SUSTAINABLE BUSINESS ENTERPRISESMADHU VISWANATHAN

Bottom-Up DesignCase Study in Bottom-Up Design

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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

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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.

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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.

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Need emeneCore &

Augmented

Solution

PROJECT OVERVIEW

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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

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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

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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

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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

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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)

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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.

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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.

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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.

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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

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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

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SAMPLE POVERTY MODEL

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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.

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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

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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.

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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

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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?

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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?

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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

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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

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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

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THE NEED

Lack of information connectivity

between fishermen and merchants

No tools or technological methods

available to trade information efficiently

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DRIVERS OF NEEDS

Uncertain supply and demand of fish

Limited storage and transport

Waste being generated

Uncertain Income

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CONTEXT ELEMENTS

More than 3.5 million fishermen

More than 3000 villages

3rd largest fishing industry

8118 km of coastline

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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).

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SAMPLE EXERCISE – BOTTOM-UP NEED DECONSTRUCTION

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SAMPLE EXERCISE – BOTTOM-UP NEED DECONSTRUCTION

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SAMPLE EXERCISE – BOTTOM-UP NEED DECONSTRUCTION

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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

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SAMPLE – TOP-DOWN NEED DECONSTRUCTION

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SAMPLE – TOP-DOWN NEED DECONSTRUCTION

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SAMPLE – TOP-DOWN NEED DECONSTRUCTION

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SAMPLE – TOP-DOWN NEED DECONSTRUCTION

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SAMPLE – TOP-DOWN NEED DECONSTRUCTION

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SAMPLE – TOP-DOWN NEED DECONSTRUCTION

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SAMPLE – TOP-DOWN NEED DECONSTRUCTION

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SAMPLE – TOP-DOWN NEED DECONSTRUCTION

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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

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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

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BOTTOM-UP NEEDS DECONSTRUCTION

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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

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SAMPLE: NEEDS, DRIVERS AND CONTEXT

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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

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ACTIVITY 15: IDEA GENERATION

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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

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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

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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.)

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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

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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

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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

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IDEA GENERATION

Use bottom-up need

deconstruction to

generate ideas

Consider each sub-need

and generate ideas to

address it

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IDEA GENERATION

Use top-up need deconstruction to generate ideas

Consider each sub-need and generate ideas to address it

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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

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EVALUATION MATRIX SAMPLE

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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

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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.

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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.

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READING ACTIVITY 6

Readings: Bottom-Up Enterprise - Chapter 3

Subsistence Marketplaces - Chapter 8

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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

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THE NEED

Lack of information connectivity between

fishermen and merchants

No tools or technological methods available

to trade information efficiently

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DRIVERS OF NEEDS

Uncertain supply and demand of fish

Limited storage and transport

Waste being generated

Uncertain Income

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CONTEXT ELEMENTS

More than 3.5 million fishermen

More than 3000 villages

3rd largest fishing industry

8118 km of coastline

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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

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BOTTOM-UP NEEDS DECONSTRUCTION

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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

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POTENTIAL IDEAS FOR CONCEPT DESIGN

Stationary Kiosk

Cell-Phone Based System

Weather Insurance

Radio Based

Fishing Database

Mobile Kiosk

Modified “Morse Code”

Call Center

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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

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ACTIVITY 23: REPEAT CRITERIA GENERATION EXERCISE

Rank your concepts

Consider the ranking

List criteria

Consolidate criteria

See sample in next page

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REDO EVALUATION MATRIX

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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

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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

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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

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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

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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

MODULE 3

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

MODULE 3

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

MODULE 3

profitsplanet .

people

community

employment

reduced waste

sustainable fishing

value for all

sustainable revenue

Sangam