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SUSTAINABLE BUSINESS ENTERPRISESMADHU VISWANATHAN
Bottom-Up DesignCase Study in Bottom-Up Design
MODULE 3
OVERVIEW
The Sangam project represents the work of our students
Full business plan, Powerpoint presentation and Demo are available
Activities can be completed as individuals or in groups.
Ideally, several activities are best done first individually and consolidated with the
rest of the group
Additional material is provided at the end of the slide deck
MODULE 3
This document is based on a year-long
bottom-up journey undertaken by a
multidisciplinary team of students at the
university of Illinois to generate a sustainable
solution that will allow the fishermen in India
to trade information efficiently with the
merchants. We will take you through the
process traversed by the group sequentially,
present the ideas they generated at different
stages and ask you to reflect upon the
implications for your own project. Good luck.
MODULE 3
THE BOTTOM-UP APPROACH
The process outlined in this document is designed to operationalize the bottom-
up philosophy. The bottom-up approach relies on a) gaining micro-level
understanding of buyers, sellers and marketplace behaviors in subsistence
contexts and b) aggregating these insights for informing relatively macro-level
issues such as product design and market development.
MODULE 3
Need emeneCore &
Augmented
Solution
PROJECT OVERVIEW
MODULE 3
PROJECT DETAILS
1- Problem
Need and
issues
Drivers of needs
Context
elements
2- Opportunity
Geography
Beneficiary/Cus
tomer
Usage situation
3- Solution
Core solution
Augmented solution
Ecosystem
4- Enterprise
Plan
Sustainable value proposition
Comparison with alternatives & positioning map
Storyboard of value chain
Communicating the value proposition
Delivering the value proposition
Developing the exchange model
5 - Sustainable
Outcomes
Social
Environmental
Economic
MODULE 3
THE ROAD AHEAD
These are the different phrases that mark the bottom-up journey undertaken by
the students. The process culminates with a detailed enterprise plan that
synthesizes the insights generated at different stages of the process into a
sustainable enterprise plan. We move through these steps sequentially.
Virtual Immersion Emersion Understanding Need-
Drivers-Context
Idea Generation &
Evaluation
Preparation for Field
Research
Actual Immersion
and Field ResearchReflections about
Immersion
Focused Concept
Generation & Evaluation
Concept Testing Designing SolutionDeveloping
Enterprise Plan
Developing Sustainable
Outcomes
MODULE 3
STEP1: VIRTUAL IMMERSION
Virtual immersion involves simulated exposure to sensitize participants to
subsistence contexts through multi-media. The objective is to enable
understanding of life circumstances in poverty, be sensitized to cultural issues,
and envision a wide range of product usage conditions. This steps aims to move
individuals from sympathy to informed empathy
Virtual Immersion Emersion Understanding Need-
Drivers-Context
Idea Generation &
Evaluation
Preparation for Field
Research
Actual Immersion
and Field ResearchReflections about
Immersion
Focused Concept
Generation & Evaluation
Concept Testing Designing SolutionDeveloping
Enterprise Plan
Developing Sustainable
Outcomes
MODULE 3
ACTIVITY 1: POVERTY SIMULATION
In an in-person setting, students participate in a group exercise wherein they played the role of a member in a low-income family. The families could interact with various ‘institutions’ such as banks, money lenders, social services, employers and schools, with the objective of meeting the family’s basic needs. The objective of the exercise is to provide a first hand experience of decision making under intense financial constraints.
We have designed an online version of poverty simulation that can be accessed at the link above. Complete the activity and answer the questions provided on the next page.
www.subsistencemarketplaces.com
MODULE 3
POVERTY SIMULATION ASSIGNMENT
Please consider three levels:
What happened at the simulation
Your psychological reactions in terms of feelings, decision-making and
perceptions of others to name a few things
Your overall understanding of poverty from the simulation
Write down your thoughts while they are fresh in your memory
Readings: Chapters 1 and 4 – Subsistence Marketplaces and Chapter 2 -
Bottom-Up Enterprise (Pages 25-35)
MODULE 3
ACTIVITY 2: DIARY ENTRY(FIRST PERSON ACCOUNT)
Read the interview transcripts of Velamma, Sumitra, Janaki or Mythili available at
https://business.illinois.edu/subsistence/resources/resourcesmlp/ and complete
the following diary entry assignment
DIARY ENTRY – Write your first person profile and your broader impression of
living in subsistence based on the interview transcript you read. Please note that
we are not focusing on the economic realm as in product and market interactions
just yet. It is more on lives and living in subsistence.
MODULE 3
ACTIVITY 2: DIARY ENTRY(FIRST PERSON ACCOUNT)
Please focus not just on the economic realm as in product and market
interactions but more on life circumstances in subsistence where the marketplace
is one part.
Identify key life-changing circumstances
Reflect on what you learned about living in poverty – i.e., the types and nature of
challenges that individuals have to face in different areas such as food, etc.
MODULE 3
ACTIVITY 3: REFLECTION ON POVERTY
Read two more interview transcripts covering buyers and sellers (available at
https://business.illinois.edu/subsistence/resources/resourcesmlp/) and complete
the following assignment
A comparison of people in the total of three interviews
A synopsis based on your inferences and interpretations of all three interviews
A broader discussion of poverty based on three interviews
Take the assignment any direction you wish, highlight turning points in lives,
etc.
MODULE 3
ACTIVITY 4: POVERTY MODEL
Begin to abstract across interviews to build conceptual maps or big pictures
Any form
Causal diagram with boxes (with large category titles and a list of factors) and
arrows supported by text
A collage
A more organic model
MODULE 3
ACTIVITY 4: POVERTY MODEL
Conceptual maps to be about people's lives rather than purely economic
Model of individual, family, social, economic, other factors and how they affect
daily behaviors for example
Some antecedents and some outcomes
Could be a model of how skills develop
Take an angle and build a broader understanding beyond the individual
interviews
See next page for sample model
MODULE 3
SAMPLE POVERTY MODEL
MODULE 3
ACTIVITY 5: POVERTY AND ECOLOGY
Examine the intersection of subsistence and ecology
What are the unique ecological issues that subsistence marketplaces face?
How does this affect their daily lives?
What are some directions to take to find solutions?
Please be as creative as you wish to be, bringing in images and providing
insights
The questions above are merely examples – please take the assignment in
any direction you wish
MODULE 3
ACTIVITY 5: POVERTY AND ECOLOGY
Watch the following video to stimulate thinking:
https://vimeo.com/48702638 (Environmental issues in Rural)
https://vimeo.com/44727937 (Environmental issues in Urban)
Readings: Viswanathan, M. (2013). Subsistence and sustainability.
In Subsistence Marketplaces (Chapter 7). Etext Inc.
Bottom-Up Enterprise – Pages 52-60
MODULE 3
ACTIVITY 6: CATEGORIES OF NEEDS, PRODUCTS AND MARKET INTERACTIONS
Read all interview transcripts
Focus on buyers, sellers, needs, products, and markets.
As a group, develop model that captures categories of needs, categories of
products that satisfy these needs, and market interactions
If you wish to display additional elements beyond these three circles that help
express yourself, please feel free to do so
Feel free to categorize needs as you see fit, ranging from the physiological to the
spiritual
MODULE 3
READING ACTIVITY 1
We begin some analysis of readings. Through the process, the readings will supplement
things and are very important to read in a timely way. Please read Chapter 2
and Chapter 4. You will see how qualitative research (which you will be doing) is
presented and you will see that your interpretation of the first few. Please provide bullet
point responses
Chapter 2 provides the product portfolio for the typical low income household. The
updated table shows a more recent estimate from 2009 and then from 2011.
1 bullet point - How this reading would modify the poverty model you developed?
1 bullet point - How this reading would modify the ecological model you developed?
1 bullet point - How this reading would modify the needs/products/markets model you
developed
MODULE 3
READING ACTIVITY 1
Chapter 4 covers thinking, feeling, and coping.
1 bullet point on aspects of thinking you read about that you may have
engaged in during the poverty simulation - provide an example of what you
did and why it fits that type of thinking described in the paper
1 bullet point on aspects of feeling you read about that you may have
engaged in during the poverty simulation - provide an example of what you
did and why it fits that type of feeling described in the paper
1 bullet point on aspects of coping you read about that you may have
engaged in during the poverty simulation - - provide an example of what you
did and why it fits that type of coping described in the paper
MODULE 3
READING ACTIVITY 2
Read Chapter 6, please submit the following
bullet points
1 bullet point on an example from an
interview you read that illustrates an element
of transactions or exchanges
1 bullet point on a unique element of
transactions or exchanges you noticed from
interviews in addition to those in the paper
1 bullet point on an example from an
interview you read that illustrates an element
of the interactional environment
MODULE 3
READING ACTIVITY 2
Read Chapter 6, please submit the following
bullet points
1 bullet point on a unique element of the
interactional environment you noticed from
interviews in addition to those in the paper
1 bullet point on an example from an
interview you read that illustrates an
element of the larger context
1 bullet point on a unique element of the
larger context you noticed from interviews in
addition to those in the paper
MODULE 3
ACTIVITY 7: VIRTUAL IMMERSION-UNDERSTANDING CONTEXT AND NEEDS
Watch the series of images at https://vimeo.com/33745601. Write down your
overall thoughts in the form of a word or a phrase for selected images.
During each slide jot down your reactions as follows:
Please focus on the unique needs, drivers, and larger context
Write down any responses that come to mind as you view each slide
Capture any thoughts - they may be observations or deeper thoughts
MODULE 3
ACTIVITY 8: MOVIE VIEWING
View Shakti Rising at
https://vimeo.com/30376084
2 bullet points on something new
you learned about subsistence
marketplaces that you did not know
before.
3-4 ideas you came up with using
the movie as a deep dive into
context for your project
MODULE 3
READING ACTIVITY 3
Bottom-Up Enterprise (Pages 60-70 & 96-114)
This is a brief open-ended exercise on Bottom-Up Immersion. It is a brief
narrative format. Reflect on what you have learned from the bottom-up approach
and specifically virtual immersion
Explain how this approach may be useful to you in non-subsistence contexts
Be specific in providing some specific ways you may use this approach
elsewhere other than subsistence contexts
MODULE 3
READING ACTIVITY 4
Reading – Chapter 3 – Subsistence Marketplaces
1 bullet point on something reading that you did not know before.
1 bullet point on something new you learned about the subsistence
entrepreneur from the new you learned about the subsistence consumer from
the reading that you did not know before.
1 bullet point on something new you learned about the subsistence
entrepreneur ecosystem from the reading that you did not know before.
View Shakti Rising - https://vimeo.com/30376084. - 2 bullet points on something
new you learned about subsistence marketplaces that you did not know before.
MODULE 3
STEP 2: EMERSION
In this phase, students compared and contrasted familiar settings and previously
learned business, design, and engineering concepts with their virtual immersion
and developed an emergent set of insights relevant to the product-market context
of interest to them.
Virtual Immersion Emersion Understanding Need-
Drivers-Context
Idea Generation &
Evaluation
Preparation for Field
Research
Actual Immersion
and Field ResearchReflections about
Immersion
Focused Concept
Generation & Evaluation
Concept Testing Designing SolutionDeveloping
Enterprise Plan
Developing Sustainable
Outcomes
MODULE 3
ACTIVITY 9: EMERSION DIARY
Two bullet-points of what emerged here in terms of new concepts, the
customization of concepts you already knew in your core discipline and other
disciplines (e.g., design, engg, business)?
Put differently, how has your understanding of subsistence changed the way you
think about your discipline and related disciplines (e.g., marketing and business
in general)?
Provide specific examples of concepts that need rethinking.
MODULE 3
READING ACTIVITY 5
Readings – Chapter 5 (Subsistence Marketplaces) and Section I Summary
Bullet points needed
The most surprising insight in Chapter 5
A key insight NOT covered in Chapter 5
The most surprising insight in the Section I Summary
A key insight about subsistence marketplaces NOT covered in the Section I
Summary
MODULE 3
ACTIVITY 10: EMERSION DIARY
Write an emersion diary of 2 pages single spaced. Build on your previous bullet
points but make it a narrative rather than just bullet points.
Essentially here is the question:
You came into this class knowing concepts in your areas of expertise. But with
the radically different context of subsistence, are there new concepts that have
emerged in your thinking or have you thought about how existing concepts have
to be changed or extended?
MODULE 3
ACTIVITY 10: EMERSION DIARY
For example, let us say design – what is unique about designing for subsistence
marketplaces?
Marketing – What is unique about communication strategies?
In the emersion phase, we have done a number of things such as cases to
provide a basis for your thinking.
Ultimately, the question I want your thoughts on is – how has your understanding
of subsistence changed the way you think about your discipline and related
disciplines (e.g., marketing and business in general)? What are specific
examples of concepts that need rethinking?
32
MODULE 3
STEP 3: UNDERSTANDING NEED-DRIVERS-CONTEXT
In this phase, students compared and contrasted familiar settings and previously
learned business, design, and engineering concepts with their virtual immersion
and developed an emergent set of insights relevant to the product-market context
of interest to them.
Virtual Immersion Emersion Understanding Need-
Drivers-Context
Idea Generation &
Evaluation
Preparation for Field
Research
Actual Immersion
and Field ResearchReflections about
Immersion
Focused Concept
Generation & Evaluation
Concept Testing Designing SolutionDeveloping
Enterprise Plan
Developing Sustainable
Outcomes
MODULE 3
ACTIVITY 11: UNDERSTANDING NEEDS, DRIVERS AND CONTEXT
Each participant in a group lists 3-4
needs on a sheet of paper (watch
https://vimeo.com/33745601 to
stimulate ideas)
Groups discuss needs and identify
one need to focus on for rapid
assignment
MODULE 3
ACTIVITY 11: UNDERSTANDING NEEDS, DRIVERS AND CONTEXT
Groups
Describe need - Specify geography, demographics, usage situations
List drivers of need (immediate causes)
List larger context elements (more distant causes or causes of drivers)
Draw out in concentric circles with labels (see following page for an example)
Readings: Subsistence Marketplaces - Chapter 3 and Bottom-Up Enterprise –
Pages 36-47 (to help you better understand the needs, challenges and
motivations of subsistence entrepreneurs and subsistence consumers from their
own perspective)
See sample in next page
MODULE 3
THE NEED
Lack of information connectivity
between fishermen and merchants
No tools or technological methods
available to trade information efficiently
MODULE 3
DRIVERS OF NEEDS
Uncertain supply and demand of fish
Limited storage and transport
Waste being generated
Uncertain Income
MODULE 3
CONTEXT ELEMENTS
More than 3.5 million fishermen
More than 3000 villages
3rd largest fishing industry
8118 km of coastline
MODULE 3
ACTIVITY 12: NEED DECONSTRUCTION
View videos from Argentina, and Tanzania.
Compare and contrast subsistence marketplaces in these two settings with each other and with other subsistence contexts.
Connect the similarities and differences back to the readings and specifically the model in Chapter 6 (Subsistence Marketplaces).
MODULE 3
SAMPLE EXERCISE – BOTTOM-UP NEED DECONSTRUCTION
MODULE 3
SAMPLE EXERCISE – BOTTOM-UP NEED DECONSTRUCTION
MODULE 3
SAMPLE EXERCISE – BOTTOM-UP NEED DECONSTRUCTION
MODULE 3
BOTTOM UP NEED DECONSTRUCTION
List needs as statements in first person as the end-beneficiary
Eliminate/combine redundant/identical statements
Group cards according to the similarity of the need they express
For each group, choose a label to generalize the need
Review and revise groups
Evaluate your concepts based on this exercise
MODULE 3
SAMPLE – TOP-DOWN NEED DECONSTRUCTION
MODULE 3
SAMPLE – TOP-DOWN NEED DECONSTRUCTION
MODULE 3
SAMPLE – TOP-DOWN NEED DECONSTRUCTION
MODULE 3
SAMPLE – TOP-DOWN NEED DECONSTRUCTION
MODULE 3
SAMPLE – TOP-DOWN NEED DECONSTRUCTION
MODULE 3
SAMPLE – TOP-DOWN NEED DECONSTRUCTION
MODULE 3
SAMPLE – TOP-DOWN NEED DECONSTRUCTION
MODULE 3
SAMPLE – TOP-DOWN NEED DECONSTRUCTION
MODULE 3
TOP-DOWN NEED DECONSTRUCTION
List needs as statements in first person as manager at organization
Eliminate/combine redundant/identical statements
Group cards according to the similarity of the need they express
For each group, choose a label to generalize the need
Review and revise groups
Evaluate your concepts based in this exercise
MODULE 3
ACTIVITY 13: BOTTOM UP NEED DECONSTRUCTION
List needs as statements in first person as the end-beneficiary
Eliminate/combine redundant/identical statements
Group cards according to the similarity of the need they express
For each group, choose a label to generalize the need
Review and revise groups
Evaluate your concepts based on this exercise
MODULE 3
BOTTOM-UP NEEDS DECONSTRUCTION
MODULE 3
ACTIVITY 14: TOP-DOWN NEED DECONSTRUCTION
List needs as statements in first person as manager at organization
Eliminate/combine redundant/identical statements
Group cards according to the similarity of the need they express
For each group, choose a label to generalize the need
Review and revise groups
Evaluate your concepts based in this exercise
MODULE 3
SAMPLE: NEEDS, DRIVERS AND CONTEXT
MODULE 3
STEP 4: IDEA GENERATION AND EVALUATION
Virtual Immersion Emersion Understanding Need-
Drivers-Context
Idea Generation &
Evaluation
Preparation for Field
Research
Actual Immersion
and Field ResearchReflections about
Immersion
Focused Concept
Generation & Evaluation
Concept Testing Designing SolutionDeveloping
Enterprise Plan
Developing Sustainable
Outcomes
MODULE 3
ACTIVITY 15: IDEA GENERATION
MODULE 3
BOTTOM-UP APPROACHES
a. Mine images and come up with ideas
b. Review videos to come up with ideas
c. Deep dive into one context and come up with ideas – e.g., Shakti Rising
d. Fine tune needs or break up needs into smaller dimensions - associated
drivers - associated context and come up with ideas to address using the need or
each driver or each context element to stimulate
e. Freeze one of the following and come up with ideas
MODULE 3
BOTTOM-UP APPROACHES
e. Freeze one of the following and come up with ideas
i Customer group - e.g., children
ii Geographic location - e.g. South India
iii Usage situation - e.g., household versus workplace versus in transit
iv Consider what, whom, where, when, and how
v State problem from perspective of end-customer and come up with ideas
MODULE 3
TOP-DOWN APPROACHES
a. Review technologies and use to come
up with ideas
b. Review current solutions and use to
come up with ideas
c. Review functions of current solutions
and come up with ideas (e.g., personal
grooming - different functions)
d. Review current processes in delivering
solutions and come up with ideas (e.g.,
Abbott additive to what, in what form, etc.)
MODULE 3
TOP-DOWN APPROACHES
e. Review data and use to come up
with ideas
f. Review country descriptions and
come up with ideas
g. Review parallel products for different
needs/industries and come up with
ideas
MODULE 3
IDEA GENERATION
Individually
Write need as a question from the end
beneficiary, i.e. bottom-up
Write some drivers of this newly articulated
need
Generate one idea that is closely tied to
addressing the need or one of the drivers
As a group
Discuss and rank best need/problem
statements and ideas
MODULE 3
IDEA GENERATION
Individually freeze one of the following and come up with one idea
Choose a specific customer group - e.g., children
Or
Geographic location - e.g. South India
Or
Usage situation - e.g., household versus workplace versus in transit
Or
Consider what, whom, where, when, and how
Discuss and rank best need/problem statements and ideas
MODULE 3
IDEA GENERATION
Use bottom-up need
deconstruction to
generate ideas
Consider each sub-need
and generate ideas to
address it
MODULE 3
IDEA GENERATION
Use top-up need deconstruction to generate ideas
Consider each sub-need and generate ideas to address it
MODULE 3
ACTIVITY 16: CRITERIA FOR EVALUATION
Rank all the ideas to date
Consider the ranking
List criteria you implicitly used. Criteria must be:
Exhaustive
Mutually exclusive
Same level of analysis
Why do you buy what you buy
Consolidate criteria
See sample in next page
MODULE 3
EVALUATION MATRIX SAMPLE
MODULE 3
STEP 5: PREPARATION FOR FIELD RESEARCH
Virtual Immersion Emersion Understanding Need-
Drivers-Context
Idea Generation &
Evaluation
Preparation for Field
Research
Actual Immersion
and Field ResearchReflections about
Immersion
Focused Concept
Generation & Evaluation
Concept Testing Designing SolutionDeveloping
Enterprise Plan
Developing Sustainable
Outcomes
MODULE 3
ACTIVITY 17 – LEARNING THROUGH CONVERSATION AND OBSERVATION
View the Rural Conversation and Observation OR Urban Conversation and
Observation video clip. This is not an in-depth, one-to-one interview that address
the issues of confidentiality and privacy, very important issues for this type of
work. Rather this is an example of the type of conversation and observation that
was discussed earlier in the course and project milestones. However, a number
of issues in field research are captured in this video. Additionally, please view the
videos Field Immersion Clip 1 and Field Immersion Clip 2. These videos relate to
the field immersion experience that is part of our yearlong course sequence.
These videos address issues in preparation and participation from the
perspective of students and organizers.
MODULE 3
ACTIVITY 17 – LEARNING THROUGH CONVERSATION AND OBSERVATION
Viswanathan, M. (2013). Research methods for subsistence marketplaces.
In Subsistence Marketplaces (Chapter 11). Etext Inc.
Bottom-Up Enterprise – Chapter 4 (Pages 91-100)
Provide insights about what is unique in conducting field research and gaining
insights in subsistence marketplaces (connect your discussion back to the
readings). Your comments can range from recruiting participants, to issues of
asking questions in different cultural contexts and administering surveys, to
broader issues of implementation.
1 page of bullet points for submission only
MODULE 3
ACTIVITY 18: FIELD RESEARCH PLAN PART 1
What questions you want answered through virtual and actual interviews – script
in detail (focus on customer, community and context)
What stimuli you will show – example concepts but other things as well
Whom you want to talk to
What you want to see
What are some strategies you will use as a team to observe and record
See sample in next page
MODULE 3
FIELD RESEARCH PLAN
Gain a better understanding of the following:
Issues facing fishermen and merchants in subsistence villages
Vulnerabilities due to uncontrollable factors such as weather and changes in
the environment
Daily routine of the fishermen and merchants
Consideration of improvements to the daily fishing process
Talking to fishermen about their lives and their aspirations will provide detailed
insights
MODULE 3
STEP 6: ACTUAL IMMERSION AND FIELD RESEARCH
In this phase, students spent –2 weeks days conducting primary field research in
the field
Virtual Immersion Emersion Understanding Need-
Drivers-Context
Idea Generation &
Evaluation
Preparation for Field
Research
Actual Immersion
and Field ResearchReflections about
Immersion
Focused Concept
Generation & Evaluation
Concept Testing Designing SolutionDeveloping
Enterprise Plan
Developing Sustainable
Outcomes
MODULE 3
FIELD RESEARCH INSIGHTS
Krishna - 49 year old fisherman
The environment was full of issues
including limited access to electricity
There was a big gap in the community
as there were people with large boats
and people with no boats
The market lacked preservation
technology so fishermen had to sell at
the beach
MODULE 3
STEP 7: REFLECTIONS ABOUT IMMERSION
In this phase, students drew upon their insights from field research for concept
design
Virtual Immersion Emersion Understanding Need-
Drivers-Context
Idea Generation &
Evaluation
Preparation for Field
Research
Actual Immersion
and Field ResearchReflections about
Immersion
Focused Concept
Generation & Evaluation
Concept Testing Designing SolutionDeveloping
Enterprise Plan
Developing Sustainable
Outcomes
MODULE 3
ACTIVITY 19 - CRYSTALLIZING INSIGHTS
Review notes, images…
List key insights from immersion
List key insights that represent a change from previous beliefs
Consult with others
Share insight and obtain feedback
Listen to insight and provide feedback
Share insights and put down on large sheet
MODULE 3
STEP 8: FOCUSED CONCEPT GENERATION AND EVALUATION
In this phase, students narrow down to a smaller subset of concept and select
the most promising concept to develop in detail
Virtual Immersion Emersion Understanding Need-
Drivers-Context
Idea Generation &
Evaluation
Preparation for Field
Research
Actual Immersion
and Field ResearchReflections about
Immersion
Focused Concept
Generation & Evaluation
Concept Testing Designing SolutionDeveloping
Enterprise Plan
Developing Sustainable
Outcomes
MODULE 3
ACTIVITY 20: FOCUSED CONCEPT GENERATION
Absorb, reflect and generate insights.. From the field research, please keep
discussing and gaining insights.
Develop a picture or multiple pictures of need/drivers/context - Please think of 4-5
nuanced needs and build the drivers and contexts for each one. These will be at
different units of analyses for each group.
Generate concepts that address each nuanced need
Final presentation to sponsor rehearsed in class
MODULE 3
ACTIVITY 20: FOCUSED CONCEPT GENERATION
Learning from field research – Use 10-15 images like we do in our immersion
slides that capture the essence of the learning
Needs-Drivers-Context - for 4-5 nuanced needs
Bring into your discussion bottom-up need deconstruction
Concepts tied to each nuanced needs - this time with drawings of specific
concepts you liked the most.
Criteria and ranking.
MODULE 3
READING ACTIVITY 6
Readings: Bottom-Up Enterprise - Chapter 3
Subsistence Marketplaces - Chapter 8
MODULE 3
BENEFICIARIES/STAKEHOLDERS
Fishermen
Low income
Low education level
Merchants
Resellers who sell directly to public
Restaurant who prepare the fish for instant consumption
Processors who process the fist for later consumption
MODULE 3
THE NEED
Lack of information connectivity between
fishermen and merchants
No tools or technological methods available
to trade information efficiently
MODULE 3
DRIVERS OF NEEDS
Uncertain supply and demand of fish
Limited storage and transport
Waste being generated
Uncertain Income
MODULE 3
CONTEXT ELEMENTS
More than 3.5 million fishermen
More than 3000 villages
3rd largest fishing industry
8118 km of coastline
MODULE 3
ACTIVITY 21: REPEAT BOTTOM UP NEED DECONSTRUCTION
List needs as statements in first person as the end-beneficiary
Eliminate/combine redundant/identical statements
Group cards according to the similarity of the need they express
For each group, choose a label to generalize the need
Review and revise groups
Evaluate your concepts based on this exercise
MODULE 3
BOTTOM-UP NEEDS DECONSTRUCTION
MODULE 3
ACTIVITY 22: REPEAT TOP-DOWN NEED DECONSTRUCTION
List needs as statements in first person as manager at organization
Eliminate/combine redundant/identical statements
Group cards according to the similarity of the need they express
For each group, choose a label to generalize the need
Review and revise groups
Evaluate your concepts based in this exercise
MODULE 3
POTENTIAL IDEAS FOR CONCEPT DESIGN
Stationary Kiosk
Cell-Phone Based System
Weather Insurance
Radio Based
Fishing Database
Mobile Kiosk
Modified “Morse Code”
Call Center
MODULE 3
NEED LISTING
Individually
List needs
As a group
Eliminate/combine redundant/identical needs
Group cards according to the similarity of the need they express
For each group, choose a label to generalize the need
Create a hierarchy of needs and sub-needs
MODULE 3
ACTIVITY 23: REPEAT CRITERIA GENERATION EXERCISE
Rank your concepts
Consider the ranking
List criteria
Consolidate criteria
See sample in next page
MODULE 3
REDO EVALUATION MATRIX
MODULE 3
ACTIVITY 24: REPEAT IDEA GENERATION
Bottom-up approaches
Fine tune needs or break up needs into smaller dimensions - associated drivers -associated context and come up with ideas to address using the need or each driver or each context element to stimulate
Freeze one of the following and come up with ideas
Customer group - e.g., children
Geographic location - e.g. South India
Usage situation - e.g., household versus workplace versus in transit
Consider what, whom, where, when, and how
State problem from perspective of end-customer and come up with ideas
Mine images and come up with ideas
Review videos to come up with ideas
MODULE 3
ACTIVITY 25: REPEAT IDEA GENERATION
Top-down approaches
Review technologies and use to come up with ideas
Review current solutions and use to come up with ideas
Review functions of current solutions and come up with ideas
Review current processes in delivering solutions and come up with ideas
MODULE 3
ACTIVITY 26: VARIANTS OF SINGLE CONCEPT GENERATION EXERCISE
Select one concept
Write down variants of concept
Create multiple variants
Write each variant down on a sheet of paper
MODULE 3
ACTIVITY 26: VARIANTS OF SINGLE CONCEPT GENERATION EXERCISE
Consider key design elements
Go back to the problem and key issues as needed
List criteria to evaluate ideas
Narrow down select 1-2 variants
Combine across variants
List out selected variants of concept
Draw out details of single concept that captures variants
MODULE 3
CONCEPT DETAILING
A virtual portal where merchants and
fishermen can exchange information on
demand and supply
Allow fishermen to know the quantity
ahead so that they can catch
appropriate amount of fish
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ACTIVITY 27: METRICS/TECH SPECS/BENCHMARKS
List metrics for each need
List tech specs
List benchmarks
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NEEDS/METRICS/BENCHMARKS/SPECIFICATIONS
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ACTIVITY 28: AUGMENTED PRODUCT DESIGN
Use bottom-up problem deconstruction and need deconstruction as bases
Add elements to the core concept that address needs
Reconcile elements
Develop an augmented concept and represent it visually
Iterate above
Readings: Chapter 3 – Bottom-Up Enterprise (Pages 72-90) Viswanathan, M. (2013). Product development for subsistence marketplaces. In Subsistence Marketplaces (Chapter 8). Etext Inc.
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AUGMENTED PRODUCT DESIGN
Each Fisherman and merchant will
have unique ID to login
Fishermen will enter fish type, quantity,
and price and merchant will enter the
fish they want
Easy to understand icons
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ACTIVITY 29: ECOSYSTEM AND PROCESS DESIGN
Based on your last activity, prepare a visual storyboard of a customer moving through the entire process of your enterprise, representing the interactions at each stage
Use bottom-up problem deconstruction and need deconstruction as bases
Add elements around the concept that address needs
Reconcile elements
Develop an ecosystem around your core concept and represent it visually
Storyboard customer moving through process
Iterate above
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STEP 9: CONCEPT TESTING
In this phase, students test out their concepts
Virtual Immersion Emersion Understanding Need-
Drivers-Context
Idea Generation &
Evaluation
Preparation for Field
Research
Actual Immersion and Field
Research
Reflections about
Immersion
Focused Concept
Generation & Evaluation
Concept Testing Designing SolutionDeveloping
Enterprise Plan
Developing Sustainable
Outcomes
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ACTIVITY 30: CONCEPT TESTING PLAN
– Specify the following for field testing the concept
Drawings of concepts
Types of respondents needed for testing
Questions for concept testing (eg.)
current way of meeting need?
what they think of concept?
how to change it?
additional features? support?
how much they will pay?
how would they like to receive communications?
any other suggestions?
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FIELD TESTING FEEDBACK
Functions save time and helps plan in
advance
Easy to use because of clear and
color coded icons
Suggestion was to have all India
network kiosk and to include local
languages
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STEP 10: DESIGNING SOLUTION
Virtual Immersion Emersion Understanding Need-
Drivers-Context
Idea Generation &
Evaluation
Preparation for Field
Research
Actual Immersion and Field
ResearchReflections about
Immersion
Focused Concept
Generation & Evaluation
Concept Testing Designing SolutionDeveloping
Enterprise PlanDeveloping Sustainable
Outcomes
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ACTIVITY - 31
Use the presentation to analyze the IPT / Bump organization.
IPT/Bump Presentation Or Almost Home Presentation
• Provide insights about the nature of subsistence marketplaces for which their
solution is designed. Relate these insights to the core and augmented solution
and ecosystem. Also, answer the following questions:
• What changes would you suggest to what is proposed?
• How would you modify the recommendations for your geographic
location/region?
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REVISIT CONCEPT DETAILING
A virtual portal where merchants and
fishermen can exchange information on
demand and supply
Allow fishermen to know the quantity
ahead so that they can catch
appropriate amount of fish
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REVISIT METRICS/TECH SPECS/BENCHMARKS
List metrics for each need
List tech specs
List benchmarks
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NEEDS/METRICS/BENCHMARKS/SPECIFICATIONS
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ACTIVITY 32: REVISIT AUGMENTED PRODUCT DESIGN
Use bottom-up problem deconstruction and need deconstruction as bases
Add elements to the core concept that address needs
Reconcile elements
Develop an augmented concept and represent it visually
Iterate above
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AUGMENTED PRODUCT DESIGN
Each fisherman and merchant will have
unique ID to login
Fishermen will enter fish type, quantity,
and price and merchant will enter the fish
they want
Easy to understand icons
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ACTIVITY 33: REVISIT ECOSYSTEM AND PROCESS DESIGN
Use bottom-up problem deconstruction and need deconstruction as bases
Add elements around the concept that address needs
Reconcile elements
Develop an ecosystem around your core concept and represent it visually
Storyboard customer moving through process
Iterate above
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STEP 11: DEVELOPING ENTERPRISE PLAN
Virtual Immersion Emersion Understanding Need-
Drivers-Context
Idea Generation &
Evaluation
Preparation for Field
ResearchActual Immersion and Field
ResearchReflections about
Immersion
Focused Concept
Generation & Evaluation
Concept Testing Designing SolutionDeveloping
Enterprise Plan
Developing Sustainable
Outcomes
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ELEMENTS OF THE ENTERPRISE PLAN
The year long project culminates in a detailed enterprise plan. In the
following pages, we will show you the key sections of the enterprise plan.
We will also conduct some exercises to generate parts of the enterprise plan.
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READING ACTIVITY 6
Readings:
Bottom-Up Enterprise - Chapter 5
Subsistence Marketplaces – Chapters 9, 10 and Section Summary II
Cases – Sun Oven and Marketplace Literacy
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PROJECT DETAILS1- Problem
Need and
issues
Drivers of needs
Context
elements
2- Opportunity
Geography
Beneficiary/Cus
tomer
Usage situation
3- Solution
Core solution
Augmented solution
Ecosystem
4- Enterprise
Plan
Sustainable value proposition
Comparison with alternatives & positioning map
Storyboard of value chain
Communicating the value proposition
Delivering the value proposition
Developing the exchange model
5 - Sustainable
Outcomes
Social
Environmental
Economic
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LOGIC OF OUR BUSINESS PLAN
Part 1 - Who we are, where we live, what we aim to do
Who we are (take ownership of entity)
Our strengths and weaknesses
Our reality
Opportunities and threatsUse field research and learning from Fall
Macro environment
Market (for product) – Size and growth potential
Competition
Customer information – Profile, benefits to customers, needs served, segments
Our goals in light of who we are and our reality
Mission and Objectives
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LOGIC OF OUR BUSINESS PLAN
Part 2 - Our Journey to a Solution
Virtual immersion and Idea generation
Discussion of learning from virtual immersion and emersion
Description of idea generation and screening
Discussion of process and outcomes and appendix of matrix
Market Research
Detailed discussion of planned market research method and findings
Detailed appendix with field notes, images, and video
Learning and Reflection from Field Research
Discussion of broader insights about consumer behavior based on Market research and learning from Fall
Concept generation and evaluation
Focused generation of concepts
Evaluation
Technical specifications and Detailed Drawings
Prototype
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LOGIC OF OUR BUSINESS PLAN
Part 3 – How We Develop an Enterprise Plan Around the Solution
Storyboard, Ecosystem to add on to solution
Marketing Strategy (who is our solution for; how do we compare with existing solutions; how do we design, communicate and deliver the value proposition)
Segments considered
Target Market Selection
Rationale based on market research and consumer behavior
Positioning
Sustainable Marketing Mix (Sustainable Product design or redesign including life cycle analysis, Sustainable value chain, Designing and communicating a sustainable value proposition)
Action Plans
Targeting and Positioning Statement Including Sustainability Issues
Sustainable Product design
Sustainable Value Chain
Design of the Value Proposition
Communication of the Value Proposition
Exchange Model (how do we make the enterprise sustainable)
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LOGIC OF OUR BUSINESS PLAN
Part 4 – How do we implement the Enterprise Plan
Manufacturing Plan, Product Forecast and Launch Schedule
Outcomes
Financial Forecast
Ecological (Planet) Impact Forecast
Societal (People) Impact Forecast
Implementation, Controls, and Evaluation
Measures of performance – meeting triple bottom lines
Monitoring and evaluating performance on multiple dimensions
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PRESENTATION GUIDELINES
Be yourself
Have a script of spoken language not written
Be crisp
Remove unnecessary words/sentences
Tell a story
Don’t use class-based jargon
Provide smooth transitions/keep a good flow going
Minimize interchanges
Keep audience of where you came from/where you
are going
Support the presenter when not presenting
Avoid fillers words/be direct
Avoid extreme words like “amazing"
Have few words and many visuals
Explain complex slides
Explain problem at individual level if possible
Avoid looking at slides
Practice!
Enunciate words
Rehearse dont memorize
Keep high points and story line in mind
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PRESENTATIONWho you are
Team
Mission
Need/problem you focus on
Its nature
Its importance/size/severity
Elaboration of Need/Drivers/Context
Your core solution
Demo of prototype/Storyboard
How tied to insights about need/drivers/context
Augmented solution/Ecosystem
Marketing plan
Segment/positioning/sustainable value proposition/communicating and delivering it
Implementation
Exchange model
Phases of implementation
Financials
Performance outcomes
Investment request
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VALUE PROPOSITION
Reduces waste as fishermen will not overfish
Limits Storage will not be overcrowded as the quantity will be known ahead of
time
Provides an additional skill to the fishermen as they will use a technological portal
Provides equal income as before without overworking
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ACTIVITY 34: POSITION YOUR VALUE PROPOSITION VIS A VIS COMPETITION
Individually
Draw key dimensions
Locate your solution
Discuss as a group
See sample in next page
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POSITIONING GRID
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ACTIVITY 35 - STORYBOARD
Supply
Assembly
Purchase
Usage
Disposal
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STORY BOARD
User logs in to the system using their cell phone number
The interface is color coded so merchants and fishermen can respectively select
the option that will give them correct information
User can select the fish type to get the data and fish images are provided to
enhance ease of use for users who cannot read
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STORY BOARD
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ACTIVITY 36: COMMUNICATING YOUR VALUE PROPOSITION?
Develop on example of a specific communication of your value proposition
Discuss and use as springboard toward communicating the value proposition
See sample in next page
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COMMUNICATION
Flyer
Awareness
Video
Preview/demo
Education
Training
Word of mouth
Establish trust
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ACTIVITY 37: DELIVERING THE VALUE PROPOSITION?
Develop the value chain to deliver your value proposition
Discuss and use as springboard toward delivering the value proposition
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STORY BOARD/VALUE CHAIN
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ACTIVITY 38: EXCHANGE MODELS
Clearly list all entities and exchanges between them
Financing for customers as starting point avoidable
Can good become service? Can unit of analysis be more than one
household?
Piggy back of existing distribution, etc.
Align pricing with cash flow
Think livelihood opportunities for poorer customers
Education and skill as part of value chain challenging
See sample in next page
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EXCHANGE MODEL
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ACTIVITY 39: IMPLEMENTATION PHASES
What are the distinct phases?
What is done in each phase?
Consolidate
See sample in next page
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IMPLEMENTATION SCHEDULE
Pilot program will be implemented in the first
year
State level expansion will take place for the next
3 years after the pilot program
National level expansion will take place after 4
years from launch of Sangam.
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ACTIVITY 40: RAPID COSTING EXERCISE
Develop list of types of cost
Use any categories you wish to
Consolidate categories and assign to individuals
Develop subcategories of costs and identify sources for each subcategory
Evaluate work and make minor modifications –
Present outcomes
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ACTIVITY 41: FINANCIALS
Financials and costing teams as consultants
Use Vision Spring and Almost Home as samples and apply to your project
Consider implementation phases
Top-down
Enumerate ALL expense items
Enumerate all cost estimates
Bottom-up
In each phase
Price
Unit sold per area (villages)
Number of villages
Plan out financials
See sample in next page
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FINANCIAL MODEL
One kiosk serves 1000 people
Revenue
$2/Month/person subscription
$24000 revenue per year
Cost
$2160 for renting and furnishing a kiosk
$2180 for purchasing a computer and technology
$12000 for hiring 5 people to staff the kiosk
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Profitability
$0
$5,000
$10,000
$15,000
$20,000
$25,000
revenue cost
revenue vs. cost per village
shared development costs: $20,000 + $5000 per 25 villages
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Investment
$500,000$37,000 in pilot
cost
year 1
25 villages at
$17,000 per
village
year 2 & 3
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STEP 12: DEVELOPING SUSTAINABLE OUTCOMES
Virtual Immersion Emersion Understanding Need-
Drivers-Context
Idea Generation &
Evaluation
Preparation for Field
Research
Actual Immersion and Field
Research
Reflections about
ImmersionFocused Concept
Generation & Evaluation
Concept Testing Designing Solution
Developing
Enterprise PlanDeveloping Sustainable
Outcomes
MODULE 3
ACTIVITY 42: PERFORMANCE
Triple Bottom Line
Use ASHA business report/ for example quantifying social/people measures and
Sunstove for quantifying planet measures
Develop objectives and measures for each dimension of performance
See sample in next page
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MEASURES OF PERFORMANCE
People: Employment near the kiosk as people will be needed to look over the
kiosk
Planet: Reduced waste as fishermen will know the right quantity to catch
Profits: Increase in income for everyone and opportunity to earn from
employment for looking over the kiosk
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profitsplanet .
people
community
employment
reduced waste
sustainable fishing
value for all
sustainable revenue
Sangam