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A Day in the Life PowerPoint Presentation
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A Day in the Life

A Day in the Life

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A Day in the Life

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

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

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

  4. Meet Kelly.

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

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

  7. What is Journey Mapping? "document the customer experience through their perspective, helping you best understand how customers are interacting with you now and helps you identify areas for improvement moving forward."

  8. Meet Jane.

  9. During a visit with her case manager at the county assistance office, Jane notices a flyer for a healthcare training program. She asked her case manager about the program, and the case manager encouraged her to call the number listed on the flyer. • Not confident in her English-speaking abilities, she waited two weeks before calling the program. When she did finally call, the individual on the line seemed very nice and gave her an address, but she had trouble understanding the lady in order to write it down. • The next week, she returned to the county assistance office and inquired again with her case manager about the program. • This time, the case manager offered to call the program for her; set up an interview for her the next day and wrote the address of the program on a piece of paper. Actions taken by Jane 1

  10. The next morning, Jane took two buses in order to get to the location of the healthcare training program interview. Her mother was not feeling well, so she had to bring her four children with her. • During the interview, the intake coordinator informed her of all the documentation that was required for enrollment in the program and told her that it sounded like she would be enrolled if she brought the required documents back. With her mother sick, Jane did not get back down to the site for another week. When she did, she was informed that she needed to take the TABE test. She could not bring her children to the testing environment, so she told the intake coordinator that she would have to come another day. Jane’s Mom Bus driver Intake Coordinator Intake Coordinator Jane’s Mom Jane’s 4 kids Jane’s 4 kids Other bus riders Intake Coordinator ON STAGE: People with whom Jane comes in direct contact. 2

  11. Jane’s mother was feeling better the next day, so she was able to head back down to the site, take the TABE test and find out her results. During this visit, Jane was assigned an HPOG case manager. Jane’s HPOG case manager explained to her the results of her test and the courses that she would need to take in order to become eligible to enroll in the radiologic technician program that she was interested in. • To start her on her way, Jane’s case manager enrolled her in two remedial courses at the local Adult Education provider: one for ESL and one GED preparation because Jane does not have her high school diploma. ON STAGE: Things or processes with which Jane comes in direct contact. TABE Test TABE Test Course Requirements Course Materials for ESL Registration Materials Course Materials for GED TABE testing room Pen/Paper 3

  12. I don’t know what she said! I am so frustrated! I hate this feeling! • During a visit with her case manager at the county assistance office, Jane notices a flyer for a healthcare training program. She asked her case manager about the program, and the case manager encouraged her to call the number listed on the flyer. • Not confident in her English-speaking abilities, she waited two weeks before calling the program. When she did finally call, the individual on the line seemed very nice and gave her an address, but she had trouble understanding the lady in order to write it down. • The next week, she returned to the county assistance office and inquired again with her case manager about the program. • This time, the case manager offered to call the program for her; set up an interview for her the next day and wrote the address of the program on a piece of paper. What Jane is thinking 1

  13. The next morning, Jane took two buses in order to get to the location of the healthcare training program interview. Her mother was not feeling well, so she had to bring her four children with her. • During the interview, the intake coordinator informed her of all the documentation that was required for enrollment in the program and told her that it sounded like she would be enrolled if she brought the required documents back. With her mother sick, Jane did not get back down to the site for another week. When she did, she was informed that she needed to take the TABE test. She could not bring her children to the testing environment, so she told the intake coordinator that she would have to come another day. Bus Depot Manager Mother’s doctor HPOG Program Director Other HPOG staff TABE Test Facilitator HPOG Program Director BACK STAGE: People that facilitate Jane’s experience, but with whom Jane DOES NOT come in direct contact. 2

  14. Jane’s mother was feeling better the next day, so she was able to head back down to the site, take the TABE test and find out her results. During this visit, Jane was assigned an HPOG case manager. Jane’s HPOG case manager explained to her the results of her test and the courses that she would need to take in order to become eligible to enroll in the radiologic technician program that she was interested in. • To start her on her way, Jane’s case manager enrolled her in two remedial courses at the local Adult Education provider: one for ESL and one GED preparation because Jane does not have her high school diploma. BACK STAGE: Things and processes that facilitate Jane’s experience, but with which Jane DOES NOT come in direct contact. Adult Ed provider Radiological Tech curriculum Data collection system GED company HPOG Program TABE Test Company 3

  15. I don’t know what she said! I am so frustrated! I hate this feeling! • During a visit with her case manager at the county assistance office, Jane notices a flyer for a healthcare training program. She asked her case manager about the program, and the case manager encouraged her to call the number listed on the flyer. • Not confident in her English-speaking abilities, she waited two weeks before calling the program. When she did finally call, the individual on the line seemed very nice and gave her an address, but she had trouble understanding the lady in order to write it down. • The next week, she returned to the county assistance office and inquired again with her case manager about the program. • This time, the case manager offered to call the program for her; set up an interview for her the next day and wrote the address of the program on a piece of paper. Case Manager Intake Coordinator Case Manager Other individuals at CAO Woman from health care program Jane’s home Other county assistance office staff Health care flyer Pen/Paper Case Manager’s Desk Pen/Paper Phone County Assistance Office County Assistance Office Other case managers HPOG program Director of County Assistance Office Health care instructors Director of Health care Program Other students Phone company Phone Phone company Cell tower Printer Marketing Department 1

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

  17. Next Steps • Take two minutes to look at your piece of Jane’s journey. • For each actionconsider whether Jane’s expectations are being met. • Place a Green dot those actions which are meeting Jane’s expectations. • Put a red dot on those actions which are NOT meeting Jane’s expectations. • Put a yellow dot next to those actions about which you are not sure.

  18. Next Steps • Take 3 minutes to consider the moments that matter to Jane on your part of the story. • Review the places that you put green, red and yellow dots. • Which action might have completely changed Jane’s experience? • Once you have chosen the moment, please put a piece of string there.

  19. Thank you!