A Day in the Life

2. A Day in the Life Blair Corcoran HPOG Program Specialist

3. Purpose • Learn the design thinking tool of Journey Mapping. • Take a deeper look at the world in which some of your students are living. • Share (and create new) interventions to keep students engaged and successful in the classroom.

4. Session Agenda • Meet Kelly from Schenectady • Brief Introduction to Design Thinking • Journey Mapping Exercise • Share Experiences and Key Take-aways

5. Meet Kelly.

6. What is Design Thinking? Image: Peer Insight, 2013

7. What is Design Thinking? Image: Peer Insight, 2013

8. What is Journey Mapping? Image and Content: Oracle CX Design Bootcamp

9. Image and Content: Oracle CX Design Bootcamp

10. How To Map a Customer’s Journey Image and Content: Oracle CX Design Bootcamp

11. How To Map a Customer’s Journey Image and Content: Oracle CX Design Bootcamp

12. How To Map a Customer’s Journey Image and Content: Oracle CX Design Bootcamp

13. How To Map a Customer’s Journey Image and Content: Oracle CX Design Bootcamp

14. How To Map a Customer’s Journey Image and Content: Oracle CX Design Bootcamp

15. How To Map a Customer’s Journey Image and Content: Oracle CX Design Bootcamp

16. Meet Jane.

17. During a visit with her case manager at the county assistance office, Jane notices a flyer for a healthcare training program. She asked her case manager about the program, and the case manager encouraged her to call the number listed on the flyer. • Not confident in her English-speaking abilities, she waited two weeks before calling the program. When she did finally call, the individual on the line seemed very nice and gave her an address, but she had trouble understanding the lady in order to write it down. • The next week, she returned to the county assistance office and inquired again with her case manager about the program. • This time, the case manager offered to call the program for her; set up an interview for her the next day and wrote the address of the program on a piece of paper. Actions taken by Jane

18. The next morning, Jane took two buses in order to get to the location of the healthcare training program interview. Her mother was not feeling well, so she had to bring her four children with her. • During the interview, the intake coordinator informed her of all the documentation that was required for enrollment in the program and told her that it sounded like she would be enrolled if she brought the required documents back. With her mother sick, Jane did not get back down to the site for another week. When she did, she was informed that she needed to take the TABE test. She could not bring her children to the testing environment, so she told the intake coordinator that she would have to come another day. Jane’s Mom Bus driver Intake Coordinator Intake Coordinator Jane’s Mom Jane’s 4 kids Jane’s 4 kids Other bus riders Intake Coordinator ON STAGE: People with whom Jane comes in direct contact.

19. Jane’s mother was feeling better the next day, so she was able to head back down to the site, take the TABE test and find out her results. During this visit, Jane was assigned an HPOG case manager. Jane’s HPOG case manager explained to her the results of her test and the courses that she would need to take in order to become eligible to enroll in the radiologic technician program that she was interested in. • To start her on her way, Jane’s case manager enrolled her in two remedial courses at the local Adult Education provider: one for ESL and one GED preparation because Jane does not have her high school diploma. ON STAGE: Things or processes with which Jane comes in direct contact. TABE Test TABE Test Course Requirements Course Materials for ESL Registration Materials Course Materials for GED TABE testing room Pen/Paper

20. I don’t know what she said! I am so frustrated! I hate this feeling! • During a visit with her case manager at the county assistance office, Jane notices a flyer for a healthcare training program. She asked her case manager about the program, and the case manager encouraged her to call the number listed on the flyer. • Not confident in her English-speaking abilities, she waited two weeks before calling the program. When she did finally call, the individual on the line seemed very nice and gave her an address, but she had trouble understanding the lady in order to write it down. • The next week, she returned to the county assistance office and inquired again with her case manager about the program. • This time, the case manager offered to call the program for her; set up an interview for her the next day and wrote the address of the program on a piece of paper. What Jane is thinking

21. The next morning, Jane took two buses in order to get to the location of the healthcare training program interview. Her mother was not feeling well, so she had to bring her four children with her. • During the interview, the intake coordinator informed her of all the documentation that was required for enrollment in the program and told her that it sounded like she would be enrolled if she brought the required documents back. With her mother sick, Jane did not get back down to the site for another week. When she did, she was informed that she needed to take the TABE test. She could not bring her children to the testing environment, so she told the intake coordinator that she would have to come another day. Bus Depot Manager Mother’s doctor HPOG Program Director Other HPOG staff TABE Test Facilitator HPOG Program Director BACK STAGE: People that facilitate Jane’s experience, but with whom Jane DOES NOT come in direct contact.

22. Jane’s mother was feeling better the next day, so she was able to head back down to the site, take the TABE test and find out her results. During this visit, Jane was assigned an HPOG case manager. Jane’s HPOG case manager explained to her the results of her test and the courses that she would need to take in order to become eligible to enroll in the radiologic technician program that she was interested in. • To start her on her way, Jane’s case manager enrolled her in two remedial courses at the local Adult Education provider: one for ESL and one GED preparation because Jane does not have her high school diploma. BACK STAGE: Things and processes that facilitate Jane’s experience, but with which Jane DOES NOT come in direct contact. Adult Ed provider Radiological Tech curriculum Data collection system GED company HPOG Program TABE Test Company

23. I don’t know what she said! I am so frustrated! I hate this feeling! • During a visit with her case manager at the county assistance office, Jane notices a flyer for a healthcare training program. She asked her case manager about the program, and the case manager encouraged her to call the number listed on the flyer. • Not confident in her English-speaking abilities, she waited two weeks before calling the program. When she did finally call, the individual on the line seemed very nice and gave her an address, but she had trouble understanding the lady in order to write it down. • The next week, she returned to the county assistance office and inquired again with her case manager about the program. • This time, the case manager offered to call the program for her; set up an interview for her the next day and wrote the address of the program on a piece of paper. Case Manager Intake Coordinator Case Manager Other individuals at CAO Woman from health care program Jane’s home Other county assistance office staff Health care flyer Pen/Paper Case Manager’s Desk Pen/Paper Phone County Assistance Office County Assistance Office Other case managers HPOG program Director of County Assistance Office Health care instructors Director of Health care Program Other students Phone company Phone Phone company Cell tower Printer Marketing Department

24. Next Steps • Take 1 minute to review the thoughts, people and things/processes listed across the board. • Then, add in any more thoughts, people and things/processes that may be missing.

25. Evaluate Attitudes • Take four minutes to look at your piece of Jane’s journey. • For each action consider whether Jane’s attitudes are positive or negative. • Place a green dot those attitudes which are positive. • Put a red dot on those attitudes which are negative. • Put a yellow dot on those attitudes about which you are not sure.

26. Prioritize & Focus • Take 7 minutes to consider the moments that matter to Jane on your part of the story. • Review the places that you put green, red and yellow dots. • Which action might have completely changed Jane’s experience? • Once you have chosen the moment, please put a piece of string there.

27. Determine Impact • Take 7 minutes to consider the impact of the moment that your group chose. • Talk with your group about why the moment is important to Jane. • Write some of the impacts on a few white sticky notes on your board. • Examples: Longer wait until next class, additional trip to case manager, etc • Select someone to speak on behalf of the group. • “We focused here because…”

28. Brainstorm Needs • Take 4 minutes to consider Jane’s moment needs and emotional needs. • Write moment needs and emotional needs on orange post-it notes. • Moment need = functional, what trying to achieve at the moment • Emotional need = why it’s important

29. Define Roles & Processes • Take 5 minutes to choose one person and one thing, on or back stage, from the moment that your group has chosen. • Write the following on green post-it notes: • What is the intended role of the person? (3 steps) • What does this thing do? (3 steps)

30. Break! Please return at 10:40am.

31. Evaluate Needs • As a group, take 4 minutes to determine how well Jen's goal and emotional needs being satisfied. • On the orange “needs” post-it notes, • Place a red dot on those needs that are NOT being met • Place a green dot on those needs that are being met

32. Evaluate Issues or Opportunities • For 4 minutes, consider are the people & things doing what they're supposed to? • Earlier, you listed what they are intended to do on green post-it notes. • Are they succeeding or failing? • Place a red dot on those which are failing to meet their intended purpose. • Place a green dot on those which are meeting their intended purpose.

33. Design New Experience • We’re going to BRAINSTORM individually for 6 minutes (purple post-it notes). • There are NO budget or resource constraints, but stay aligned with the needs and issues that your group has outlined in previous steps. • Please do this INDIVIDUALLY. • Go for volume (at least 5 post-it notes per person).

34. Select Innovation • Take 4 minutes to silently review the ideas created by your group members.

35. Select Innovation • Take 4 minutes to silently review the ideas created by your group members. • Take 8 minutes to cluster similar ideas. • Then, choose one (or you can combine a couple of ideas). • Place your final innovation at the bottom of the board in purple post-it notes.

36. Determine New Attitude & Behavior • New solution should create a new attitude and behavior for Jane, delivering new results. • Take 5 minutes with your group to come up with • New attitude (yellow post-it note) • New behavior (green post-it note)

37. Hypothesis • Your final solution! • Take 8 minutes and fill out the solution proposal. • Select someone to report out.

38. Report Out!

39. Reflections & Take-aways

40. “I like…”“I wish…”“How to…”

41. Thank you!