Objective:
To devise innovative business proposals and prototypes to transform a waste asset into something that could be sold or traded; a product/service that creates impact for the community while also demonstrating a sustainable approach to using physical resources to achieve this, respecting the natural environment.
In setting out to achieving this objective it is anticipated learners will be better able to:
- Explore sustainable business modelling
- Develop creative thinking
- Present in a Real world format
- Evidence the power of group work as more ideas are created through team work.
Overview:
Hotbox 500 provides a unique opportunity for students to develop their entrepreneurial skills for community and environmental benefit. In short, a company is asked to donate 500 units of a product. Given the sustainability element of this project these are typically products that would otherwise be recycled or go direct to landfill. The aim of this activity is for students to repurpose these products in another context.
Activity:
Session 1 (1.5 hrs) In one large group students are introduced to the idea of flourishing organisations; that is those characterised by values-based, vision driven business, with stakeholders who are committed to creating products, processes, and business models that address the major issues of our time (Senge, 2014). Following this an introduction to the Hotbox 500 brief (see below) is given and several units of the donated product distributed among the group.
Hotbox 500 Brief
To devise innovative proposals and prototypes to transform this asset into something that could be sold or traded; a product/service that creates impact for the community as they define it, while also demonstrating a sustainable approach to using physical resources to achieve this, respecting the natural environment.
Students are then separated in to groups working in 4-6 in a team. Between now and the following session each group is to go away and initially brainstorm ideas of potential alternative uses and applications for the product. They are prompted by three questions that will aid them in this process:
1. What is the opportunity they are trying to create with this asset?;
2. What are they trying to do differently?;
3. How are they trying to address a real-world need?
Session 2 (2 hrs) â The groups are introduced to creative thinking in the context of identifying what creative people do that is different- their methods and behaviours- to aid students in the formulation of alternative applications for the product. Following this students put into practice these methods and behaviours. This part of the session is informed and supported by the text Sticky Wisdom (Allan et al, 2002). The role of facilitator here is to nurture the studentâs ideas and build on the core questions set from the previous session. The facilitator sets âSUN not RAINâ ground rules to the students (see below).
Suspend Judgement,
Understand others proposals, no matter how crazy,
Nurture and build on Ideas
SUN
Don't React and judge an idea as being no good;
Assume that you know all the facts;
Insist on your point of view being the only right one;
Be Negative
RAIN
After establishing the ground rules the facilitator then leads the group through a creative thinking tool which enables students to explore the issues/challenges with their product from an entirely different perspective. Random Links (Allan et al, 2002) is suggested but others can be used by the facilitator.
Random Links
Step One: Pick any random object it may be immediately around you or be something from your imagination. It has to be as unconnected from the current issue you are trying to resolve as possible.
Step Two: Having picked an object (e.g. a keyring) the group now considers everything they know about said object from its physical properties to its function and symbolic value.
Step Three: Having considered the qualities of the random object at great length students then connect the properties of the object to the issues theyâre facing asking the question âWhat can this object usefully tell us about our issue?â.
Step Four: They then build up a picture of their issue and the qualities of the random link that have developed their thinking. This should enhance the business case they subsequently develop. They may even wish to role play a scenario around the service or product they are developing. This adds ârealnessâ to the idea and is great way to prototype their ideas through innovative presentations with an audience.
Between now and the following session students are asked to complete a business case framework and develop a short presentation.
Session 3 (10-15 mins per group)
Each group gives their presentation in answer to the original brief in front a panel which includes the organisation that donated the original product. The panel will be looking for a product that incorporates the sustainable and environmental values of the brief. presentation (10-15 minutes).
Skill Development
Includes:
- Creativity
- Team working
- Real-world Presentation
- Negotiation and persuasion with peers and clients
- Sustainable business modelling
Resources
500 donated products.Â
Random objects for random links exercise.
Business Case Framework Template
References
Allan, D., Kingdon, M., Murrin, K. and Rudkin, D. (2002) Sticky Wisdom. London: Capstone Publishing Limited.
Senge, P. (2014) Foreward. In Laszlo, C. and Brown, J. Flourishing Enterprise- The New Spirit of Business. California: Stanford University Press.