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The Wish Game Update: Entrepreneurship in Action

The Wish Game Update: Entrepreneurship in Action

“I can see this course will be the furthest thing from what I had anticipated – but in a great way!” – Jessie S. (student)

I learned about The Wish Game that Rebeca Hwang conducts in her Stanford entrepreneurship course, and my mind exploded with ideas for my MBA course! I threw out my plans for that course and redesigned the entire course around this one activity.

A Quick Review

Students write down big, specific wishes, such as being able to meet a celebrity, or visiting a certain place. The professor chooses one person to be the wish grantee, and the rest of the class works all week to deliver that wish at the beginning of the next class session.

This exercise is about hyper-collaboration, so all students benefit by working together under considerable constraints. I saw this as a powerful path to students learning entrepreneurial skills like ideation, customer interviewing, prototyping, selling, and mobilizing resources through iteratively practicing them.

Learning My Students’ Perspective

I purposely did not share my syllabus or any details of my class with my students prior to the first day. They tried (hard!) to get details, but I remained stoic in my refusal to ruin the surprise.

On the first day of class, I introduced myself, highlighting some details about me that show students I tend do things differently. The kind of details I shared:

  • I met my wife at a rest area while on the way to Grateful Dead shows
  • I hitchhiked from New York to Detroit
  • I have been banned from Canada

Here is my “Who Am I?” slide I show

All 27 students introduced themselves by sharing their name, favorite concert, and something unique or interesting about themselves.

I want to understand the context my students exist in when they are in my course, so I next put them through the Fears and Curiosities exercise. In this exercise, students post Post-It Notes on the wall that contain

  • the things they fear when thinking about life after their MBA, and
  • the things they are curious about when thinking about life after their MBA

What they fear most is not enjoying their job, not making enough money, and not being successful.

What they are most curious about relates to finding & enjoying their job, to maintaining & building new relationships, and to relocating/independence.

I explained to the students that the skills they would practice in this class would help them directly address those fears, and directly explore those curiosities.

I next wanted to understand how these students conceptualized “entrepreneurship” and “innovation”, so I showed this slide:

The students identified fairly typical topics, such as:

  • Ideas / opportunities
  • Problem-solving
  • Selling
  • Prototyping
  • Customer and Market Research
  • Legal Considerations
  • Strategic Planning

We discussed why these topics, I added some of my own from my experience, and then I moved into introducing the course.

Students sat up straight. I saw the anticipation building in them. It was really cool to watch!

I explained the core skills I invited them to practice throughout the course:

After this point, just to build the anticipation to a fever pitch, I asked students how they were feeling. Aaron G. said

“I think this class will challenge me in new ways that I have not been challenged in before, and quite frankly, I imagine they are the things I need to work on most.”

Introducing The Wish Game

I finally introduced The Wish Game, explaining they would each come to class next week with three wishes and their name written on a piece of paper. I stressed these wishes needed to be specific, they should be meaningful, and they should be big, and let them know we’d come back to that to practice a bit so they understood better. Next I explained the following steps we would follow:

I saw blank stares of complete confusion, maybe dismay, a healthy dose of fear, and a pinch of regret here and there. But what I saw overwhelmingly was a mix of curiosity and excitement.

“This is the unknown. It scares me, but excites me at the same time. I feel safe because I believe Doan will be a good guide on this journey. But I also feel scared, because it is such a different way of learning. I can’t wait to get started!” – Michael (student)

There are a few ground rules I shared with the students:

  • Have fun!
  • Do nothing illegal, & nothing you wouldn’t tell your grandmother about face-to-face
  • I contribute $50 per wish, and each of them contribute $10 per wish. Unused funds roll over to the following week
  • If they want to meet somewhere other than our classroom to deliver the wish, they had to tell me by Sunday evening

Practicing The Wish Game

My three wishes would be:

  • Have a conversation with my sister Laura, who passed away in 1998
  • Walk on Saturn
  • Hit the winning shot of the NCAA Men’s Basketball Championship Game

I guided the students through brainstorming how they would deliver the Saturn wish next Tuesday. One student mentioned I would need a space suit, so they could buy a space suit costume from Amazon. Many students Googled facts about Saturn – one mentioned the temperature there is -178 degrees Celsius. Another student volunteered that they should fill the costume with ice so I would be REALLY cold.

Some students began discussing the possibilities of using virtual reality. They assumed someone built a program about Saturn, so I encouraged them to find out. They couldn’t find one so they abandoned that idea.

One students suggested rigging me up in a bungee apparatus and suspending me from the ceiling so I felt weightless. (Now we were talking!)

Once the buzz rose to a crescendo and I knew the students were thoroughly excited and engaged in brainstorming ideas to deliver my wish, I gave them their task for the next week. It was to pilot test their wish-granting skills with my son (he’s the good-looking one in the middle down there).

We chose the “See the Mona Lisa” wish. After collecting money, the students had $330 available to spend (I let the students know that if they had financial hardship, they did not have to contribute, so some did not). The class set about brainstorming again.

Some mentioned virtual reality. Some mentioned drawing it on the board. Others mentioned purchasing a replica. One woman asked if she could interview my son. I called him and they asked him questions about why this wish, what it was about the Mona Lisa he liked, had he been to France, etc.

Many of their questions were very ambiguous questions that my 13 year old son had some trouble answering, but some were pretty specific about what he liked about the painting. He mentioned he liked the simplicity. And he mentioned he liked bread and cheese.

Eventually, the class settled on trying to recreate the scene of the room in which the Mona Lisa sits.

A couple students mentioned they have been in that room, that the painting is actually very small, that there are tons of people there and you can’t really see the painting. Students made suggestions about bringing in tons of people, about playing French music, about having people mill around and speak French. The brainstorming and organization was understandably chaotic this first time.

Because I have 27 students in my class, many of them sat silent through this process and a few took the lead. I imagined this might happen, and secretly hoped it did.

I wanted students to feel left out, because I wanted them to come back next week and suggest I split the class in two and deliver two wishes each week (one per group). With 13 weeks in the semester and 27 students, delivering two per week would be great. I wanted the students to want to participate, and to design a solution where everyone could be more engaged. More on that later.

Delivering The Wish

Student did not contact me during the week, other than some fun texts of versions of the Mona Lisa they thought my son might like better than the original, like this one:

 

I arrived with my son before class and had him sequestered where he couldn’t see the students constructing the wish. I must say I was disappointed at their effort – here is what they brought:

  • A framed replica of the painting – but much larger than the real one
  • Baguettes and a variety of cheeses cut on a cutting board
  • Grape juice in plastic flutes (I told them no champagne, or they would have brought champagne)
  • A set of retractable belts like you see in airport TSA lines (to block off the painting)

They rested the painting on the whiteboard trough where the markers go, put the retractable belts in front of it, set a chair there, with the bread, cheese and drinks on a table next to it, played French music, and said I should bring my son in.

The next 5 or so minutes were probably the most awkward of my entire life. My son entered, wasn’t sure what to do, nobody said anything, he made his way to the chair, sat for a few minutes, ate some cheese, thanked them for the wish, and left.

We debriefed the experience. Students discussed their confusion, the chaos of brainstorming, and of delegating tasks. We talked about expectations of doing the minimum – doing what is safe – or of stretching for what seems impossible – doing what is uncomfortable. Students shared what they learned – some talked about how difficult collaboration is when the goal is uncertain.

Some talked about how important it was to talk to my son to understand why that particular wish is important to him. Others talked about the frustration of not knowing how they could and should contribute, and also about entrepreneurship being hard. I showed the lessons I hoped we learned (which we absolutely did):

I saw lightbulbs coming on about the potential of this exercise as a learning tool for entrepreneurship and innovation. A realization creeped across their faces that they missed an opportunity. As one student anonymously informed me after class,

“I am sorry we failed in delivering Ethan the experience he dreamed of. We fell short of our potential. Now we understand that we can go big!”

I urged them to take risks, to think big, to put themselves in the wish grantee’s shoes. We talked about how awesome it would have been for Ethan to walk into the room and actually imagine himself being in that room in the Louvre.

I challenged my students that they were capable of recreating that room, and that they missed an opportunity. Not an opportunity to make my son happy, but an opportunity to prove to themselves they could make it happen.

(I felt like what I imagine an Indiana High School basketball coach feels like after a HUGE halftime speech to energize his players).

Playing the Wish Game Again

One student did raise his hand and suggested it was really difficult for 27 students to feel engaged in one wish. Another student piggybacked on this and suggested we split the class into two groups, so that 26 students could have wishes granted instead of just 13. YES!!!!!

We split the class into two groups. I drew two pieces of paper. One had the following three wishes:

  • Climb Mount Kilimanjaro
  • Repel down the clock tower at John Carroll University
  • Sail around the world

The group decided to deliver the wish about the clock tower. This is the highest point on our campus. It will be basically impossible for them to pull this off in reality because nobody is allowed in the clock tower (due to liability concerns), but I’m excited to see what they come up with for this!

Administration Building (ca. 2003), John Carroll University

The other piece of paper had the following three wishes:

  • Pitch at a Chicago Cubs game
  • Start a successful business
  • Win the lottery

The other group decided to deliver the wish about pitching at a Cubs game. Again, not at all possible to deliver in reality, but I’m excited to see what they come up with.

Thoughts on The Wish Game

The experience so far has been what I hoped. The students struggled to grasp the concept. Some jumped in and tried with my son’s wish. They failed at delivering an effective wish, they realized the potential they have, and became very excited .

As one student mentioned to me on the way out of class:

“We are 27 John Carroll University MBA students in an entrepreneurship class. If we can’t take advantage of this opportunity, shame on us. We are excited to do better”

In what I take to be a very good signal for the future of The Wish Game, 12 students emailed me after class Tuesday evening (after 10pm) with three new wishes and asked if they could update their wishes because their original ones were not big enough! This is going to be a fun journey.

An Added Wrinkle Beyond The Wish Game

I knew that The Wish Game wouldn’t be enough for an MBA level entrepreneurship course. I firmly believe it is a vessel in which students can practice critical entrepreneurial skills while practicing generosity and giving. But I was worried it would not be sufficient workload for them.

After we debriefed my son’s wish delivery and before selecting new wishes for the next week, I talked to my students about entrepreneurship in reality. I told them that most people start entrepreneurial projects, ideas, products, services as a side hustle. They had their 9-to-5 gig that paid the bills and gave them stability, but they practiced and built their passion in the off hours and on the weekends.

I told my students that The Wish Game was our 9-to-5 gig that paid the bills; each week they turn in a reflection on that week’s experience, that I grade with the following rubric.

Just like entrepreneurs who work on their side hustle, I want students to have the opportunity to work on ideas they are passionate about. I asked students to share a 30 second video in a discussion board on our learning management system about an idea they are passionate about.

Specifically, I asked them to state the problem they want to solve, what group of people experience that problem, and what their solution to that problem is. I asked students to watch every video, and let me know the top three ideas they want to work on.

This semester I will give my students the tools through our learning management system and guide any of them who want guidance through the journey of turning their ideas into reality; this will happen mostly outside of class time and will not be graded.

This is an opportunity for them to engage or not, to make choices about how they spend their time and resources. Much like an entrepreneur must decide how to spend her time – with family or building a business – and his resources – on a vacation or building a business.

Want To Follow Doan’s Journey?

We will run a series of blog posts highlighting Doan’s journey throughout his semester-long Wish Game Course this Spring.

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Steve Blank: An Interview with Your Questions

Steve Blank: An Interview with Your Questions

Steve BlankSteve Blank is one of the most influential people in modern entrepreneurship education, and he wants to answer your questions about teaching entrepreneurship.

In addition to being a successful (and more importantly failed) entrepreneur, Steve is the creator of customer development, an instructor at Stanford, UC Berkeley, NYU and Columbia, the developer of Lean Launchpad and helped popularize the Business Model Canvas. Steve has graciously agreed to speak with us, the TeachingEntrepreneurship.org community, about how he:

  • Increases student engagement
  • Helps students conduct high quality customer interviews
  • Ditches the textbook and makes entrepreneurship classes real
  • Sees the future of entrepreneurship education

Steve will be accepting the entrepreneurship education lifetime achievement award at this year’s USASBE conference and agreed to sit down for an interview with us about how to continue innovating the way we teach innovation and entrepreneurship.

Interview with Steve Blank

The Future of Real Entrepreneurship Education

Ask Steve anything about entrepreneurship education.

Click here to:

  • Submit your entrepreneurship education question for Steve
  • Get a free recording of the interview
  • Get updates on a possible live stream of the interview

Who is Steve Blank?

Even if you haven’t heard of Steve, you’ve probably heard of some of the tools he’s helped introduce to modern entrepreneurship education:

Steve is first and foremost an entrepreneur, both successful and failed. After his two major entrepreneurial failures, one dotcom home run, and several base hits, he retired from entrepreneurship and began teaching. As he codified what distinguished his entrepreneurial successes from his failures, he developed the process of customer development, which is now the bedrock of much of today’s entrepreneurship education.

Steve has taught customer development at Stanford, Columbia, NYU, and UC Berkeley, at one point teaching a young man named Eric Ries. Ries, inspired by Steve’s customer development framework, combined it with another tool that Steve popularized – Alexander Osterwalder’s Business Model Canvas – and agile software development to form the three pillars of what would become known as Lean Startup.

Customer development, the Business Model Canvas, and Lean Startup are all possible and/or popularized because of Steve, and have revolutionized the way entrepreneurship is executed and taught throughout the world.

We couldn’t be more excited to sit down with him and ask him your questions, as well as our own, about the future of entrepreneurship education.

Interview with Steve Blank

The Future of Real Entrepreneurship Education

Ask Steve anything about entrepreneurship education

 

For more on Steve check out his amazing blog or his manifesto on customer development, The Startup Owner’s Manual.


To see a fully experiential entrepreneurship curriculum inspired by Steve’s customer development methodology, check out ExEC.


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Engage your Students: Ask About Their Fears and Curiosities

Engage your Students: Ask About Their Fears and Curiosities

We are going to help you get students bought into your course by understanding their fears and curiosities.

Learning increases exponentially when we put the information and skills into a context that is top-of-mind for our students. In other words,

Put your course material into a context that matters for your students, and the learning comes alive.

We work very hard to understand what context matters to our students. But we often don’t even scratch the surface. Most students keep an emotional distance from their professor and hesitate to discuss their context.

To discover the context that matters to the students, we need to understand what is top-of-mind for them. We can then place the learning in their “right now” context. Student learning will soar. The classroom will buzz with excited energy.

Understanding what’s on students’ minds requires only two simple questions.

What Are You Thinking About Right Now

This post is an effective way to understand what is on students minds right now. For full details, check out the complete lesson plan.

Stop for a moment: what are you thinking about right now, at this very moment?

What is top-of-mind for any of us at any given moment are the things we are afraid of and those we are curious about. Here are some fears you might have right now:

  • Embarrassing yourself in that class you’re teaching in 10 minutes
  • Your manuscript you submitted two months ago will get rejected
  • You’re not spending enough time with your children
  • You are about to buy the wrong house.

The fears on your mind right now might be big or small, but they are there.

You are also curious about a variety of things right now. Here are some things you might be curious about right now:

  • What is for dinner?
  • Will I get tenure?
  • How does [fill in name of professor you look up to] relate so well to his/her students?
  • Should you get a labrador retriever or a Jack Russell Terrier? (Doan recommends a lab!)

The things you’re curious about right now might be big or small, but they are there, alongside the fears. This is true of you, and it’s also true of the students sitting in your class. In the lesson plan we offer below, we talk about how to leverage this to get your students bought in. Here is a quick overview.

What Are Your Students Afraid of Right Now

To begin, give each student a stack of post-it notes and a Sharpie. Give students the same color post-it notes and Sharpie (so there is anonymity). The Sharpie is so they can fit very few words on the post-it note. What we want here is the essence of what they are thinking.

Step 1:

Ask students “When you think of life after college, what are you afraid of?” and instruct them to write one thought per post-it note. Tell them that putting their fears into the world can be scary. That is why you’re not asking them to speak them, or to put their name on the notes. If students believe they are sharing their fears anonymously, they are more likely to be honest.

Share a few of the things you are fearful of at this moment – make sure you share some “little” fears and some “big” fears.

Make a strong point that quantity is the goal, not quality. Urge students to get as many fears onto post-it notes as they can

Tell them when they finish to hand you all their fear post-it notes. Your job is to stick them randomly on a wall – do not group them by student, but mix them up all over a large wall.

Step 2:

Ask the students to organize the notes into fear clouds by grouping them together by general category/theme, without talking. Give them a few examples – things relating to budgeting money, or to making friends, or to being happy. Then ask students to name the groups.

**NOTE: You may have to help them by aggregating some categories. For instance, you will likely have many categories that relate to financial management. Combine all those into one “Financial Management” category

Here are the fear categories Doan has assembled over many years’ of his courses:

Fear CategoryExample Statement% of Total Mentions
Financial Management"Not making enough money"22
Getting a Job"Not being able to find a job"15
Job Dissatisfaction"Not being happy at work."11
Job Performance"Not performing well in my job."8
Relationships (losing)"Growing apart from friends and family."6
Purpose"Not chasing my dreams."5.5
Work/Life Balance"Not having enough time to actually live life how I want."5
Moving"Where will I live?"4
Happiness"Not being happy with my life."3.5
Relationships (making)"Making friends in new locations."3.5
Growth"Not being prepared to live alone."3
Failure"How can I deal with rejection effectively?"2.5
Missing an Opportunity"Regretting not doing something."2
Value of College"Was classroom knowledge actually useful?"2
Reputation"How can I manage my professional reputation?"1
Success"Not being successful."1

Step 3:

Show your students how the material and skills they will learn and practice in your course map onto the things they are currently afraid of.

For instance, if you’re teaching cash flow management or startup financials, relate that to the Financial Management category (how to budget, how it applies to buying a house, etc).

When you teach customer interviewing, talk about how that skill will help them form and strengthen relationships, and how they can use that skill to build a network and identify a job that will give them a sense of purpose.

Show students how the knowledge they will acquire and the skills they will practice apply to the things they are afraid of right now.

What Are Your Students Curious About Right Now

Now we want to shift gears and focus on some fun stuff – what are they curious about? Identify that being curious can sometimes make them feel vulnerable. That is why you’re not asking them to speak their curiosities, or to put their name on the notes. If students believe they are sharing their curiosities anonymously, they are more likely to be honest.

Share a few of the things you are curious about at this moment. Make sure you share some “little” curiosities and some “big” curiosities.

Make a strong point that quantity is the goal, not quality. Urge students to get as many curiosities onto post-it notes as they can.

You will complete the same process you went through with the fears – for full details, check out the complete lesson plan.

Step 4:

Ask students “When you think of life after college, what are you curious about?” and instruct them to write one thought per post-it note. Tell them when they finish to give you all their curiosity post-it notes. Your job is to stick them randomly on a wall away from the fear clouds.

Step 5:

Ask the students to organize the notes into curiosity clouds by grouping them together by general category/theme. Give them a few examples – things relating to getting a job, work-life balance, paying off student loans. Then ask students to name the groups.

**NOTE: You may have to help them by aggregating some categories. For instance, you will likely have many categories that relate to financial management (such as paying off student loans, investing, budgeting). Combine all those into one “Financial Management” category

Here are the curiosity categories Doan has assembled over many years’ of his courses:

Curiosity CategoryExample Statement% of Total Mentions
Financial Management"How do I budget for life after college?"23
Job Search"What is the best way to find a job I love?"14
Where To Live"Where am I going to live?"10
Job Fit"How to find a job that will make me happy and still make money."7
Education"How do I apply classroom material to real-life scenarios?"6
Job Switch"How long should I stay at my first job if it isn't my dream job?"5
Relationships (making)"How to create professional relationships."4
Work/Life Balance"How can I best manage my work and social life?"3.5
Job Choice"What will I do for a living?"3
Skills"What skill will make me stand out?"3
Networking"How to build a network."2.5
Start a Business"How to afford starting a business?"2
How to Negotiate"How to negotiate the terms of a job."2
Promotion"How do I move up in a company?"2
Happiness"How important is happiness in a workplace?"2
Relationships (keeping)"Will I stay in touch with my friends?"1.5
Success"How can I become successful?"1
Gain Experience"How to gain more experience."1
Purpose"How do I find something I love to do?"1
Benefits"How does insurance work?"1
Travel"Should I travel when I'm young?"1
Internships"How to get an internship."1

Step 6:

Show your students how the material and skills they will learn and practice in your course map onto the things they are currently curious about.

For instance, if you’re teaching prototyping, talk about how they can test out jobs by job shadowing or interning.

When you teach ideation, show them how those skills can help them identify their purpose, find a good job fit, or start a business.

Show students how the application of the skills they will practice applies to the things they are curious about right now.

Your Course in Students’ Context

Return next class session with the fear and curiosity categories mapped onto the content/lessons/modules/skills you cover in the course. For instance, if you lay out each week in your syllabus with the topics you will cover, add one column for “Fears” and one for “Curiosities”. List in each column the fear and curiosity categories to which each particular topic relates.

This last step is the most critical. It is your chance to reinforce the connection between the course material and the things your students are currently thinking about. Show them how you will give them the tools to address each one of their fears, and each one of their curiosities.

Students Now Have the Context to Launch

After this activity, your students will understand the value of the what they are about to learn. They will be more engaged, because the learning is now very real for them.

Below is the complete lesson plan of the Student Fears and Curiosities exercise.


Get the “Student Fears and Curiosities” Lesson Plan

We’ve created a detailed lesson plan for the “Student Fears and Curiosities” exercise to walk you, and your students, through the process, step-by-step.

Get the Lesson Plan

 

It’s free for any/all entrepreneurship teachers, so you’re welcome to share it.

 


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Personal Business Plan

Personal Business Plan

Rebeca Hwang recently told us about an exercise she uses at Stanford University where students create a business plan about themselves. The Personal Business Plan (PBP) is an exercise created by Tom Kosnik that has helped turn Rebeca’s E145 Technology Entrepreneurship class into:

“This was by far the best course I have taken at Stanford, absolutely amazing curriculum.”

Rebeca explains the PBP is a way for students to apply the tools learned during their entrepreneurship course to something near and dear to their hearts…themselves!

To make the elements of the business model relevant, faculty force students to think of themselves as a company. Students do this assignment individually, and ultimately must figure out how they offer value to their world.

“The entrepreneurial process is at its core concerned with ‘the pursuit of opportunity without regard to the resources already under control.’ This process is as applicable to your career as it is to starting a company. The goal of this assignment is to identify where you want to be and how you will get there. Do not worry about your current resources. Think about this with an entrepreneurial mindset.”

Most important of all, the assignment works, and Rebeca’s students love it.

“make sure you spend a lot of time on the personal business plan, it is worth it! I wish I had spent more time on mine, and will in the future because I think it’s very valuable to think about what your plans and possibilities for life are.”

“Through the personal business plan, it really helped reevaluate what I desire and would like to pursue in life.”

Below is an overview of the Personal Business Plan assignment. For full details, check out the complete lesson plan below.

The Personal Business Plan

Students write at most five (5) pages answering questions about their future vision (such as “What are your values?” and “What personal or professional skills would you most like to develop?”) and about their present plans and passions (such as “What opportunities could help you to achieve your future vision?” and “How will you reach, connect with or influence your customers?”). The full question sets are available in the lesson plan.

In addition to answering these questions, students include at least one exhibit within their five (5) page limit, which can be “any combination of graphics or quantitative analysis [they] desire”.

Examples of exhibits professors give students are:

  • A resume (current and/or future)
  • A decision tree showing paths to a number of future career options
  • A specific “short list” of attractive jobs, company names, and key audiences
  • Segmentation of different organizations’ readiness to accept your value package using Geoffrey Moore’s adopter categories
  • A chart addressing the risks, mitigation strategies, etc. associated with your Reality Test

Faculty give students required and recommended readings/viewings to help them prepare an effective Personal Business Plan, all of which are available in the full lesson plan.

In using sources, guide students with the following:

“Failure to use at least one concept from one of the readings will lower your grade. We will reward skill and creativity in applying the concepts with higher grades. On the other hand, don’t get carried away with citing too many sources. We are less interested in having you paraphrase what other people think and more interested in seeing how you think.”

Grading the Personal Business Plan

A team of two graders reads each PBP. One grades in detail, the other reads to make sure the first grader is not too difficult or too easy a grader.

Because this assignment is about trust at its core, students choose who grades their assignment.

Students are reminded that the grade is not an evaluation of their choice of career path or current life plan, and that only they can decide if their choices will bring them happiness and success.

Professor Tom Kosnik developed a robust grading rubric for this assignment, which is included at the end of the lesson plan.

Because this assignment is worth 20% of their grade, students take it very seriously. Because this assignment is about them and their future, students invest tremendously in it, and receive incredible value from doing it.

We are grateful to Rebeca Hwang, Tom Kosnik, and the faculty who teach E145 Technology Entrepreneurship at Stanford University for sharing this amazing exercise.

Key Takeaways

Because students are applying business model components to themselves, they deeply engage in learning these components and have a very clear understanding how to apply them.

Through this assignment, students will learn to see themselves as a company, and that they must continuously invest in and develop a plan for. They will also deeply embrace the tools and methodologies they learned in the course because they are applying them to their future. They will see that learning is meaningful when applied to a personal context.


Get the “Personal Business Plan” Lesson Plan

We’ve created a detailed lesson plan for the “Personal Business Plan” exercise to walk you, and your students, through the process, step-by-step.

Get the Lesson Plan

 

It’s free for any/all entrepreneurship teachers, so you’re welcome to share it.

 


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Subscribe here to get our next lesson plan in your inbox!

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Changing your Students’ Lives

Changing your Students’ Lives

Rebeca Hwang
Entrepreneurship Lecturer
Stanford University

“Take it. It’s a life changer.”

Rebeca Hwang works in one of the most competitive teaching environments, with some of the most demanding students in the country. In that context her entrepreneurship class achieves a stunningly high (96%+) positive feedback rating. Her evaluations include quotes like “one of the best classes at Stanford”. Students recommend her course to others by describing the life-long impact she’s had on them.

We wanted to learn how Rebeca creates such a transformative and highly regarded course. My colleague Justin Wilcox reached out for a conversation, and Rebeca graciously agreed to share some of her secrets.

During the conversation, we discovered several things Rebeca does differently in her ENGR 145 Technology Entrepreneurship class than most of us entrepreneurship instructors. Below we lay out four Rebeca-inspired-techniques to create a more engaging, challenging and life-changing learning environment:

    1. Treat your students like customers (WOW! them),
    2. Practice reciprocity culture
    3. Normalize failure
    4. Provide in-depth feedback with objective rubrics

WOW’ing Student-Customers

Most of us strive to create memorable experiences for our students. Few of us can actually WOW our students. Rebeca is one of those amazing few. She tells her course assistants

“We are not teaching a class, we are serving a customer.”

and that their goal is “to wow our customer, to understand and empathize with them, and how the content of what we are delivering to them is going to affect their lives.”

This principle of WOWing customers is the foundation upon which every other principle she adds to the class is built. Treating her students like she would treat customers creates a significantly higher quality learning experience for her students.

What is so impactful is that Rebeca models for her students how to treat the customers in their lives – namely, future employers, coworkers, friends, family members, partners, etc.  

The Wish Game

“the Wish Game was amazing because our professor really went out of her ways to complete them, even though they were completely out of her job criteria.” – ENGR145 Student

“Every week, I was looking forward to the Wish Game. It created a sense of excitement all around.” – ENGR145 Student

One way she WOWs her students is through The Wish Game, which Rebeca uses as a path to teamwork and hyper-collaboration. On the first day, Rebeca asks students to write down three wishes on a piece of paper.

These can be anything at all. They have ranged from the mundane to the fascinating to the unreal. Examples are getting a job at Google, meeting Mark Zuckerberg, or meeting Steve Jobs (a real student request after he passed away!).

Every week Rebeca chooses one person’s paper from a hat and one of their wishes gets fulfilled. The entire class as a whole works to fulfill the wish. If one student significantly helps fulfill a wish, that student gets his/her wish fulfilled next. Paying it forward is a critical part of WOWing the students.

The Wish Game isn’t about competition, it’s about hyper-collaboration because if her students help each other, they all benefit.

After picking a wish, students start interviewing the student whose wish was picked. They want to find out what their wish really is, as often it isn’t exactly what is written on the paper. Through this process, students get to know each other, build stronger relationships with each other, and understand the hopes and dreams of each other.

This also helps students practice their interviewing skills, which are a critical skill they work to develop in the course. The Wish Game is fun, but it’s a powerful learning and growth opportunity as well.

The Wish Game pushes students to think about what resources and assets they have, and pushes them to share those with peers. It enables students to build lasting relationships, and to make a positive impact on each other.

Teaching & Modeling Reciprocity Culture

“Before this class, I never thought about how important being able to socialize and make friends is to being an entrepreneur, and mostly just focused on developing my technical skills in the hopes that one day I could use them to start a business. But as we learned in class, in order to get investors, employees, partners, and customers, being able to make friends is one of the most important skills of a successful entrepreneur” – ENGR145 Student

As a veteran of Silicon Valley and of entrepreneurial ecosystems, Rebeca understands that “networking and telling stories are such important components of entrepreneurship.” A big focus of her class is teaching students the fundamentals of what makes a working relationship last.

From day one, students are networking – they have to find team members during the first class session, they learn to talk about their skills and experiences, but also their failures and dreams.

Rebeca shares with her students the tactics to approach someone who is senior to them, and tactics to write an email so people will respond. She focuses intensely on very tactical networking skills that will help student succeed in their Silicon Valley surroundings and beyond.

The most valuable skill Rebeca teaches her students is the principle of reciprocity, which is

“the practice of exchanging things with others for mutual benefit, especially privileges granted by one country or organization to another.”

She urges her students to think, before meeting a person, what can they provide that person. In building a relationship it is important to have a strong willingness to learn, but it is equally important to listen well and to desire to give back.

Through a consistent message of reciprocity, Rebeca teaches her students that “those who succeed are valuable to the network.” She has found it is quite contagious in her students once she plants the seeds of this mindset.

Normalizing Failure

“[this course] taught me that successful people are the ones who actually get out and try – and don’t even consider failure.” – ENGR145 Student

“I used to often not got to events or apply for opportunities because I thought I would fail anyway. But not trying is already a failure and if I try and fail, I may learn something in the process.” – ENGR145 Student

When Rebeca and her course assistants introduce themselves to students on day one, they start with “My name is ______, and I’m going to share a failure with you.” From the first moment, Rebeca works to make failure a part of her class’ culture, to normalize it for her students so when it happens they can navigate it as a learning experience.

Through a variety of experiences, Rebeca brings the realities of entrepreneurship into her course, including failure. She brings in a litany of speakers to share stories with her students.

These speakers are not typical entrepreneurs, but have all done amazing things outside entrepreneurship. Things like climbing Mount Everest without oxygen. Or running ultramarathons. Rebeca carefully chooses speakers who can teach her students that in anything in life, extremes aren’t necessarily bad in terms of dreaming and aiming high.

She wants her students to hear realistic stories of small failures and struggling to achieve big goals. Rebeca introduces them to the depression and founder suicide problems in Silicon Valley. She wants them to know about grinding it out, about sleepless nights, about not getting the meeting, or not getting the next meeting.

Failure is a major aspect of entrepreneurship, and Rebeca doesn’t shy away from this in her course. She wants her students to embrace failure as a reality and a chance to learn and grow.

In-Depth Feedback With Objective Rubrics

Assessment is something we all struggle with. How can we be effective and efficient? Rebeca found her magic combination in well-defined rubrics that students get ahead of time and personal in-depth feedback.

Rebeca gives her students all the rubrics on the first day of class. They therefore feel comfortable because they know their grade won’t be an arbitrary decision. They can see their pathway to the grade they want or need for graduate school, for a scholarship, or to keep mom and dad happy.

Rebeca spends roughly three (3) hours per day outside class working with students. This includes personal interactions, office hours, and always providing in-depth feedback on student progress and projects.

What Can You Do?

Rebeca Hwang’s formula for success in her course is WOWing customers, modeling reciprocity, normalizing failure, and using a very clear and personal feedback system.

We each approach our courses differently, due to our own backgrounds and experiences, and due to our institutional context and culture. Rebeca shows us that within the walls of our classroom, and within the minds of our students, we can achieve extraordinary results.

We can inspire our students, we can change their career trajectory, we can teach them skills to decipher their world. The list of gifts we can offer our students is endless.

Rebeca found a formula that has proven extremely successful; as one of Rebeca’s students said:

“If you are considering a future as an entrepreneur and don’t know where to start from, take this course. If you have an idea but are looking to explore how it can work in the silicon valley, take this course. If you just want to learn how to be a team player, take THIS Course!”

What is your formula?

The Nitty Gritty of Rebeca’s Class

Rebeca’s students are mostly upperclass undergraduate students, and roughly 1/3 are international students. Most of Rebeca’s these desire to start a company at some point, and they are a solid interdisciplinary mix of designers, creatives, engineers, and business experts.

Because some students have started companies and some have not, Rebeca’s students have different relationships with entrepreneurship; they have some exposure to it and are very interested in learning more about it, but they come to the course with different levels of expertise.

Rebeca doesn’t focus on building expertise in the usual conceptualization. Her students learn about the spirit of entrepreneurship; she approaches her class as giving students tools, methodologies, and strategies they can use in life. Students experience an emphasis on acquiring a skill set to decide what career to pursue and to solve problems in all aspects of their life.

Here is the full interview with Rebeca in case you would like to dive deeper on any aspects.

Who is Rebeca Hwang?

Prior to co-founding Rivet Ventures a venture capital firm that invests in male and female founders that target women-led markets, Rebeca Hwang co-founded YouNoodle, Cleantech Open, and Startup Malaysia. Rebeca was educated at MIT and Stanford and has been recognized as a World Economic Forum Young Global Leader, and as one of the top 35 under 35 Global Innovators by MIT Tech Review.

Rebeca serves on the Global Board of Kauffman’s Global Entrepreneurship Network. She was born in Seoul, raised in Argentina and educated in the US, and has worked closely with several countries on their national startup programs, including Malaysia, South Korea, Spain, Iceland, Chile and Mexico, and was a member of the Board of Advisors of the Mexico-U.S. Entrepreneurship and Innovation Council.

Recently listed by Forbes as one of their 20 inspiring young female founders to follow on Twitter, Rebeca is a frequent speaker at global conferences on entrepreneurship. Her TED talk on the power of diversity within yourself has been viewed nearly 1.5 million times.

Want More from Rebeca and Stanford’s Entrepreneurship Program?

We’re running a series of blog posts highlighting Rebeca’s outstanding class, including a number of exercises she runs in her class. Subscribe below to ensure you get those.

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The Updated Experiential Entrepreneurship Curriculum (ExEC)

The Updated Experiential Entrepreneurship Curriculum (ExEC)

We’re building the entrepreneurship curriculum you dream of teaching.

At least that’s what we’re trying to do. The feedback from our pilot professors tells us we are doing pretty well. There have been hiccups, and learning moments, but our agile team and processes have allowed us to respond promptly and create an engaging user experience for both professors and students.

Now in Over 40 Universities

ExEC entrepreneurship curriculum at over 40 Universities including Penn State and the University of Nebraska

At this point last year, our the Experiential Entrepreneurship Curriculum (ExEC) was in roughly 20 schools. Strong demand for a structured, experiential, 15-week entrepreneurship curriculum has doubled the number of universities we’re in.

Of course, being a new venture determined to help students learn how to create new ventures, we’re adamant that we…

Practice what we preach!

We gather feedback from professors and students after each lesson. Through this, we focus on how they felt teaching the lesson (professors) or completing the lesson (students):

We interview professors multiple times during the semester. Our team invites students to talk with us so we can learn more about how they feel living the curriculum, what we are missing, and what we are doing well.

We work tremendously hard to gather, analyze, and constantly make updates for next semester, not “next revisions” like traditional textbooks. The ExEC you see today is a result of our vision and assumptions, continuously tested with students and professors around the world.

While we gather a ton of feedback from our professors, but perhaps the best way to sum up their perspective is what Dr. Chris Welter had to say:

“It’s the software I’ve been looking for for 3 or 4 years . . . I really appreciate the ability for students to get their hands dirty”

New Professor Platform

After practicing what we preach and talking extensively with our professors, it was clear we needed to make some changes to our Professor Portal. We practice what we preach in building our product.

Our original professor-facing version was Google Docs, Slides, and PDFs:

It worked as an MVP and allowed us to test a variety of our assumptions, but ultimately our professors told us Google Docs was too cumbersome to use, and to print from.

So we built a brand new professor platform for our entrepreneurship curriculum! We are currently beta-testing this platform and will roll it out in Fall 2019:

We deliver each of our 31 lessons in a standard format, that includes six core elements for easy navigation and execution for our professors:

1. The Goals and objectives of that lesson. We frame each lesson in practical terms for our professors so they quickly understand why the lesson is important, and what their students will learn.

2. An overview showing where that lesson fits into the scheme and flow of the overall curriculum. We understand it is useful to always understand the big picture – where we’ve been, where we are, and where we are going. We also map our entrepreneurship curriculum flow onto the Business Model Canvas to highlight what lessons are applicable for particular boxes on the Canvas.

3. An overview video explaining the lesson, and Google Slides for classroom use. Our goal is for our professors to succeed, and that means providing information and tools. Some use slides and some do not, but we offer them just in case. We know some prefer videos to long text, so we offer both, just in case.

4. Instructions for how to prepare before class, including all the necessary resources. Experiential education is really difficult to execute. We provide our professors with a ton of direction to prepare for each lesson. We want them to succeed, and we want their students to remember each and every learning experience throughout the entrepreneurship curriculum.

5. A minute-by-minute exhaustive outline for delivering the lesson during class. What can we say, we are a but obsessive at times. But we figured more detail was better than less detail.

6. Instructions for what students could and should be doing after class. Let’s be honest – what happens after the class is just as important to a student’s learning experience as what happens within the confines of the particular class period.

Assessment Guide

While testing our first version, one need we heard consistently from professors was guidance on how to assess their students. They loved the experiential nature of the exercises, but they were not always clear on how they could help students understand their progression through the understanding and application of that content. So we built an Assessment Guide into our updated entrepreneurship curriculum to help our professors provide quality feedback to students throughout the process.

During the semester, students progress through 5 Validation Check-Ins. These are basically progressive pitches that act as the main opportunity for assessment. We give our professors rubrics and detailed guidance on how to assess the students’ documents and pitches.

Our goal with assessment is not just to help professors provide a grade, but to help professors provide meaningful and timely feedback to students.

For more on our approach to assessment, read our post 4 Steps to Assessing an Experiential Class.

More Background Reading Material

One of the other pieces of feedback we got early on was that professors wanted to use us as the sole resource for their class. To do that though, we needed to add some breadth, in addition to our depth.

We feel confident we cover idea generation, customer interviewing, business modeling, and prototyping comprehensively, but what about finance, legal issues, branding, etc.?

So we conducted an extensive analysis of entrepreneurship curriculum, textbooks and syllabi, and interviewed dozens of the most respected entrepreneurship professors and entrepreneurs. Our goal was to understand what information would be most useful for students beyond our core offering. From that research, we developed an extensive Resource Guide that currently includes 17 modules.

These modules are by no means an complete exploration of the particular topic. Instead we offer an overview of the topic, a deep dive into some of the basics and the critical components of the topic, and then recommend an extensive list of curated resources and readings of that particular topic.

We want our professors to feel comfortable knowing if they recommend their students go through one of our Resource Guides, they will emerge with a solid understanding of the topic and how to apply that content to their context.

We are not the experts all of these topics, but have done considerable research to better inform our professors around these topics of interest. What we offer within each resource guide is an evolving list of additional resources (articles, books, videos, etc.) for students to continue their learning of a particular topic, or for professors to use as additional resources.

This Resource Guide is an evolving offering. As we hear from professors using our ExEC curriculum, or the community of 3,200+ professors reading our blog, that a certain topic is critical in entrepreneurship education, we will build a Resource Guide ourselves, or invite subject-matter experts to help us build one.

LMS integration

Our last major update is integrating with Canvas, D2L, Moodle and Blackboard. In our first version, students and professors had to download and upload documents, assignments, slides, and other materials. We heard loud and clear that this was not a great user experience.

We now offer the capability of uploading all our content neatly into the four learning management systems mentioned above. This will greatly reduce the setup time for our professors, and will provide a more comfortable learning process for the students.

As you can see, we have been hard at work learning what works and what doesn’t with ExEC. We constantly gather feedback from students and from professors. With this feedback, we strive to provide the ultimate experiential learning opportunity to entrepreneurship educators.

Now’s Your Chance!

We’ve been updating our curriculum and platform based on feedback from hundreds of professors and thousands of students. If you are looking for a fully structured, experiential entrepreneurship curriculum, with 15 weeks of lesson plans that students love, an in-depth complementary Resource Guide, and a comprehensive Assessment Guide, you should check out ExEC.

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2018’s Top 5 Entrepreneurship Lesson Plans

2018’s Top 5 Entrepreneurship Lesson Plans

The list below is from 2018. We’ve since updated our top 5 lesson plans based on community feedback!

Over the last year we learned what you and the rest of our community of over 3,000 entrepreneurship teachers want to make your classroom environment more engaging and rigorous for your students.

Here, we share our entrepreneurship professor’s 5 favorite lesson plans. These transform students’ experience through experiential lessons around ideation, customer interaction, and prototyping.

5. Syllabus Co-Creation

In our Syllabus Co-creation lesson plan, we provide an interactive experience to engage your students by turning their problems into your syllabus. This is a powerful way to launch a semester by creating for students an authentic feeling of what it’s like to be the customer.

Creating problem Post-It clouds

Our goal with this lesson plan is to give you a way to make entrepreneurship relevant to all your students. We provide a roadmap to show how what you’ll teach will be relevant to them right now. Specifically, through this exercise, you’ll show students:

  • You care about their problems and fears
  • They will learn the skills to solve their problems

Students will see exactly how and when they will acquire the skills to address their biggest problems and fears during your course.

Your students will be engaged, because you will be engaging them.

View Syllabus Co-Creation Lesson Plan

4. Why Business Plans Fail

A great way to follow up the Syllabus Co-Creation is our Why Business Plans Fail lesson. During this day, students experience the marshmallow challenge to understand why business model experimentation can be more effective than business planning.

While variations of the Marshmallow Challenge have been around for a while, we found the vast majority of students have still never done it.

Students will experience the pitfalls of hidden assumptions first-hand so they can more easily validate their business model assumptions later in your course.

Marshmallow challenge failure
The perfect failure 🙂
Xavier University an ExEC Pilot

This class will be fun and high energy for you, and your students. Our lesson plan guides you through two iterations of an 18 minute, fast-paced construction challenge where students learn that invalidated assumptions lead to failure. Your classroom will be loud, it will be full of anxiety and excitement, and ultimately full of failing and the glorious learning that comes from it.

Our goal with this lesson is to introduce a high-intensity activity that teaches students:

  • The pitfalls of business plans
  • Why assumption identification, and assumption validation, are critical to creating success companies
  • Why iterations and experiments are the key to validating their business assumptions

View Why Business Plans Fail Lesson Plan

3. Idea Generation vs. Problem Generation

Most people think the heart of entrepreneurship is the idea. In this lesson we shatter that assumption, and replace it with an appropriate focus on customer problems.

We want your students to develop ideas that are more feasible, impactful, and creative. This is one of the toughest challenges entrepreneurship professors face. Student ideas tend to be a repetition of low-impact or infeasible mediocrity. You want more from them. We can help!

We focus your students on problems in this lesson, because the best business ideas come from problems.

entrepreneurship, teaching, problem, solution, idea

After this lesson, your students’ ideas will be:

  • More feasible because they’re focusing on serving people they care about.
  • More impactful because they’re paying more attention to problems than they are products.
  • More creative because they’ll use those problems as inspiration.

View Idea Generation vs. Problem Generation Lesson Plan

2. Teaching Customer Observations

During our years of research on what topics entrepreneurship professors struggle to teach, we heard “customer interviewing” over and over again. Our ExEC curriculum includes a robust method of customer interviewing, but customer observation is another great way to gather customer information. So we developed our Teaching Customer Observations lesson plan to help students learn learn the value of seeing how their customers experience problems, as opposed to imagining their customers’ problems.

This exercise positions your students to observe customers in their natural settings. This allows them to discover new business opportunities and increase their empathy and behavioral analysis skills.

Our goal with this exercise is to teach students to have an empathy picture/analysis that frames the problem they are trying to solve before they jump to a solution. Having this clear picture will allow them to come up with better creative solutions.

During this two-class exercise, your students will experience customer empathy and how to plan and translate an observation experience into ideas for products and services. This will provide the following benefits:

  • Introduce students to a powerful tool to gather information on customer experience in real life situations. This allows students to avoid predicting customer behavior by actually observing it.
  • Students practice how to listen with their eyes in order to understand what people value and care about, & what they don’t.
  • Provide a common reference experience for expanding on topics later in the course.

View Teaching Customer Observations Lesson Plan

1. 60 Minute MVP

By far, our most popular lesson plan is the 60 Minute MVP. During this class, students launch an MVP website, with an animated video and a way to take pre-orders, in an hour with no prior coding experience. One of our professors told us after running this exercise:

“One student described it as like a Navy Seal mental training exercise. Not sure it was that intense, but they were amazed and proud that they got it done.”

Your students will love this class period; they progress from the anxiety of the challenge confronting them (build a website in 60 minutes) to the elation of their journey (launching a website they built in 60 minutes). This exercise creates tremendous energy in your classroom. Students create something real.

On the lesson plan page you can view an example video students created in about 20 minutes, built around actual customer problem interviews:

You can also view a great example of a website built in just 60 minutes:

Your students will create landing pages like thisUpscale dining at its finest!

Some critical learnings for your students are the true meaning of Minimum Viable Product (MVP), that it’s easier to launch a product than they thought, and that the easiest thing about building a business is launching that product.

View 60 Minute MVP Lesson Plan

Want 15 Weeks of Lesson Plans?

If you are looking for a fully structured, experiential entrepreneurship curriculum, with a semesters worth of lesson plans that students love, you don’t need to reinvent the wheel.

We’ve done the work for you. Check out the Experiential Entrepreneurship Curriculum.

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Image Insights: Teaching Opportunity Identification

Image Insights: Teaching Opportunity Identification

Show your students there are plenty of entrepreneurship opportunities in their everyday lives!

In the video above, Jennifer explains her exercise for helping students identify opportunities!

This exercise will help your students:

  • Find entrepreneurial opportunities through the eyes of current startups
  • Learn to pay close attention to the world around them
  • See their daily experiences through an entrepreneurial lens

This article is a collaboration with Jennifer Capps, the Director of Student Learning and Faculty Development for NC State Entrepreneurship at North Carolina State University.

Jennifer developed this exercise for interdisciplinary entrepreneurial thinkers at any level. It can be easily adjusted in terms of difficulty and lessons learned to meet the needs of undergraduate or graduate students, business or humanities students, scientists or artists, etc. Jennifer has used this exercise successfully with groups ranging from 20-100 participants.

Jennifer’s complete lesson plan is available to download below, but here’s an overview.


Round 1: Identify

Randomly assign your students into groups of 3-4, provide them a photo of an everyday scene, like these:

You want to give the same photos to multiple groups – ideally each picture has at least 3 groups working with it. With photos in hand, give the groups the following assignment:

Based on the image that has been provided to your team, conduct a brief 3-4 minute search to identify at least 3 interesting entrepreneurial ventures that have a product or service that is impacting your given scene.

You want students looking for things that exist that relate to the scene in the photograph. For instance, in a wedding scene, you want them talking about Zola, Vow to Be Chic, etc.

Students will feel a bit lost. Encourage them to just get started – express a sense of urgency!

Round 1: Present and Discuss

Have each group show their picture and quickly present the companies they found and the pain/problem those companies are solving. Write the companies on a board or a slide, categorized by the image.

Groups looking at the same image will inevitably overlap the companies they found. They’ve done a quick Google search (“startups in the wedding industry”) and selected the top results that seemed to match.

The aha moment happens when the 2nd or 3rd team waiting to present on an image keeps hearing the same companies that they found. They realize they didn’t dig deep enough – encourage them to share this.

Possible discussion points:

  • What differentiates a non-entrepreneurial company from an entrepreneurial company
  • Are students presenting a solution or a pain/problem?
  • How deep did you actually go in terms of seeking out entrepreneurial opportunities in your scene?
  • How much time did you spend critically thinking about this concept versus just trying to get the assignment done?
  • How could you push yourself to go further?
  • How to put a fresh twist on ideas that already exist in the marketplace

Check out Jennifer’s lesson plan below for full details!

Round 2: Identify

Give students a second chance. Tell them they will do the exact same thing, but that every company and pain/problem that was brought up in Round 1 is off limits. Encourage your students to not restrict themselves to just the image they are seeing. Encourage them to think about what went into creating that image – what had to happen to make whatever is happening in that image happen, etc. Encourage them to focus on what’s going on in the background, to think about what will happen next after that photo.

The goal is for students to learn to expand the way they think about opportunities in the world around them. And also to learn that opportunities grow when they move beyond the easy answers that are right in front of their nose.

Round 2 Present and Debrief

Have each group show their picture and quickly present the companies they found and the pain/problem those companies are solving. Write the companies on a board or a slide, categorized by the image.

Contrast how much more creative and impactful these ideas are than those from Round 1. 

Also point out how much stronger the students were in their critical thinking when they’re encouraged to go beyond their comfort zone and not take the easy path.

Specific questions to consider asking:

  • During round 1, how easy/difficult did you find the opportunity identification process? Why?
  • When you heard all of the round 1 pain points/entrepreneurial ventures, how do you feel that your ideas compared to others? Why?
  • Did you originally navigate to the more obvious options in your image or did you naturally apply a deeper level of critical thinking?
  • When you were told to perform the activity again with the stated restrictions, how did you feel? Why? (some common reactions tend to be scared, intimidated, excited, challenged, and overwhelmed)
  • How easy/difficult did you find round 2? Why?
  • Once you were told to look beyond the exact image that you were given, what did you learn? How can this lesson translate to your everyday life as an entrepreneurial thinker?

Key Takeaways

Through this exercise, students will learn to see opportunities all around them! They will also see that thinking deeper and more critically is not as difficult as they thought. Some student reflections from Jennifer’s class:

“Even if a company currently exists similar to your idea, rather than abandoning it you should dig deeper and find what they’re missing.”

 

“The Image Insights Activity that was conducted during one of our class periods, completely changed my perspective. During this activity, each group was asked to look at an image of something ordinary in everyday life and think of three startup businesses that have thrived due to this scene. My group was told to look at an image of people walking through an airport. Within this one image we were able to research companies that dealt with issues along the lines of traveling, packing, a place to stay, better service on planes and within the airport itself, etc. Because of this activity, I was made aware that if you look deeper, you can find a startup in almost anything that shapes our everyday lives.”

Get the “Image Insights” Lesson Plan

We’ve created a detailed lesson plan for the “Image Insights” exercise to walk you, and your students through the process, step-by-step.

Get the Lesson Plan

 

It’s free for any/all entrepreneurship teachers, so you’re welcome to share it.


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Observe Customers Where They Are

Observe Customers Where They Are

Are your students shy about conducting customer interviews?

Do your students struggle collecting information about problems from customer interviews?

Observing customers is another great way to gather customer information. In some important ways, it can provide even more and different information than an interview.

This Fly On The Wall exercise:

  • Introduces your students to a powerful tool to gather information on customers’ experience in real-life situations. This allows them to avoid predicting customer behavior by actually observing it. Because actions speak louder than words.
  • Allows students to practice listening with their eyes, to understand what people value and what they don’t. Because behavior doesn’t always match what people think they will do.

Observing customers in natural settings is a powerful experience for students. They discover new business opportunities. They increase their customer empathy. They hone their behavioral analysis skills. All critical entrepreneurial competencies!

Students going through this exercise learn a technique to gain insight into the small details of a customer’s interaction with their environment that a customer may not think to express in interviews.

This exercise will span two class periods. For more details, check out our Fly On The Wall lesson plan below.

Class 1: Step 1 – Redesigning a Product

Most students will enter your class with no clue how to effectively observe customers in their natural environment.  Before teaching them how to do so, we want them to understand why it is such a valuable skill. So we kick off the customer observation class with the Toothbrush Exercise, which teaches students that:

Entrepreneurs can’t trust numbers alone. In order to improve the world, we must see, feel and experience it for ourselves!

Quick steps for this exercise:

  • Organize students into groups of 4-5
  • Show this picture on the screen
  • Tell students (& write on board/slide) the average adult male hand, is 7.44″ long (measured from tip of the middle finger to the wrist) and 3.30” wide (measured across the palm). The average adult female hand size is 6.77″ long and 2.91 inches wide. The average child hand size is 5.5” long and 2.75” wide. (You can also give each group cutouts if you are feeling adventurous!)
  • Give each team an adult toothbrush and tell them they have 5 minutes to design the best-selling child’s toothbrush (they must include the dimensions in their design)

After their 5 minutes elapse, ask how many groups made a smaller toothbrush? Now play this video:

After trying to design a toothbrush for kids the wrong way, this video will drive home the point that the goal isn’t to make toothbrushes smaller for kids, but to actually make them bigger!

For more details on this exercise, check out our Fly On The Wall lesson plan below.

Class 1: Step 2 – Making It Real

The homework consists of two steps. Step 1 is to watch the video below (click the image to launch the video) about the product development process, and read through Examples 1-3 here about how to make things people want.

Step 2 is for students, in groups, to observe customers for 20 minutes in a campus location where people are active. For instance, dining hall/food court, gym/rec center, makerspace, athletic facilities, etc. The point of this homework assignment is for students to observe students actively interacting with some products (gym, makerspace) or business (food court). In other words, you don’t want them observing students in the library, where they are likely to be sedentary.

Direct your students to take note, individually, of anything they observe about their subjects, without interacting with them. Each student needs to individually write down the following based on their own observation:

  1. At least 3 problems that can be solved that they observed
  2. At least 10 new things they discovered during their observation

Class 2: Step 1 – Debrief

Start the next class with groups reporting what they observed. You will find students’ observations will likely focus on:

  1. Surface-level activity, such as “students were talking to each other” or “students were exercising
  2. The perspective of the product or business, such as “there were not enough seats in the food court” or “many treadmills were not in use

We want these observations, because it’s the perfect way to illustrate how to conduct useful observations. For a debrief of their homework, ask students how they can use the information they gathered during observations to develop products/ideas they could bring to market.

Students will not write down questions they will try to answer prior to the observation, or define major themes to look for. They will observe without planning a framework.

The aha moment we want them to realize is that they need a plan to effectively observe customers.

During the debrief, stress:

  1. Focus observations on the subjects’ problems (empathize)
  2. Identifying patterns where subjects struggle to do something
  3. Capturing images and/or video during observations

For more details on this debrief, check out our Fly On The Wall lesson plan below.

Class 2: Step 2 – Planning

The final step is for students to plan an observation they will conduct as homework in the same campus location they observed as homework after Class 1. Remind students to create a framework that includes:

  1. Questions they want to answer, and
  2. Themes they can look for

For homework, students should conduct that observation, again writing down the following based on their own observation:

  1. At least 3 problems that can be solved that they observed
  2. At least 10 new things they discovered during their observation

They should notice a significant difference between their observations after Class 1 and Class 2.

This extended series of exercises gives students valuable skills to add to their entrepreneurial toolkit: customer observations and behavioral analysis.

Get the “Fly On The Wall” Lesson Plan

We’ve created a detailed lesson plan for the “Fly On The Wall” exercise to walk you, and your students through the process, step-by-step.

Get the Lesson Plan

 

It’s free for any/all entrepreneurship teachers, so you’re welcome to share it.


What’s Next?

In upcoming posts, we talk about our evolving experiential curriculum, how to teach students about approaching and mitigating risk, and how to enable your students to better identify opportunities!

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Don’t Reinvent the Wheel

Don’t Reinvent the Wheel

You’re an innovative professor. You read blog posts about teaching entrepreneurship because…

You care about engaging your students.

It’s the same reason you’re always on the lookout for new tools to integrate into your class, and it’s the reason you’ve thought about (or have) ditched your textbook in favor of your own lesson plans.

The downside is, creating your own experiential curriculum from scratch is:

  • Time consuming. Researching and developing a full course of high-quality lesson plans that teach real-world skills, and are assessable, takes a massive on-going investment.
  • Disjointed. Every new tool you integrate into class runs the risk of creating a more inconsistent experience for students.
  • Redundant. This work has been done by others, it doesn’t make sense for you to roll your own from scratch.

So instead of starting from scratch, consider building on a strong foundation…

ExEC: Structured Experiential Curriculum

We’ve spent the last two years developing, and testing, the Experiential Entrepreneurship Curriculum (ExEC) – a comprehensive, and structured, curriculum.

Because ExEC is written by a unified team of modern entrepreneurship teachers who practice what we teach. ExEC provides a consistent structure throughout 15-weeks of exercises:

Structure weekly courses

ExEC’s 25+ detailed lesson plans, exercises, and assessments provide the foundation for your entrepreneurship course, so you can teach real-world intra/entre-preneurial skills like:

  • Idea generation
  • Problem validation
  • Customer interviews
  • MVP development
  • and more…

…in a rigorous way, that can be consistently assessed.

Classroom-Tested

ExEC has been tested with thousands of students at dozens of Universities, including:


The results demonstrate the power of a structured, experiential approach. One student said:

“[ExEC] made me look at the creation of a product in a different aspect than I have before. It allowed me to think of solving a problem and not just creating a product to create one. It needs to be something that people will actually use. It made it easier for me to be creative and think more like an entrepreneur.”

Similarly, one professor reported:

“More than anything, I’ve enjoyed that we have spent 4-5 weeks exploring the issue of problem solving. In previous classes, students have been convinced they had the right solution to a problem by week 2 and no matter what research they found, they wouldn’t pivot appropriately given the new evidence.”

But like we teach our students, positive responses don’t mean we’re done. To ensure we continue innovating, we’re constantly on the hunt for new resources to include, and improvements to make, so…

ExEC is Always Up To Date

We collect feedback from students and professors on every exercise in ExEC, about how it felt completing, and teaching it:

We collect feedback on every exercise from professors and students

We use that data to inform what changes we need to make to ExEC for the next semester. With ExEC, you’ll always provide your students with relevant, and engaging, experiences.

Collaborate with Other Professors

When you use ExEC, you’ll also join a community of other modern professors using the curriculum so you can ask questions:

And share best practices and success stories:

Don’t Go It Alone

If you want to teach real-world, entrepreneurship skills in an experiential way…

You are not alone.

There’s a growing group of professors out there like you, and we’re here to help!

ExEC can be the structured, experiential curriculum that forms the foundation of your course. Next semester, spend less time compiling disparate resources, and more time consistently helping your students develop and apply their entrepreneurial mindset.

Try ExEC this Fall

Request a preview of the Experiential Entrepreneurship Curriculum today and make this Fall the most engaging semester of entrepreneurship yet!