim ilar to th is p rocess called Idea-Build-Test-Use. Th is innovat ion p rocess is designed help us iden t ify failu res early and im prove.

We don't innovate for the purpose of innovating. We innovate to solve problems. Every innovation must start with a problem worth solving. The first step is to develop a well-framed problem.

FRAME Key to innovating is identifying testable ideas. Innovators build high- and low-fidelity prototypes to solicit feedback and test with stakeholders.

PROTOTYPE We don't scale good ideas, we run experiments to learn what works and what must be improved before scaling a solution. Innovators design experiments to collect practice-based evidence about their ideas.

EXPERIMENT Spreading solutions is based on demonstrated success. During the Spread step innovators develop a pitch with the goal of building support and expanding their idea.

SPREAD

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CHALLENGE - How m igh t w e reduce the im pact of in fect ious d isease on student and teacher at tendance rates?

Prob lem - Nearly 22 m ill ion sch ool days are lost -annually due to the com m on cold . More than tw o-th irds (32 m illion) of school-aged ch ild ren (aged 5-17 years) in the Un ited States m issed school in the past 12 m onths due to illness or in ju ry. 52.2 m illion cases of the com m on cold affect Am ericans under age 17 each year. In fect ious d isease accounts for m illions of lost school days and cost the U.S. $120 b illion a year. One study found that teacher illness-related absences averaged 5.3 days a year, in con t rast to an average of 4 .5 days a year for students.

Potent ial cause - There are m any types of germ s (viruses, bacteria, parasites,

fung i) t hat cause m any types of illnesses - includ ing the com m on cold or f lu . These germ s can spread easily f rom one person to another - and have w ide-reach ing effects. One of the m ost com m on w ays peop le catch colds is by rubb ing their noses or eyes after touch ing som eone or som eth ing that 's con tam inated w ith the cold virus (rh inovirus). Rotavirus - a germ that causes gast roin test inal illness - can be t ransferred f rom a d ry, sm ooth surface to a clean hand for as long as 20 m inutes after the surface has been contam inated . Students in close p roxim ity to each other on a daily basis are spread ing germ s that m ay be increasing illness and days m issed.

details (hand w ash ing ) - Keep ing hands clean th rough im proved hand hyg iene is one of the m ost im portan t steps w e can take to avoid get t ing sick and spread ing germ s to others. Students don 't clean their hands often or w ell enough. In one study, on ly 58% of fem ale and 48% of m ale m idd le and h igh school students w ashed their hands after using the bathroom . In one study of elem entary students soap usage w as 28% for g irls and 8% for boys. Of these, on ly 33% of the fem ales and 8% of the m ales used soap. Adu lt hand clean ing behaviors also need im provem ent . In one study, 92% said they alw ays w ash their hands in pub lic rest room s, but on ly 77% w ere observed doing so.

details (Surfaces) - Teach ing ranks as the 'top germ profession ' com pared to other occupat ions, due to the h igh bacterial count per square inch in schools. In fact , surfaces that teachers regu larly touch contain up to 10 t im es m ore bacteria per square inch than those of other p rofessions. Touch screens, in part icu lar, create the perfect m ed ium to host pathogens, due to the com binat ion of w arm tem peratures and unclean hands. For an advanced version of th is Challenge, students shou ld focus on surfaces. Your team w ill need add it ional m aterials (e.g . agar p lates, incubator, sterile sw abs) to test germ spread.

(C) 2019 Joseph Miller

Team s - Students shou ld w ork in team s for th is Innovat ion Challenge. Ideal team size is betw een f ive and seven students.

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Infectious Disease Classroom Innovation Challenge - PlaysTh is Classroom Inn ovat ion Challen g e is b roken dow n in to eigh t Plays. The challenge

is "How n igh t w e reduce the im pact if in fect ious d isease on student and teacher at tendance rates?" Nonetheless, the f irst play is to collect baseline data f rom your school to im prove your understand ing of the challenge. Below each of the plays in th is Classroom Innovat ion Challenge is sum m arized .

1Collect Local Dat a

The f irst play is to collect local data on absence and hand w ash ing behavior. 2

Analyze t h e Prob lem

The next play is to bet ter understand w hy students do or do not w ash their hands.

3Ref in e t h e Prob lem

The th ird play is to isolate the root causes for w hy students do not w ash their hands m ore f requent ly.

4Solu t ion Research

The fourth play in the innovat ion p rocess is to learn w hat has been t ried on the past or in other con texts (e.g hosp itals).

5Brainst orm Solu t ions

The f ift h play is com ing up w ith a possib le solu t ion . 6

Bu ild a Prot ot ype

Start bu ild ing ! W hether your solu t ion is a new process or an ob ject , you shou ld p rototype the idea to get feedback and f ind out w hat w orks as early as possib le.

7Test an d It erat e

The seventh play is to design and carryout a test of your p rototype. Learn ing f rom an experim ent show s w hat can be im proved.

8Spread t h e Solu t ion

Last ly, if t he solu t ion w orked it s t im e to convince peop le to expand your idea th roughout the school. Do you need m oney or supp lies to expand?

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Classroom Innovation CardsTh is Classroom Inn ovat ion Challen g e is b roken dow n in to eigh t Plays. W ith in the

Plays are a series of innovat ion m ethods. The m ethods used in th is Classroom Inn ovat ion Challen g e are included the Classroom Innovat ion Card deck and the appropriate cards are show n below.

Play # 2 Play # 2 Play # 3

Play # 5 Play # 5 Play # 6

Play # 7 Play # 8

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Play # 1 - Collect Local Data Accord ing to research : (1) students and teachers are absent due to illness at a rate that m ay im pact learn ing , (2) students do not p ract ice good hand hyg iene, and (3) surfaces in our schools have a lot of germ s.

These pat terns are likely sim ilar in your school. How ever, collect ing local data is necessary to determ ine im pact of your innovat ions. Necessary m easure: Good hand w ash ing hyg iene. Add it ional m easure: Student absence rate due to illness.

ProcessFirst , f ind out w ho has in form at ion about absence rates (likely the school p rincipal or at tendance off icer). Ask how m any students m iss school (last year, last m onth , last sem ester). If t he school nurse collects data on student visit s and type, ask for those data as w ell. Goal: collect baseline in form at ion about the p rob lem of illness in your school. If t here are sign if ican t barrier to collect ing these data, use on ly the hand w ash ing data to m easure im pact of your innovat ion .

Second, f ind out if students p ract ice good hand hyg iene in your school. The CDC recom m ends w ash ing hands for 20 seconds using soap and w arm w ater. Research has show n that students do not w ash for the recom m ended am ount of t im e using soap. To accurately m easure th is behavior, you m ust observe hand w ash ing behavior.

Accurate data com es f rom observing students at the sink and record ing w hether they p ract ice

good hand w ash ing hyg iene.

It is recom m ended that at least 20 students are observed to set a baseline for hand w ash ing hyg iene. It shou ld not take a long t im e to collect these data if you observe during a h igh use t im e (e.g . betw een classes).

**An alternat ive m easurem ent approach w ould be to m easure soap use rate. Measure the volum e or m ass of soap used over a set period (e.g . one w eek).

Th ird , organ ize your observat ions so that you can sum m arize the p rob lem . The sim p lest w ay to organ ize the in form at ion you collected is to calcu late a percentage of students w ho fall in to each hand w ash ing category (see Pro Tip below for poten t ial categories). Are your resu lt s sim ilar to research reported earlier? W hy m igh t there be a d ifference (e.g . sm all num ber of observat ions, t im e of day, g irls versus boys bathroom )?

Fourth , do you have a p rob lem w orth solving ?

Pro t ipUse a sm all clipboard and sheets of paper p re-p rin ted for the bathroom survey. Do not record w h ile the bathroom user is p resent .

- Did not w ash hands- Washed w ith on ly w ater- Washed w ith soap, but not fu ll 20 seconds (count in your head) - Washed w ith soap for a fu ll 20 seconds.

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Play # 2 - Analyze the Prob lemDo several St akeh older In t erview s of students to learn m ore about how students approach hand w ash ing hyg iene. Use an Em pat hy Map to sum m arize w hat you learn f rom students. The Em pat hy Map facilit ates a deeper understand ing of how the p rob lem .

ProcessFirst , after your team has com pleted the in it ial data collect ion [Play # 1], m ake a p lan to com plete St akeh older In t erview s w ith students about hand w ash ing hyg iene (includ ing barriers). One w ay to do th is is to setup an in terview stat ion outside the bathroom (e.g . tab le and chairs). As students leave the bathroom , invite them to answ er a few quest ions to help you understand how to m ake the school a cleaner environm ent .

Second, p repare a scrip t for the St akeh older In t erview s. Here is a poten t ial scrip t .

Start by in t roducing yourself. "My nam e is [ ], I am in [ ] g rade, and I am w orking w ith som e classm ates on a p roject to im prove hand w ash ing hyg iene am ong students in our school. Can I ask you a few quest ions? " If t hey say, "yes", p roceed to the next quest ion . If t hey say, "no", t hank them for their t im e.

Ask ?"How m any t im es per day do you w ash your hands?"

Ask - "Would you be w illing to dem onst rate at a bathroom sink how you w ash your hands?" (If

t hey say "yes", p roceed in to the bathroom and w atch them w ash their hands.)

Ask - Is there anyth ing about the bathroom that m akes it hard to w ash your hands? For exam ple, availab ilit y of soap, heigh t of sinks, availab ilit y of tow els or d riers?

Say - "A lot of students and adu lt s do not w ash their hands. W hy do you th ink that is?" (you can p rom pt them w ith som e poten t ial exp lanat ions and ask them to expand ? don?t th ink their hands are d irty, in a hurry).

**These are suggested quest ions. Your team can design an in terview to w ork how ever you w ant . The key is to talk to several students to collect enough in form at ion to com plete an Em pat hy Map .

Th ird , com plete the Em pat hy Map tem p late (next page).

Fourth , as a team ident ify any insigh ts f rom your research . An ?Insigh t? is a deeper understand ing that can help you to solve the curren t design challenge you?re facing .

Pro t ipTry a few of these approaches to learn ing f rom your fellow students.

- Follow up your in terview ees' responses w ith the quest ion 'W hy?'? not just once, but several t im es to get to a deeper level of understand ing of their experiences, feelings, and needs. Also, look for d ifferen t w ays to ask 'W hy?' like the exam ple p rovided .

- Ask your in terview ee to go beyond describ ing how they do th ings to show ing you to Illum inate w hat they actually do. Have them show you how they usually w ash their hands.

- Invite part icipan ts to tell a story that describes their specif ic hand w ash ing experiences. A t im e it w ent w ell and a t im e w hen it d id not .

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Play # 3 - Prob lem Ref in ingIt is t im e to iden t ify root cause(s) of the p rob lem . Com plet ing a root cause analysis m ethod, such as a Prob lem Tree m ethod is one w ay to isolate cause.

For the purpose of th is Innovat ion Challenge the core p rob lem is poor hand w ash ing hyg iene. How m igh t w e increase hand w ash ing com pliance?

ProcessFirst , w rite your p rob lem in a clear and m easurab le w ay. For exam ple, "Approxim ately 21% of students w ash their hands after using the bathroom ." During th is play your team w ill com plete a Prob lem Tree, w h ich has the ob ject ive of iden t ifying root causes and also consequence if t he p rob lem is not solved .

Second, take a p iece of chart paper (or use w h ite board) and w rite the p rob lem in the m idd le. The p rob lem becom es the t runk of the t ree.

Th ird , have m em bers of the team silen t ly w rite causes of that p rob lem on post -it s (one cause per post -it ). After a few m inutes do aff in ity m ap of causes (g roup together like reasons). The causes becom e of the roots of the t ree. Draw the roots labeled w ith causes. Your team m ay decide to create a few large roots (causes) w ith

sm aller roots off of t hem (sub -causes).

Fourth , have team m em bers w rite the poten t ial consequences of not addressing the p rob lem . The consequences becom e the b ranches of the t ree. The prim ary consequence is the poten t ial for illness, bu t there are also consequences of students and teachers m issing school. Note those as w ell.

Fift h , d iscuss ? do you have a bet ter understand ing of w hy students do not w ash their hands?

You now have several poten t ial "causes" for w hy students do not w ash their hands effect ively. Is there a cause that you th ink you m igh t be ab le to address? As your team m oves to the next step, th ink about th is cause. Don 't com e up w ith a solu t ion yet , just keep the p rob lem and the poten t ial cause close.

**Your team can dot vote on causes that they th ink are im portan t to address if t hey are st rugg ling to decide as a team .

Pro t ipThe exercise is in tended to m ove relat ively qu ickly in an effort to reveal w hether there is a deeper cause to w hy students do not w ash their hands that you d idn 't not ice at f irst g lance. The Prob lem Tree is a usefu l d iag ram of the p rob lem that you m ay return to over t im e if in it ial solu t ions are not effect ive at solving the p rob lem .

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Play # 4 - Solu t ion Research It is im portan t to start your effort to com e up w ith a solu t ion by t rying to f igure out w hat has been t ried in the past . Use the m ethod W hat Do You Kn ow Abou t How Ot h ers Have Tried t o Solve Th is Prob lem ?

**Keep in m ind , just because it w orked som ew here else doesn 't m ean it w ill w ork in your school, bu t it is an im portan t start ing poin t .

ProcessFirst , beg in w ith a basic Goog le search for "hand w ash ing hyg iene/ st rateg ies" or "im proving hand w ash ing hyg iene". Spend 15-20 m inutes ind ividually looking at the d ifferen t ideas for im proving hand w ash ing hyg iene/com pliance. Make sure that you are taking notes and keep ing t rack of your sources of in form at ion .

Second, do a Goog le search for how to im prove hand w ash ing in a set t ing other than a school. For exam ple, search "im proving hand w ash ing com pliance in hosp itals". Or search "im proving hand w ash ing in com m ercial kitchens".

Th ird , w hat ideas seem ed to really stand out to you? W hat w ere the key com ponents to the ideas that seem ed in terest ing ? Were they technolog ical solu t ions (e.g . som e new ob ject or tool)? Were they cu ltu ral solu t ions (e.g . changes to expectat ions in the

com m unity)? Were they behavioral (e.g . a solu t ion that requ ired behavior and im proved hand w ash ing )? W hy d id they in t rigue you? Are they relevant your challenge? W hy or w hy not?

Fourth , w hat evidence w as collected to determ ine the effect iveness of their idea? Was the evidence convincing ? W hat m igh t be bet ter data or evidence to collect? W hat insp ired you m ost about the art icles you read?

Fifth , share your f ind ings w ith your team m ates by doing a short 1-2 m inute p resentat ion w hat you learned. The presentat ion shou ld cover these th ree areas:

- List som e of the solu t ions you learned about?

- W hich solu t ions seem ed to w ork best and w hy?

- W hich solu t ions seem ed like they m igh t be appropriate (or part ly appropriate in your school set t ing )?

Pro t ipDo not be af raid to search beyond your school set t ing for good ideas. It is likely that a lot m ore t im e and energy (and m oney) is invested in t rying to increase hand w ash ing in hosp itals than in schools. The reason ing is the sam e, if w e can increase hand w ash ing effect iveness, w e are likely to reduce the spread of in fect ious d isease. In the hosp ital environm ent the stakes are really h igh , so they have thought a lot about th is p rob lem . Many innovat ions are not ideas that are not new, but they are im proved or adapted for a new context .

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Play # 5 - Brainstorm Solu t ions During b rainstorm ing your goal is not to com e up w ith the perfect solu t ion , bu t to iden t ify a solu t ion that is w orth t rying for a short period . To encourage creat ivity and consider a lot of ideas use the Crazy 8s m ethod.

In th is m ethod each m em ber of your team w ill com e up w ith eigh t poten t ial

ideas for how to solve your p rob lem .

ProcessCrazy 8s is a fast -paced exercise designed to encourage you and your team m ates to ideate qu ickly and not w orry about com ing up w ith the perfect solu t ion . Crazy 8s requ ires that each each ind ividual on your team com e up w ith eigh t d if feren t ideas in eigh t m inutes.

First , fold a let ter size p iece of paper th ree t im es to create a sheet of paper w ith 8 squares w hen un folded . (Fold across the short axis).

Second, set a t im er for 8 m inutes. Tell t he team m em bers that they are to sketch one idea for each box of how to solve your p rob lem . Eight different ideas. The facilit ator (usually the classroom teacher) w ill call ou t after each m inute for team m em bers to m ove to the next box.

Th ird , share your ideas w ith team m em bers.

Th is shou ld take a few m inutes for each team m em ber. Th is is not a t im e for a lot of d iscussion . Just p resent the ideas.

Fourth , once everyone has had an opportun ity to go th rough their eigh t ideas, hang the sketches on the w all. Use colored dots (th ree for each team m em ber) to vote for your favorite ideas. Put the dot next to the square w ith the idea. If one idea has sign if ican t ly m ore dots (like all t he m em bers of the team put one dot next to th is idea) start a d iscussion by asking , "Raise your hand if t h is idea w as your num ber one choice." If everyone on your team ranked it num ber one, then ask if everyone is ready to go forw ard and test the idea.

Fift h , choose one idea as a team to p rototype. You m ay com e back to other ideas later, bu t for the t im e being you can on ly choose one.

Pro t ipCrazy 8s is fast m oving , so ideas are on ly part ially form ed. Crazy ideas are w elcom ed because they m igh t insp ire som eone to th ink d ifferen t ly about the p rob lem . W hen you get to the next step (Prototype), don 't be af raid to m erge together m ore than one idea that team m em bers cam e up w ith during th is exercise.

Colored dots for vot ing are g reat tools for visually d isp laying p references. Be carefu l not to just select the idea w ith the m ost votes. Open a d iscussion using the dots (as described above).

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Play # 6 - PrototypeA prototype is a qu ickly const ructed version of your team 's idea used to iden t ify opportun it ies for im provem ent . A p rototype serves the purpose of get t ing feedback and test ing your assum pt ions. A p rototype cou ld be a storyboard , physical, d ig ital, role p laying , or other.

Before your team bu ilds a p rototype, create a Napk in Pit ch t hat w ill qu ickly

com m unicate the p rob lem and your solu t ion .

ProcessFirst , develop a Napk in Pit ch . Draw a rough sketch of your solu t ion and w rite a p itch to go w ith the sketch . Use the out line on the next page to develop your p itch . Pract ice g iving your p itch to classm ates.

Second, iden t ify w hat you w ant to p rototype (e.g . a p rocess, an ob ject ). Select the appropriate type of p rototype (e.g . if it is an ob ject - create a physical p rototype, if a p rocess create a storyboard or role p laying ). (Refer to the Prototype Lib rary in the Classroom Innovat ion Cards if needed).

Th ird , if you are develop ing a Storyboard /Role Playing p rototype team m em bers shou ld sketch each step in the p rocess on post -it s (usually 6-8 steps). All m em bers hang their post -it s on the w ell in order. The team w orks together to rearrange.

If you are develop ing a Physical Prototype, each team m em ber shou ld m ake a rough

sketch .

Fourth , for a Storyboard /Role Playing p rototype develop a six to eigh t panel d raw ing of w hat you expect to happen in your new process (solu t ion) or a scrip t for the role p laying .

For a Physical Prototype your team com es together w ith sketches and decides on w hat elem ents are m ost im portan t to get feedback on . Focus on creat ing a rough version of your ob ject w ith specif ic focus on the m ost im portan t elem ent . Use low cost p rototyp ing tools to create your solu t ion .

Fift h , show your p rototype to colleagues, teachers, and others. Ask them to g ive you feedback (e.g . how d id it m ake them feel? W hat barriers m igh t it encounter? How can it be im proved?) The purpose of a p rototype is to im prove your solu t ion before you test it in the real-w orld , so t ry to f ind peop le that g ive you usefu l feedback not just "it 's g reat !".

Sixth , m ake im provem ents.

Pro t ip

Prototypes are in tended for you to test your idea early. If your solu t ion is to create talking soap d ispensers w ith quotes f rom fam ous books to encourage students to use soap, you w ou ld design the look and feel in a cheap m aterial (cardboard) and m anually p lay the quotes f rom an iPod or phone w hen your test user engaged w ith the d ispenser. Then you w ou ld ask them for feedback. Your assum pt ion is that kids w ill like th is idea and be m ore likely to use soap - w hat does your tester th ink of the d ispenser?

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W hat p rob lem are you solving ? 1

Napkin Pitch Planning Document

W hat is your p roposed solu t ion the p rob lem ? 2

W hat m akes th is solu t ion bet ter than exist ing solu t ions? ? 3

W hat w ou ld w e have t be good at to m ake th is solu t ion w ork? (e.g . w hat skills and ab ilit ies w ou ld the team need to have or resources w ou ld they need to acqu ire?)

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W hat is your "ask"? W hat do you need to go to the next stage of develop ing your solu t ion? Do you need m oney, resources, feedback?

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Play # 7 - Iterate and TestPhew, th is has been an am azing journey already! Now is the t im e to consider w hether to st ick w ith your curren t idea and f igure out how to im prove (or to choose a new approach to solve the p rob lem ).

The decision at th is poin t is en t irely yours and based on w hat you have learned so far. To decide your team w ill start by sum m arizing the feedback and then iden t ify next steps.

ProcessFirst , organ ize all your notes f rom the feedback sessions you d id w ith your p rototype. Then, create a large four-quadran t g rid (on a w h ite board or p iece of chart paper w orks best ). Label the boxes: th ings they liked , th ings they thought cou ld be changed, th ings they had quest ions about , and new ideas they offered . Th is is called a Feedback Grid .

Second, as a team spend 15-20 m inutes sum m arizing the feedback you received about your idea. Your team can use the Feedback Grid tem p late (next page) to help organ ize user feedback before start ing a g roup d iscussion .

Th ird , d iscuss: "W hat changes are crit ical for us to m ake to our idea for it be successfu l?" You w ant to m ove relat ively qu ickly in develop ing your solu t ion . You cannot do everyth ing peop le suggest . Make the necessary changes to your solu t ion and get ready to take it ou t to the real-w orld for t rials.

Fourth , develop a test p lan (tem plate in tw o pages). W hen w ill you test your idea and how long w ill t he test run? How w ill evidence be collected and w ho w ill do it (e.g . collect hand w ash ing data)? Be consisten t in data collect ion f rom baseline to th is new test .

Fift h , run your test in the f ield .

Sixth , w hat d id you learn? W hat happened w hen your team ran their test? W hat d id you learn? Did your solu t ion w ork? How can your solu t ion be im proved? W hat w as unexpected?

Pro t ipMake sure to use the sam e data collect ion m ethod that you used at the beg inn ing of your research . Most experim ents do end up chang ing behavior, so do not be d iscouraged if your solu t ion does not w ork. Use the test to f igure out w hat m igh t w ork bet ter to ach ieve increased hand w ash ing . Determ ine w hether your solu t ion can be im proved before m oving on to test a new idea.

If you run add it ional tests, you w ill likely need collect baseline data again for hand w ash ing because som e of the experim ents your colleagues have run m ay have im pacted hand w ash ing behavior in your school.

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PlanHow do you plan to collect these data? Include resources required to implement (e..g. timeline, partners, students,

budget).

Timel ineWhat is the timeline for implementing the

experiment? When will it start and end?

Resul tsWhat are the results of the experiment?

Next StepWhat do you plan to do next?

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Play # 8 - Spread Spread ing your team 's solu t ions m eans expand ing your idea so it im pacts the en t ire school! To m ake th is happen you w ill likely have to convince peop le that your solu t ion w orks. Your team m igh t need a sm all budget for supp lies, so having evidence f rom your test w ill be help fu l in convincing your p rincipal to fund your idea.

Develop a Pit ch designed to convince others to im p lem ent your idea.

ProcessFirst , decide the purpose of your Pit ch . A Pit ch is call to act ion to support an innovat ive solu t ion . The call to act ion m ay be to expand the reach of the solu t ion , to p rovide resources, or to be an advocate for the approach. A Pit ch is about delivering the m essage that an idea has value and convincing som eone to support that idea. Others w ill need to be insp ired and excited by the innovat ion , so craft ing the Pit ch in a com pelling w ay can m ake all t he d ifference.

Second, choose a form at for your Pit ch . Do you p lan to p resent to a g roup? Do you p lan to do a Pow erPoin t? Or a poster? Or just a sim p le p resentat ion w ithout visuals?

Th ird , organ ize a p resentat ion that engages and show s resu lt s. Th is form at m igh t w ork:

Provocat ive statem ent ? m ake a statem ent that catches your aud ience?s at ten t ion . Your statem ent m igh t be to report t he low hand w ash ing com pliance rates or the num ber of days m issed f rom school. Your p rovocat ive statem ent can link to your solu t ion or your challenge. The poin t is to catch the aud ience a b it by surprise and m ake them w ant to hear w hat you have to say next . For exam ple, you can use a ?w hat if?? quest ion . "W hat if w e cou ld reduce the spread of the com m on cold and flu in our

school just by increasing how f requent ly and effect ively students w ashed their hands? W hat if a sim p le idea w orked to get m ore kids w ash ing their hands? And it cost alm ost noth ing to do th is?"

In t roduce your story ? w ho are you? W ho else is w orking w ith you? W hat got you in terested in th is p rob lem ?

Fram e your challenge ? m ake sure that the aud ience know s how you f ram ed the challenge. They need to understand the lim it s p laced on the p rob lem .

Describe the ideas you had ? you can describe som e of the early ideas you had (sharing photos of d raw ings, chart paper, etc?). It m akes sense during th is part of the d iscussion to tell t he aud ience w hat ideas have been t ried in other set t ings (or in the past ).

Describe the solu t ion you u lt im ately decided to test ? describe the solu t ion that you u lt im ately decided to t ry out .

Report your resu lt s.

Make a call to act ion ? w hat do you need? Be clear. If it is going to take m oney, then ask for m oney to support the scale up.

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T H IN K ST RAT EGY

visit us online at www.edinnovationbox.com

joe@think-strategy.net

303-618-2531

Lyme, New Hampshire

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