Skill up training workshop

SKILL UP TRAINING WORKSHOP Hong Li | 2014 | Master of Design for Services | University of Dundee | ID 130020323

Project Blogďźšhttp://masterofdesignforservices.weebly.com/

Executive Summary

Hong Li’s project focuses on developing and applying service design methods to build a self-sustainable system for Tullochan, a non-profit organisation who delivers a wide range of youth work services to communities in West Dunbartonshire, to allow the organisation to rely less on traditional funding streams under the recovery from the economic recession. The system Hong has conceived provides an engaging experience of skilled learning journeys for local young people aged 18-22, who are disengaged from mainstream education for various reasons, to build their confidence and improve employability.

Tullochan’s initial idea is to make a capital investment in a large property to operate as a social enterprise.

Through research and cost-benefit analysis, evidence from the existing examples indicates that the level of a selfsustainable system is based on financial objectives, the type of social enterprise, and its maturity. It is unlikely that Tullochan can completely achieve its self-sustainability through investing in a castle to manage as a training hotel, due to having high risk, high start-up cost, slow turnover and lack of hotel management experience. Instead, a low risk, low cost, and effective pop-up approach is suggested.

Hong then focuses on using existing resources to redesign and refine the system. A Skill Up Training Workshop is designed as a system for Tullochan to make full use of its existing resources and collaborate with the local schools, communities, organisations and local government. This is an interactive approach, providing the local young people with a skilled learning journey from being an observer to facilitator.

The young people can find out about the service through various approaches as an observer, and they would sign up for a one to one meeting with a mentor, who helps to arrange a taster week. During the taster week, the young people can customise their own learning with a learning package, choosing from more than ten different workshops. Then they will confirm their learning package and start the twelve-week training. The system is designed to work in partnerships with local businesses and communities, thus it will provide a real-world practice platform and job opportunities. As a final task, they will be asked to set up a graduation pop-up event as a facilitator, with varied practical skills they learned during the training. Eventually, they will graduate with an achievement certificate, reference, CV and confidence after the training.

The Skill Up Training Workshop is the beginning of a self-sustainable system for Tullochan. It can be further developed and designed in more detail, to enable the small scale system to transform into a larger scale selfsustainable system in the long-term.

Contents

Executive Summary Contents Background 1. The Effects of Recession 2. The Clients & the Challenge 3. The Users & the Challenge Research & Insights 1. Initial Insights 2. Cost-Benefit Analysis 3. Opportunities Ideation 1. Think Big Start Small 2. What are the young people’s needs?

3. Pop-Up Sushi Making Workshop Final Design 1. What it is?

2. What are the workshops?

3. How does it work?

4. Testing Next Steps 1. Conclusion 2. Recommendations Glossary Bibliography Appendices Acknowledgement

001 002 004 006 010 012 018 020 028 030 034 040 042 044 045 054 056 062 062 063 064 066 068 105

Background

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1. The Effects of Recession 2. The Clients & the Challenge 2.1 Stakeholders 2.2 Self-Sustainability 3. The Users & the Challenge 3.1 The Area 3.2 Employability

1. The Effects of Recession

GDP quarter on quarter growth from peak for previous and latest economic downturns

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Source: Office for National Statistic

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Britain officially entered recession on 23 January 2008 when the Office for National Statistics (ONS) reported that the economy had shrunk through the last two quarters of 2008. The ONS also calculated that the global financial crisis plunged the UK into its longest and deepest recession since comparable records began in 1973. Still, negative effects can be felt everywhere in the lives of British people.

Youth unemployment is now one of the greatest challenges facing Britain. According to the ONS figures, nearly one million young people aged 16-24 are currently Not in Education, Employment or Training (NEET) in 2014 – approximately 1 in 7 young people. By comparison with other age groups, 922,000 young people aged 18-24 form the highest rate of NEET. It is possible that we will all know someone who is in this NEET category. % of young people who are NEET: UK, 2002-2014 Seasonally adjusted 20%

aged 18-24

15% aged 16-24

10%

aged 16-17

5% 0% 2002

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The negative impact from the recession’s lingering effects can be seen not only in young people’s lives, but also on the non-profit sector. Needless to say the significant economic stress has been a major factor in non-profit fundraising since the great recession hit in 2008. Globally, the non-profit sector is suffering from cuts in traditional funding streams. The financial environment has never become more difficult for non-profit sector to struggle to survive, and it is becoming increasingly worse.

2. The Clients & the Challenge 2.1 Stakeholders Big Lottery Fund is working with Taylor Haig and the Young Foundation, experts in innovation, change and service design, to support fifteen voluntary sector organisations within Scotland, who are interested to take part in service redesign of their organisations to become Better By Design.

Better By Design aims to develop and apply service design methods to help those organisations to understand their users and identify where they are and where they want to be and hopefully become self-sustainable without over-reliance on traditional funding streams. This allows those organisations to look at themselves holistically, improve and develop their services.

As a service designer, I have been working directly with Taylor Haig, undertaking Better By Design to support Tullochan, one of the fifteen voluntary sector organisations that delivers a wide range of youth work services to communities in West Dunbartonshire.

The project focuses on using service design methods to build a self-sustainable system for Tullochan, to allow the organisation to rely less on traditional funding streams. Additionally, the system provides an engaging experience of skilled learning journeys for local young people aged 18-22, who are disengaged from mainstream education for various reasons, to build confidence and improve employability.

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2.2 Self-Sustainability The research of The National Council for Voluntary Organisations (NCVO) shows that as a result of the economic downturn, the total amount of charitable giving has declined by 11% since 2007; the combination of fewer people giving donations and smaller average donations has led to the decline.

“A harsh financial climate tends to exacerbate the problems we face as a society, and as a result, many charities are facing a huge increase in demand for their services as the sector looks to support people through difficult circumstances.” (NCVO, 2013) “Charities face the very real challenge of having to do more with less, and in some cases nothing.” (David Kane and James Allen, 2011) The need for non-profit services is high and out of balance with the limited resources available. The dramatic decline in traditional funding has forced the non-profit organisations to become self-sustainable, in order to survive without over-reliance on traditional funding in the economic downturn. Consistent with other non-profit organisations, Tullochan is facing a myriad of challenges resulting from cuts in traditional funding streams, and urgently needs to transform into a self-sustainable system. The main rationale for my project is to help Tullochan achieve self-sustainability through applying Service Design methods.

“By focusing on the dynamics between systems, sustainability can be achieved. In organizations, by focusing on relationships and community building, self-sustainability can be achieved.” (Harvard’s Sustainability Science Program, 2001)

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While there is no one formula for achieving self-sustainability, I found strategies that effective non-profit organisations have in common. The following are some of those promising measures I gathered from the research and personal interviews.

• Building deep roots in the local community.

• Empathic promotion is needed to maximise visibility.

• Collaborate with other organisations that have similar goals.

• Seek for any possible donors and volunteers who believe in it.

• Reconsider the new project, evaluate if it is too risky or costly to manage.

• Cut unessential cost and lower fundraising costs as much as possible.

• Keep fundraising in a creative way and improving fundraising approaches.

3. The User & the Challenge 3.1 The Area West Dunbartonshire is one of the most deprived areas in Scotland and the local young people are less likely to go into further education or full-time employment. Evidence demonstrates that growing up in poverty can negatively impact young people’s lives and development.

According to the figures from West Dunbartonshire Council, there were 11,664 young people aged 16-25 living in West Dunbartonshire in 2012/2013. In this age group, 750 young people were presented as homeless; teen pregnancy rate had increased to 31%; school rolls in secondary schools continue to decline as figure 1 shows; 22% of secondary students were entitled to and taking free school meals as figure 2 shows; the number of school leavers entering full time higher or further education decreased by 2.6% and the number leaving to employment was 3.5% fewer than the national average as figure 3 shows.

The users in my project are these local young people aged 18-22, who are progressing from school into further education, employment and training, and focuses on those who are currently not or are at risk of becoming disengaged from education, employment or training for various reasons.

These young people have a range of problems which include isolation, low self-esteem, lack of confidence to progress and having difficult backgrounds with challenging delinquent behaviour, poor attendance or truancy. The key issue is to uncover what the local young people can do to better equip themselves to enhance employability and succeed in their lives.

1. School Roll 2. Destinations of School Leavers 3. Precentae of entitled to and taking free school meals

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3 Image by Hong Li Data were collected from West Dunbartonshire Council: Social and Economic Profile, 2012/13.

School Rolls at September Students Census 5987

Number of Students

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Presentage of Pupils Entitled to and Taking Free School Meals (Feb2011)

5789 5692 5524

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Primary 28%

Secondary 22%

Special 52%

Destinations of School Leaver 2009-2011

Deistination of School leavers West Dun bartonshire Compared to Scotland

3.2 Employability Many reports and newspapers have described the difficulty young people have in being accepted to university or being offered full time employment. The annual study of 566 UK employers for Confederation of British Industry points out that a significant number of employers have concerns about young people’s employability. 69% complained about inadequate business and customer awareness and 55% highlighted poor self-management skills.

Scottish Qualifications Authority, a well-known Scottish national accreditation and awarding body, defines that employability includes areas such as effective time management, planning and organising, the ability to work with others to achieve a common goal, and to manage and be managed by others. The seven key components of employability are: • Self-management • Team-working • Employer and customer awareness • Problem solving • Communication and literacy • Application of numeracy • Application of IT While there are numerous different definitions of employability, it is arguable that specific definitions are less accurate than a survey conducted by UK Commission for Employment and Skills which gathered viewpoints from nearly 90,000 workplaces.

The chart shows that employers have found their young employees to be poorly prepared for a variety of reasons. Some of the skills employers expect from their young employees are different from traditional judgment thinking.

Literacy and numeracy or a poor education are often considered as the reason. However, these factors only account for a small minority of employers. Only 5% of employers find their sixteen-year-old employees to lack literacy or numeracy skills. In contrast, employers expect young employees to have work experience, attitude and motivation, which are the key dominant factors for all age groups. It can be clearly seen from the chart that the younger the age group, the poorer they are prepared for a job. In order to build up youth employability, one of the problems that must be urgently addressed is to equip young people with real-world work experience, proper attitude for work and skills they need to move into the workplace.

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Employers' views of young people Percentage of young people who are found to be poorly or very poorly prepared by season (base all employers who have recruited a young person in each respective age cohort) (Source ESS 2011)

Poor education

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Lack of common sense

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5%

11%

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Poor atitude/ personality or lack of motivation Lack required skills or competencies

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17 -18 year old College Leavers

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Lack of working world/ life experience

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Research & Insights To empower the young people living in West Dunbartonshire through employability skills training, Tullochan hopes to create a training academy. Tullochan’s initial idea is to make a capital investment in a large property to operate as a social enterprise, for young people to improve employability in a real-life work environment; and for Tullochan itself to use the profits from the hotel to achieve self-sustainability.

Research on the cost-benefit analysis of managing a social enterprise around various non-profit organisations, local communities and individuals was conducted. In order to gather insights on operating a social enterprise, a wide range of approaches including interviews, case studies, observations, reflections and knowledge swatches were applied. “Knowledge swatches are simple and flexible tool designed to capture and make sense of information gathered during research.� (Hazel White, http://hazelsnotes.wordpress. com/interactive-craft/knowledge-swatches/) This tool was used as a concise case study to document successful and failed examples. These cases are contrasted to help Tullochan to evaluate the costs and benefits of concept development.

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Research & Insights 1. Initial Insights Insight 1 Insight 2 Insight 3 2. Cost-Benefit Analysis 2.1 Benefit to Both 2.2 Negative factors 3. Opportunities Insight 4 Insight 5 Insight 6

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1. Initial Insights

Insight 1: “The hotel is just a platform for teaching and learning, not for profit” The Burghfield House Hotel, operated by the North Highland College, is a good example of a training hotel. I conducted the interviews respectively with the hotel manager Russell Rekhy and the course leader Anne Frew.

These two interviews combined to produce a full image of how the system works. Below are the key outcomes from these interviews: • Unlike other traditional universities, the college provides a teaching and learning platform - Burghfield House Hotel - for their trainees to experience and learn from the real-world practice.

• Despite the high cost of managing a training hotel, the hotel has stable funding and free space supported from the college.

• Instead of putting all their trainees into a manufactory education system, they consider their trainees individually and offer them various skills to learn from.

• The trainees’ motivation comes from the interesting challenges set for them. If any trainee wishes to stay after graduation, he/she can become a trainer by completing the supervisor-training course.

• Before entering the course, trainees need to have a target and know exactly what they want to achieve from the course.

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Burghfield House operates as a training hotel by North Highland College. It offers a range of courses in hospitality and cookery, including a tourism and hospitality honours degree. Students can also study for Scottish vocational and higher national qualifications there.

when does it run/when was it set up?

what is the relevance to your organisation/project?

2010

Both of the projects aimed at training young people to enhance employability and increase confidence.

you can find out more here: http://www.burghfieldhouse.co.uk/

who are you?

how does it work?

Ringo & Tullochan

who pays for it?

North Highland College European Regional Development Fund (ERDF) European Social Fund (ESF)

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Insight 2: “The trading climate has become increasingly difficult” To discover the challenges and underlying issues of running a social enterprise, an interview with Aberdeen Foyer’s head office staff, focused on the terminated project - Aberdeen Foyer Restaurant & Gallery, was carried out.

Aberdeen Foyer is a charitable organisation and social enterprise that aims to prevent and alleviate youth homelessness and unemployment. As one of their projects, Aberdeen Foyer Restaurant & Gallery (opened in 1999 as a social enterprise,) used its profits to combat youth unemployment and homelessness. On one hand, in a stable and promising business environment internally and externally, profits from the restaurant were all invested to support Aberdeen Foyer’s other projects that support accommodation provision, learning, training and employability services for disadvantaged young people. On the other hand, this left no room for the further development and the risk management of the restaurant itself.

Ken Milroy, the Chief executive of the restaurant said: “The trading climate has become increasingly difficult for many businesses and our restaurant is no exception.” The economic downturn led to less profit for the restaurant. As a result, Aberdeen Foyer had to shut down the restaurant and focus funds on other projects in 2013.

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Aberdeen Foyer Restaurant & Gallery was one of Aberdeen Foyer’s projects as a social enterprise, to support youth unemployment and homelessness through its profits.

when does it run/when was it set up?

what is the relevance to your organisation/project?

1999 – 2013

This example helps to evaluate the costs and benefits of managing a social enterprise. It implies that the overall market environment is shrinking.

you can find out more here: http://news.stv.tv/north/209017-aberdeens-thefoyer-restaurant-closes-amid-funding-issues/

who are you?

how does it work?

Ringo & Tullochan

Restaurant Profits Aberdeen Foyer Foundation Local Funders, Donators

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Insight 3: Use big money ($) to pay the small restaurant bill (₫) As a social enterprise in Vietnam with a strong global fundraising support from Australia, KOTO currently comprises restaurants, catering services, cooking class, online bakery and training centre. The 24-month programme provides homeless and disadvantaged youth aged 16-22 with vocational training in the hospitality industry and essential life skills for personal development.

The training takes place partly in their two non-profit restaurants and partly in the training centre. Trainees are given thorough health checks and vaccinations, and provided with uniforms, laundry, lunch, accommodation in share houses, on-going medical care and a monthly training allowance.

KOTO has a 100% success rate placing graduates in their first job in the hospitality industry. Despite this, many graduates of KOTO continue their career development by working at the KOTO restaurants and other businesses of KOTO enterprise, supporting the new trainees. Many trainees experienced their transformation from abandoned, neglected, insecure young individuals with low self-esteem to empowered, knowledgeable and optimistic young people.

KOTO programme is a successful example as a social enterprise, as the self-sustainable system fully supports the programme, by using ‘big money ($)’ gathered globally to pay the ‘small restaurant bill (₫)’ in a developing country.

However, the situation is different from Tullochan, as they focus more on local engagement, without a strong and stable fundraising system to pay the ‘bigger training hotel bill (£)’.

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who pays for it?

Provide street and disadvantaged youth with vocational training in the hospitality industry and essential life skills for personal development in order to alleviate urban poverty, which lasts for 24 month.

The training curriculum is provided by the Box Hill Institute Victoria in Australia. when does it run/when was it set up?

what is the relevance to your organisation/project?

2000

Both of the projects aimed at training disadvantaged individuals to improve employability and have confidence in their lives.

you can find out more here: http://www.koto.com.au/about-koto

who are you?

how does it work?

Ringo & Tullochan

KOTO Foundation Individual donors (Foundations, Companies)

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KOTO Foundation

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2. Cost-Benefit Analysis Through on-going research, evidence from the existing examples and cost-benefit evaluation indicates that setting up a social enterprise is a considerable approach in achieving self-sustainability through earned income. However, it is important to note that a self-sustainable system requires pursuing a long-term process and the level of self-sustainability is based on financial objectives, the type of social enterprise, and its maturity. It is unlikely that Tullochan can completely achieve its self-sustainability through making a capital investment in a large property to operate as a training hotel (social enterprise), due to having high risk, high start-up cost, slow turnover and lack of hotel management experience, as the cost-benefit analysis illustrates.

2.1 Benefit to Both The training hotel idea would benefit both the local young people and Tullochan, as it would provide a teaching and learning platform for the young people to learn practical employability skills and then gain real-world work experience. Ideally, the training hotel would be a job opportunity for the young people, through the advancement from trainee to trainer after a further supervisor-training programme. But alternatively, they may pursue other careers with their proved skills and experience. Furthermore, the training hotel would also be a positive advertisement platform for Tullochan to engage the public with the skill training programme.

2.2 Negative factors Negative factors include high cost (such as tax, property and maintenance), high risk, seasonal variable revenue, slow turnover and lack of management experience. These are barriers that Tullochan needs to overcome to operate a hotel under today’s economic background. Without enough funding, resources and hotel management experience, it might lead to a market failure.

There are a lot of risks associated with running a business. The case of the Aberdeen Foyer Restaurant & Gallery, which was shut down last year, implies that the overall market environment is shrinking. As a non-profit organisation, Tullochan should spend funding and public donations responsibly. Every decision should be carefully considered – is the risk too big to take? In my opinion, it is.

As far as I am concerned, the training hotel system might not be a self-sustainable option. A capital investment in a large property can be a heavy load for a small non-profit organisation like Tullochan. Instead, a low risk, low cost, and effective system or collaboration with other experienced social enterprises should be considered.

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3. Opportunities As mentioned before, the training hotel system might not be self-sustainable and far from solving the root of the problem, though it would be a desirable platform that supports youth employability skill training and confidence building. I started exploring all the other possibilities and researched finding a self-sustainable system to learn from.

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Insight 4: “It is locals' gallery, not only Garden Centre Services gallery” Garden Centre Services was established in Chicago as a non-profit organisation to support children with developmental disabilities and their families. The telephone interviews were conducted respectively with the fundraiser, Jennifer Georgis, and the course director, Beth Kopf.

The interviews with these two experts gave insights on how to achieve self-sustainability, and to increase funding for such a non-profit sector. They both pointed out the importance of collaborating with the public and locals in the nonprofit sector. Key outcomes are as follows: • The non-profit sector is facing a transition period due to traditional fund minimizing. The pressing matter of the moment is shifting to a self-sustainable system instead of an over-reliance on external sources of funding.

• It is important to build roots in the local communities and strengthen local loyalty to the organisation.

• Maximise promotions, call out for volunteers and ask for donations/available areas to use from supporters.

• Hold creative pop-up events for donations as an efficient approach to lowering fundraising costs.

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who pays for it?

when does it run/when was it set up?

what is the relevance to your organisation/project?

1956

Both of the organisations are non-profit and focused on helping disadvantage individuals to gain skills to change their living qualities from a wide range of programmes and sub-agencies.

you can find out more here: http://www.gardencenterservices.org/

Both of the organisations are facing the challenges of the reducing funding support and the transition period of shifting to a self-sustainable system .

who are you?

It started as an organization run entirely from a space above the garage at Reavis High School has blossomed into a multi-program agency that has a reputation for providing outstanding services to adults with disabilities.

Ringo & Tullochan

how does it work?

knowledge

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Children with developmental disabilities and their families.

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Insight 5: Crowdfunding for a ‘cool’ skill Young Maker conducts a pop-up workshop that introduces the learning experience and fun of 3D printing to young people living in disadvantaged communities in Canada. Fundraising is necessary to finance the purchase of a 3D printer and accessories that would be used exclusively for community benefit. The goal was to gather $5,400 as a one off payment to buy a 3D printer.

Young Maker gathered more than 70 communities and individuals worldwide to sponsor the programme through Crowdfunding, a creative popular online fundraising technique that raised a total of $6,000. This shows that opportunity for collaboration between organisations opened up during the fundraising process.

The pop-up workshop has been conducted in more than eight local schools, two local communities and the Ottawa Public Library. This indicates that the pop-up workshop is a highly mobile and portable platform for skill teaching and learning. The local young people are fascinated in this 'cool' technology, at the same time, learning multi-skills such as basic IT skills, basic design and model making.

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who pays for it?

It is a social innovation program introducing youth to the learning experience and fun of 3D printing through pop-up workshop. The aim of the programme is to raise sufficient funds to buy a desktop 3D printer and accessories that would be used exclusively for community benefit.

when does it run/when was it set up?

what is the relevance to your organisation/project?

2013

This case study indicates the value of using 3D printing skill to engage young people in skilled learning. In addition, collaboration opportunity between organisations could be opened up during the fundraising process.

you can find out more here: http://youngmaker.ca/

who are you?

how does it work?

Ringo & Tullochan

Crowdfunding (a creative online fundraising technique)

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Young Maker

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Insight 6: An efficient approach to public engagement The Dundee Festival of Volunteering is a local volunteer community groups’ get-together event for celebration, member recruitment and collaboration amongst the groups. This is similar to the Dundee WestFest’s Big Sunday, which is an annual summer event with live music, food, drinks, gardening plants and activities for children. The public were effectively engaged with these interactive pop-up events in this festive environment.

This shows that pop-up events are eye-catching, interactive and highly mobile platform for public engagement. In addition, with something to play, share and remember, the event would help with increasing positive word of mouth promotion, donations, and volunteering.

Image by Hong Li

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Ideation

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Ideation 1. Think Big Start Small 1.1 Collaboration 1.2 Pop-Up Approach 2. What are the young people’s needs?

2.1 Empathy Building 2.2 Confidence Building 3. Pop-Up Sushi Making Workshop

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1. Think Big Start Small “Sustainability can be achieved through a combination of philanthropy, government subsidy, and earned revenue.

Self-sufficiency can only be achieved by completely relying on earned income.� (Zira J, 2009) As highlighted in the previous chapter, a capital investment in a large property can be a heavy load for a small non-profit organisation like Tullochan. As an alternative, making full use of existing resources to redesign and refine the system is suggested. Tullochan has already successfully developed many programmes around West Dunbartonshire, and also has a longterm partnership with local schools. It would be effective to capitalise on these existing resources to achieve sustainability at the initial stage, which then allows them to achieve self-sustainability.

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1.1 Collaboration “Success is achieved through being inspired by the thing you’re pursuing. When applied to sustainability, success means that entities can achieve self-sustainability through community and relationships.” (Simon Sinek, 2010) It is important for the non-profit sector to build up local community roots. To achieve self-sustainability, collaboration amongst local schools, communities, and organisations is necessary.

Tullochan operates an ‘Inspiring Scotland’ programme in partnership with Inspiring Scotland, a venture philanthropy organisation that uses skills to improve the lives of Scotland’s most disadvantaged people. The programme is also in partnership with West of Scotland College’s Clydebank Campus, which provides taster sessions including construction, engineering, hospitality and hairdressing. These vocational courses are led by college lecturers and supported by Tullochan staff.

A lecture about the impact of local organisations was given to the local young people during one of the user observations in West Dunbartonshire. ‘Tullochan’ and ‘Right Track Scotland’ were the most frequent answers by the local young people, when asked ‘who are organisations that help your community’.

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Right Track Scotland and Tullochan are both non-profit organisations aiming to support the local young people who were not engaged in training, education or employment opportunities. It may be worthwhile for Tullochan to consider collaborating with organisations who share or have similar goals, as this helps reduce competitions for funding streams and would enable more organisations be benefit.

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1.2 Pop-Up Approach During the observations, I found that pop-up is an affordable and efficient approach to increasing the involvement and awareness from the public. This approach also helps to reach other audiences including users, funders, donors, volunteers and collaborators in one single event. Another appeal of pop-up is the mobility. As a non-profit organisation like Tullochan, it is easier to borrow or use the existing local community centre or open square from the council. Compared with managing a hotel, pop-up approach is a low-risk and low-cost option that is flexible to market changes.

Boasting long-term benefit with short-term commitment, pop-up could be used as an efficient approach for Tullochan to engage the public, in order to raise awareness, provide self-promotion, fundraising, and collaboration.

Additionally, this approach could be used as a platform for the local young people to discover the service as an observer, and build confidence by exhibiting their skills in the graduation pop-up events as a facilitator. More details of how pop-up approach plays its roles can be found in Final Design chapter.

Image by Hong Li

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2. What are the young people’s needs?

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2.1 Empathy Building Cultural probes, one of the user-centred design methods, was applied to build empathy with users through a playful, design-led approach. Dream Bottle workshop was conducted for users to use a variety of playful elements to present their ‘Today’ and ‘Future’, which aims to spark insights, build understanding and encourage storytelling to uncover young people’s needs.

The gap between the users’ dreamy future and their current lives is evident in some users, while some others remain unaware of their future. This made me reconsider my project and realized that I cannot close the gap between their dreamy future and current lives, but I can help them find a path from their current lives to take one step closer to their dreams, by reminding them of their visions and letting them discover the challenges themselves.

Similarly to my project, it is unlikely that all of the young people living in West Dunbartonshire will get a job after the skilled learning journey, but the journey might help them experience the real-world work environment, build confidence and improve employability to take one step closer to their future careers.

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“I love learning but I hate the one-size-fit-all education system, it just doesn't fit me.� (Personal Communication, 2014) The workshop encouraged users to share their stories. Different users from different backgrounds came up with different issues. This inspired me to use persona as a storytelling method to build empathy with the local young people in the design process. A persona that incorporates some of the valuable personal stories revealed during the project was created.

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Persona “Each persona is based on a fictional character whose profile gathers up the features of an existing social group.

In this way the personas assume the attributes of the groups they represent: from their social and demographic characteristics, to their own needs, desires, habits and cultural backgrounds.” (Roberta Tassi, 2008)

NAME: John Age: 19 Location:West Dunbartonshire Occupation: Student

John

Back Story:

John is a niteen-year-old young boy from a single parent family.

He is not engaging in college, unemployed and he is looking for a new career, but he is unsure of what job he would like to do.

• Unsure of his next step • Enjoys modern technology • Passionate about model making • Hates doing homework • Does not have any work • Facebooking experience

h at e I t u b g ar n i n e l e v o l "I ..." e f i l e g e l l co

Ideal experience

• Wishes to be equipped with practical skills and get employed • Wishes to have the ability to help someone else

ATION

Frustrations

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2.2 Confidence Building Having work experience and a proper attitude are the two aforementioned main concepts employers expect from young people, and therefore they are what young people need to improve. In addition, young people need to be equipped with practical life skills before they are ready to be hired.

An interview focused on helping young people explore possible career directions was conducted with Shirley, who is a tutor in Lochee community centre. From her work experience with the local disadvantaged youth group aged 16+, she pointed out that it is difficult to engage young people in learning; they are passionate about new and cool things such as modern technology. As a promising prospect, IT skill might be a good area for them.

My project aims to build confidence and improve youth employability, through skilled learning journeys for the local young people. Simple and easy to learn skills are efficient and effective approaches to gaining confidence. For example, 3D Printing is relatively an easy to learn and easy to use IT skill under the guidance of an experienced mentor.

“Desktop 3D printing is more than just a cool 21st century technology. While today’s desktop 3D printers have limited output capabilities, they offer unbounded potential to stimulate curiosity, imagination and learning.” (Young Maker, 2014) “I don’t bother cooking, but I don’t mind trying 3D Printing” (Street Interview, 2014) BBC news predicts that 3D printing will rapidly change our lives in the next five years. 3D Printing is a promising area for young people, especially for the disadvantaged young people. Mastering one of the latest IT skills will give these disadvantaged young people an advantage.

Image by Hong Li

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3. Pop-Up Sushi Making Workshop Prototype is used as an interactive tool for testing the valuable findings and insights I gathered for the final design.

A Pop-Up Sushi Making Workshop was carried out in the University of Dundee. The aim of the workshop is to discover the value of pop-up approach, as well as the impact of engaging young people with interesting and easy to learn skills, through observing the interaction of users with a service prototype.

“It’s easier than I thought, can’t believe I rolled it in just five minutes!”

“I didn't have sushi making experience before; I’m so surprised how easy and fast it was.”

“I love sushi! Now I don’t need to go to sushi bar, I can make my own sushi rolls at home.”

“They (sushi rolls) are better than the sushi sold at X (local supermarket), because they don't falling apart!”

“It (Matcha) tastes a little bit bitter to me, but it’s something different.”

“What’s Matcha? Can I have some?”

“Can you show me how to make Matcha?”

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The workshop was said to be fun and easy. Apart from that, public engagement could be boosted if the location was set up in a public area, such as city centre or city hall, and with some more extra pre-advertisements and marketing strategies. For further development, different themes and skills could be added in as well.

Highlights Review & Key Outcomes • Although it was a relative quiet time in the university since the college term had ended, users continuously dropped by the workshop even without any pre-advertising.The workshop was totally free, but some users insisted on making a donation. Users even offered job information regarding a local sushi bar.

This confirms that pop-up approach is easy and fast to set up with a relatively low cost, and it is an efficient way of public engagement with a good self-promotion effect. In addition, interesting theme brings word-of-mouth referrals. Donation could be gathered in this way, and can be an avenue to share job opportunities.

• The workshop was highly interactive. Most of the users felt that making a piece of proper sushi was not as hard as they thought before. During the workshop, they asked questions about sushi culture, shared their own experience, gave cooking tips and showed positive thinking and self-encouragement. More importantly, every single user left the workshop with a big smile.

This implies that the learning process should be planned in an interesting, interactive and easy to understand way, as learning a new, easy skill can help boost self-confidence and self-esteem quickly and easily.

• I offered various drinks in my workshop such as coffee, English tea and Matcha (Japanese green tea).However, only Matcha was ordered.

This indicates that users tend to be curious. Especially for young people, who are passionate about new elements such as foreign culture.

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Final Design

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1. What it is? – Skill Up Training Workshop 2. What are the workshops?

3. How does it work? – a journey from observator to facilitator 3.1 Aware 3.2 Join 3.3 Use 3.4 Leave 3.5 Continue 4. Testing 4.1 Storyboard 4.2 Facebook Page 4.3 Testing website

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1. What it is?

- Skill Up Training Workshop The final design is a Skill Up Training Workshop. It is a redesigned system for Tullochan to make full use of existing resources to pursue new opportunities while relying less on traditional funding streams; and also as an interactive approach that provides the local young people an engaging experience of a skilled learning journey from being an observer to facilitator.

The young people can find out about the service through various approaches as an observer, and they would sign up for a one to one meeting with a mentor, who helps to arrange a taster week. During the taster week, the young people can customise their own learning with a learning package, choosing from more than ten different workshops.

Then they will confirm their learning package and start the twelve-week training. The system is designed to work in partnerships with local businesses and communities, thus it will provide a real-world practice platform and job opportunities. As a final task, they will be asked to set up a graduation pop-up event as a facilitator, with varied practical skills they learned during the training. Eventually, they will graduate with an achievement certificate, reference, CV and confidence after the training.

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2. What are the workshops?

My initial concept includes fourteen training workshops, which can be seen from the two idea charts on page 44-45.

Every young person from a different background comes with a different issue. One size does not fit all. Treating them individually is the way to generate respect. The training workshops contain more than ten options as a variety of choices for them to choose. However, it is noteworthy that further development is needed for the workshops, as a way to respond to the local young people’s changing needs and allow them to customise their own learning package.

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All workshops are designed to work in partnerships with local businesses and communities, aimed to support the young people to: • Set up a future vision and identify careers that they would like to pursue through one to one meeting supported by the mentors • Experience a real-world working environment • Build up a positive attitude and personality • Re-engage in learning through various practical life-skill trainings • Develop skills desired by employers to enhance employability • Improve self-confidence, self-esteem and motivation and team-work • Prepare for employment • Obtain a credible achievement certificate for future use in job-hunting

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IDEA CHART

Ways to get the experience and confidence

Activity

Cost (ÂŁ)

Benefit

Per participant

Employability Skills

Barriers

Learning Example

Young People

Tullochan

Set up

Cooking Workshop (e.g. Sushi)

Basic life skill Easy to learn Easy employment

Easy to setup Low cost

300

5

40

Cooking materials Cooking place Tutor

Cooking skill

Build up the interaction and trust instead of a simple cooking class

KOTO

3D Printing Workshop

New technology 'Cool thing' Creativity

Sponsoring machine Multi-function

1400

10

50

3D Printer Tutor Place

3D Printing Design

Need more futher reserach in this area

Young Maker

Easy to learn Easy employment

Environmental friendly Cheap spance

100

10

3

Field Seeds Tutor Tools

Gardening Farming

Need to find a way to build up the interest for youth

Dobbies

High profit Competitive

5000

0

3

Manager Delivery car Package

Driver Package Cooking skill

Need to find out a stable customers group

Takeaway

0

0

5

None

Will not be able to generate profit

Blast off Young Scot

Manager staffs coffee backery

Hospitality

Low profit

Starbucks

place artiest tutor gallery manager

artiest designer crafter

slow turn over

Garden Gallery & Studio

Gardening

Lunch Box

Teamwork Businesss study Practical

Meterial

Resources

Future Vision Self-awareness

Familiar platform Easy to control Low cost Easy to set up

5000

0

0.5

Latte Art

Business skills Communication

Gallery

Creativity, Selfexpression

Well engage with public

1000-15000

10

10

Career Workshop

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Workshop runner

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Ways to get the experience and confidence

Tullochan

Easy to learn Pratical

Easy to setup Low cost

Fast learning skills Popular job

Teaching experience

Wood Turning

Easy to learn Creative

Teaching experience

Elderly Care

Communication Care Responsibility

Link up with another social factor

Sewing

Creative Self employed

Skateboard Crafting

Creative Fun New

Youth Construction

Helping others Challenge Teamwork

Hairdressing

Easy to setup Low cost

Easy to setup

Profit Teaching experience

Set up

Meterial

Resources

Employability Skills

Barriers

Learning Example

500

0

30

Bikes Repair tools Tutor

Bicycle Repair Basic mechanical

With a interactive introduction to show the job

Skillshare Dundee

2000

5

50

Tutor Tools Materials

Hairdressing Beauty care

Difficulty in qualification

Schwarzkopf

Wood Workshop Space

Wood Turning

Safety might become an issue

Skillshare Dundee

Prince’s Trust

1000

10

40

0

0

0

Tutor Social worker Training system

Social Care Social woker

It's a very subtle job

400

0

50

Sewing machine Tutor Garments

Crafting skill Fashion Tailor

It's a very subtle job

Skillshare Dundee

Crafter

High material and space costs

Studio H

20000

0

0

0

25

0

Material Laser cutter Workshop Material Building company Partnership

Building Interial design

Partnership must be required

Youth Bulid

A L D E SI G N

Bicycle Repair

Young People

Per participant

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Activity

Cost (ÂŁ)

Benefit

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There are three representative training workshops amongst these fourteen training workshops, which are: • Print One of a Kind Shoes • Taste of the World • Beauty Me

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Print One of a Kind Shoes WHAT

This workshop will make 3D Printing simple, affordable and open to everyone. It not only provides a fascinating skill for the young people, but also provides multiple basic IT skills to learn from. By empowering the young people through 3D printing, and giving them chances to sell their work in a pop-up event, this would be advantageous for the disadvantaged youth as they will have mastered one of the latest IT skills.

HOW The workshop will offer:

1. Introduction of 3D printing 2. Basic Adobe Illustrator skills 3. Basic 3D Computer-Aided Design (CAD) skills 4. Basic design skills 5. 3D modelling skills

The users will receive:

COST ESTIMATE Material per session Cost per session per participant Startup Cost

£50 £10 £1400

1. A personal 3D printing design diary 2. Own 3D printing work 3. A credible certificate 4. Internship project opportunity 5. Work experience with local employers

TULLOCHAN INPUT

BENEFIT TO YOUNG PEOPLE

Search for volunteer mentor opportunities (from local universities) Seek for any possible machinery supports (from 3D printing companies) Training guidelines

Fun and Interactive Innovative Confidence Certificate Real-World work experience Latest technology

Taste of the World WHAT

This workshop will allow the young people to experience various international cuisine themes. Differing from traditional cooking schools, the workshop provides ideas and hands-on experience in specific areas related to food preparation and food presentation. Easy skills can be learned from the workshop for boosting selfconfidence.For instance, in the Japanese food theme, the young people are able to master how to make proper sushi in a short time.

HOW The workshop will offer:

1. Food safey and healthy eating knowledge 2. Various international cuisine knowledge 3. Easy skills such as cake decorating, basic cooking techniques and outdoor grilling 4. Ideas and hands-on experience in specific areas related to food preparation and food presentation

COST ESTIMATE Material per session Cost per session per participant Startup Cost

TULLOCHAN INPUT Search for volunteer mentor opportunities Build partnerships with local restaurants Training guidelines

£40 £5 £300

The users will receive:

1. An international cuisine receipt 2. A credible certificate 3. Free meal 4. Work experience with local employers

BENEFIT TO YOUNG PEOPLE Fun and Interactive Foreign Culture Confidence Certificate Job opportunity Life Skill

Beauty Me WHAT

This workshop uses and adjusts Tullochan's existing programme, (Inspiring Scotland) that collaborates with West of Scotland College’s Clydebank Campus.

It is available as an National Vocational Qualifications (NVQ) course. Training allowance is also available in this workshop. In addition, it provides free hair cutting services for local care homes, which allows young people to give something back to the local community while they undergo training.

HOW The workshop will offer:

1. The core techniques of hairdressing, such as cutting, styling, colouring and perming 2. Beauty care theory 3. Work experience with local salons 4. Volunteering opportunities

COST ESTIMATE Material per session Cost per session per participant Startup Cost

TULLOCHAN INPUT Collaborate with local colleges Build partnerships with local salons Training guidelines

The users will receive: £50 £5 £2000

1. Practical experience 2. A credible certificate 3. Internship opportunity 4. Training allowance

BENEFIT TO YOUNG PEOPLE

Fun and Interactive Confidence Certificate Job opportunity Practical experience Responsibility

A journey from observer to facilitator

Aware

Join

Physical Evidences

Website School Existing Pop-up event

Customer Actions

Find out the service

Taster

Booking a 1 to 1 meeting

Book a meeting and customise own learning

Join and Sign up

Start the taster week

Register Confirmation

Start induc

Confirm learning package

Get new timetable and Start courses

LINE OF INTERACTION

FaceBook Pop-up Website School Telephone

Front of Stage Interaction

Registration and Confirmation

Trial workshops and introduction

Plan taster workshop timetable

Choose the learning package with mentor's help

Registor w new timeta

LINE OF VISIBILITY Website maintain / update

Back of Stage Interaction

One to one support

Set up Press Release

Introduce the workshops

Fundraising Volunteer recruitment

Trial workshop Feedback

Advice

One to one support

Train start

LINE OF INTERACTION

Support Process

Marketing scheme and branding

Public engagement

Register system and website management

A evaluation and advice system for youth career

Donors & Volunteers join in

le

Use

ction

e t the

ning t

Continue

Warm up activities Real world application CV Certificate Interactive workshops Reference

Pop-up event

Reference CV Certificate

Graduation and the Pop-up event

Orientation

Knowledge Skill

Real word practice

Future activities

Graduation

Skilled and Confident

Future opportunities

Ideal situation

with the able

Leave

Job opportunity Orientation activities

Skilled learning journey

Practice skills in local businesses and communities

Set up Pop-up event

CV building supported by mentors

Skills gained Facilitator

Goal setting

Confidence gained

Share Experience Interview Skills

Supervisor training course

Graduation ceremony

Build partnerships

Fundraising Donation

Ask council for the space Relationships maintain

Prepare ceremony

Welcome the freshers

Interactive teaching and earning system

Volunteer recruitment and training Prepare workshops

Track their work

Feedback support

Re-Engaged in education

Make certificates

CV workshop

Collaboration

Qualification

Networks and Partnerships

Feedback support

Qualification Approval

Engage the public

Relationships maintain Fundraising

Keep generating creative ideas for the workshops Develop a sustainable system

Expan platform

3. How does it work?

Service blueprint is used as a visual design tool to outline the process of how the Skill Up Training Workshop works from multiple viewpoints: • The user – the young people aged 18-22 living in West Dunbartonshire • The service provider – Tullochan • The public – donors, funders, volunteers.

It displays the journey functions (with five stages: aware, join, use, leave and continue) above, and displays the section below the line of visibility to the end user; the backstage processes are documented and aligned to the user experience.

This is a system beneficial to local young people and Tullochan. For the young people, the system provides an interactive learning experience that is different to traditional education, as it focuses on learning practical employability skills such as CV building and interview skills. More importantly, they will be given the opportunities to experience the real-world work environment. For Tullochan, the system brings better marketing and branding efforts to help promote the organisation, recruit volunteers, generate funding streams, and engage with the public through pop-up approach and local collaboration.

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3.1 Aware

The young people can find out about the service from various places and media locations, such as existing local pop-up events, school, or websites, where they can get a feel of the contents of different training workshops as an observer. For instance, at an existing local pop-up event, young people can experience the engaging trial training activities; at local schools, the young people become aware of the service from the posters around the campus or from after school clubs. They can also find out more information through social medias. Next, they will have to sign up to a one to one meeting supported by a mentor, who helps to arrange a taster week. As an alternative, the telephone hotline is always available while needed.

3.2 Join

With the advice from the mentor at the one to one meeting, the young people can customise their own learning with a learning package, choosing from more than ten different workshops for a taster week. During the taster week, the young people will get a rough idea about the workshops. Depending on their preference, working style and availability, the mentor will have another one to one meeting with the young people to confirm their learning package and arrange the new timetable.

3.3 Use

After registration, the young people will start their first week with an orientation for intense action planning and goal setting. Then the young people will officially become trainees and start their twelve-week training programme.

During the training, the trainees will learn varied practical life skills from the mentors, workshops and real-life practice. The system is designed to work in partnerships with local businesses and communities, thus it will provide the trainees a real-world practice platform and job opportunities.

3.4 Leave

Before the trainees leave the service, they will receive an achievement certificate, and their real-world work experience will turn into valuable references for their CV building supported by the mentors. As a final task, the trainees will be asked to set up a graduation pop-up event, in order to celebrate their graduation, present the skills they learned during the training, and run the trial training activities as a facilitator. The graduation pop-up event is designed as a platform for the young people to share their learning experience to the public and help Tullochan to discover potential users that might need the service. It is a win-win solution, enabling Tullochan to recruit more volunteers and gain more donations.

3.5 Continue

Generally speaking, the trainees will re-build confidence after the training programme. Hopefully, they will be engaged or re-engaged in a further training, education or employment. With the skills they learned from the training workshops, they will be able to identify their future career direction, improve their employability, and be prepared for employment. As a sustainable system, trainees will be able to become trainers and stay in the system after a further supervisor-training programme.

4. Testing

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2

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10

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To discover the potential problems that could arise in the system. A storyboard was used to outline every touchpoint in the user journey, the sequence of scenes and transformation the user underwent along the way.

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4.2 Facebook Page As a direct and effective approach for public testing, a Facebook Page was created to present the Skill Up Training Workshop to the public, and especially, to the potential users, as Facebook is one of the most popular social networks for young people. Positive feedback can be seen from the screenshot of the Facebook Page.

This implies that social media is more cost effective than managing a marketing campaign. It provides a platform for testing and broadcasting content out to a wide range of interested audiences. Additionally, it helps to achieve better service, as it supports interactive communication amongst service provider, users, and the public.

For more information: https://www.facebook.com/skilluptrainingworkshop

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4.3 Testing website A functional Skill Up Training Workshop website in a virtual environment was created in the testing section. Compared with a questionnaire, the testing website is a storytelling approach to gathering feedback, as it provides an interactive platform that allows the audiences to experience some of the important stages in the system in varied roles.

As a potential user, he/she can navigate the contents of various workshops to stimulate his/her interest in learning, then join the service by simply signing up for a one to one meeting with a mentor. A voice wall is also provided for users to share the experience in the workshops.

Additionally, the website can be used as a media site for fundraising and volunteer recruitment. As a donor or volunteer, he/ she can contribute to the system as simply as possible.

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For more information: http://skilluptrainingworkshop.weebly.com/

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Next steps 1. Conclusion The Skill Up Training Workshop is the beginning of a self-sustainable system for Tullochan. Compared with making a capital investment in a large property, it is an affordable approach to lowering risks and barriers to achieve sustainability for the system, while continuing to pursue new opportunities to rely less on traditional funding. It makes full use of existing resources, by collaborating with local people, schools, communities, organisations and the local council. Public engagement is of utmost importance in the system. In addition, it is an interactive approach that provides the local young people with an engaging experience of a skilled learning journey from being an observer to facilitator.

However, as a long-term strategy, the Skill Up Training Workshop needs to be continually updated and refined. More software and hardware could be adapted and added into the system. This will enable the small scale system to transform into a big scale self-sustainable system in the long-term.

2. Recommendations The Skill Up Training Workshop could be improved and designed in more detail if it is a long-term project.

Further Collaboration: • The local schools could become hotspots in the system. For instance, tester workshops could be set up in after school clubs, where Tullochan could gather direct feedback for improving and developing new upcoming workshops. In addition, new voluntary trainers could be trained in those tester workshops, through assistance from the existing official trainers.

• The local council will play an important role in the system. One of the supporting measures that needs to be requested from the council will be the permission to use open public spaces for holding non-profit pop-up events.

• The local public should be well engaged and in communication with the system. A further improved marketing and branding strategy is needed to increase support from the public.

User-Centred Design: • It is essential to listen to the opinions of the young people. Co-designing it with young people helps in "improving the creative process, developing better service definitions and organizing the project more effectively or efficiently” (Marc Steen, 2011). Co-Designing new workshops with young people is recommended, as it leaves room for young people’s creative minds, differentiated the service and adjusting the service to better fit their needs.

• Different Tullochan teaching styles and different local young people’s learning styles were noted, during the user observations in West Dunbartonshire. Although one to one support will be provided in the system, it still needs to be further developed to help the young people to meet with a suitable mentor to support their learning journey.

• Further research is needed into the methods of maintaining a sustainable relationship with graduate trainees, as approaches should be developed to engage and stimulate them to contribute to the system.

New Opportunities: • Pop-Up is a vital component in the system, which contains multiple benefits from a single approach. However, new opportunities can be generated and created through the further development.

XT ST EP

Since the internet has become a basic tool for communication in the contemporary world, Skill Up Training Workshop’s testing website and Facebook Page could be further refined and utilised as important medias for the system.

Other promising medias such as mobile fundraising could be also considered for a long-term development.

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Glossary

NEET – a young person who is "Not in Education, Employment, or Training".

Self-Sustainability – 1. the degree at which the system can sustain itself without external support 2. the fraction of time in which the system is self-sustaining 3D Printing – a process for making a physical object from a three-dimensional digital model, typically by laying down many successive thin layers of a material. (Oxford Dictionary) Stakeholders – Persons, groups or organizations that have direct or indirect stake in an organization because it can affect or be affected by the organization’s actions, objectives and policies (Business Dictionary, 2007).

Service Design – “the activity of planning and organizing people, infrastructure, communication and material components of a service in order to improve its quality and the interaction between service provider and customers.” (Service Design Network, more available at: http://www.service-design-network.org/intro/#sthash.OYAuRH7a.dpuf) Knowledge swatch – “are simple and flexible tool to capture and make sense of research information as part of a design process.” (Hazel White) Service Blueprint – “mapping out of a service journey identifying the processes that constitute the service, isolating possible fail points and establishing the time frame for the journey.” (British Standard for Service Design, BS 7000 -3, BS 7000 -10, BS EN ISO 9000) Testing & Prototyping: “experience some aspects of the service idea with customers, stakeholders or professionals in order to improve the solutions before they are realized.” (Service Design Tools, available at: http://www.servicedesigntools. org/glossary) Persona – “Users and other figures can become part of the design process as expert of their experience, but in order to take on this role they must be given appropriate tools for expressing themselves.” (Service Design Tools, available at: http://www.servicedesigntools.org/glossary) Co-Designing — “users and other figures can become part of the design process as expert of their experience, but in order to take on this role they must be given appropriate tools for expressing themselves.” (Service Design Tools, available at: http://www.servicedesigntools.org/glossary)

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Bibliography • • • • • • • • • • • • • • • •

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Xlibris Saeed, Saqib (Ed.). 2014. User-Centric Technology Design for Nonprofit and Civic Engagements. Public Administration and Information Technology, Vol. 9 Antje Damm . 2010. Ask Me. Frances Lincoln Children's Books Idris Mootee. 2013. Design Thinking for Strategic Innovation: What They Can't Teach You at Business or Design School. John Wiley & Sons Marc Stickdorn. 2013. This is Service Design Thinking: Basics-Tools-Cases. Bis Publishers Andy Polaine, Lavrans Løvlie, Ben Reason. 2013. Service Design: From Insight to Implementation. Rosenfeld Media Vijay Kumar. 2012. 101 Design Methods: A Structured Approach for Driving Innovation in Your Organization.

John Wiley & Sons Matt Watkinson. 2012. The Ten Principles Behind Great Customer Experiences (Financial Times Series). FT Publishing International Thomas Lockwood. 2009. Design Thinking: Integrating Innovation, Customer Experience, and Brand Value.

Allworth Press,U.S. Roger L. Martin. 2009. Design of Business: Why Design Thinking is the Next Competitive Advantage. Harvard Business School Press Romesh Vaitilingam. The Economic and Social Research Council is. Recession Britain: Findings from economic and social research. 2009. [ONLINE] Available at: <http://www.esrc.ac.uk/_images/Recession_ Britain_tcm8-4598.pdf> [Assessed July 11 2014] Aliyah Dar, Office for National Statistics. Youth unemployment statistics. 11 June 2014. [ONLINE] Available at: <http://www.parliament.uk/Templates/BriefingPapers/Pages/BPPdfDownload.aspx?bp-id=SN05871> [Assessed July 11 2014] Diana Douse, John Woodhouse, Office for National Statistics. Funding for charities and voluntary organisations. 2013. [ONLINE] Available at: <www.parliament.uk/briefing-papers/SN01440.pdf > [Assessed July 11 2014] Kates, R. Harvard sustainability science program. 2010. [ONLINE] Available at: < http://www.hks.harvard.edu/ centers/cid/programs/sustsci> [Assessed July 11 2014] Sinek, S. What will You sacrifice?. 2010. [ONLINE] Available at: <http://sinekpartners.typepad.com/ refocus/2010/07/sacrifice.html > [Assessed July 11 2014]

• • • • • • • • • • •

David Kane and James Allen, NCVO. Counting the Cuts the impact of spending cuts on the UK voluntary and community sector. 2011.P4 [ONLINE] Available at: <www.parliament.uk/briefing-papers/SN01440.pdf > [Assessed July 11 2014] Rt. Hon. David Miliband MP. The ACEVO Commission on Youth Unemployment Youth unemployment: the crisis we cannot afford. 2012. [ONLINE] Available at: <http://www.bristol.ac.uk/cmpo/publications/other/ youthunemployment.pdf> [Assessed July 11 2014] Lisa Sontag-Padilla, B. Lynette Staplefoote, Kristy Gonzalez Morganti. Financial Sustainability for Nonprofit Organizations. 2012. [ONLINE] Available at: <http://www.rand.org/content/dam/rand/pubs/research_reports/ RR100/RR121/RAND_RR121.pdf> [Assessed July 11 2014] NewLevel Group. Building Sustainability for Nonprofit Organizations. 2006. [ONLINE] Available at: < http:// www.cfjacksonhole.org/wp-content/uploads/2011/07/NewLevelSustainabilityParticipantGuideforCFJH.pdf> [Assessed July 11 2014] West Dunbartonshire Council. Social and Economic Profile, 2012/13. [ONLINE] Available at: <https://www. west-dunbarton.gov.uk/media/2268298/social_and_economic_profile_2012-13_home_version.pdf> [Assessed July 11 2014] Karen Anne Merrifiel. Do ‘employability skills’ matter? How important are employability skills to teachers, young people and employers. 2013. [ONLINE] Available at: < http://etheses.whiterose.ac.uk/5014/5/MA%20 by%20Research-%20Karen%20Merrifield%20Final%2017.12.2013.pdf > [Assessed July 11 2014] SQA. Introducing essential skills: adding value to qualifications. 2010. [ONLINE] Available at: <http://www. sqa.org.uk/files_ccc/SQA_ESSENTIAL_SKILLS_Leaflet.pdf> [Assessed July 11 2014] Thomas Spielhofer, Tom Benton, Kelly Evans et al. Increasing participation: Understanding young people who do not participate in education or training at 16 or 17. 2009. [ONLINE] Available at: <https://www.gov.uk/ government/uploads/system/uploads/attachment_data/file/222206/DCSF-RR072.pdf> [Assessed July 11 2014] UK Commission for Employment and Skills. The Youth Employment Challenge. Youth unemployment statistics. 1 July 2012. [ONLINE] Available at: <https://www.gov.uk/government/uploads/system/uploads/ attachment_data/file/305736/the-youth-employment-challenge.pdf> [Assessed July 11 2014] The Work Foundation .Short-term crisis long-term problem? Addressing the youth employment challenge.

June 2012. [ONLINE] Available at: <https://www.gov.uk/government/uploads/system/uploads/attachment_ data/file/305736/the-youth-employment-challenge.pdf> [Assessed July 11 2014] Steen, M., Manschot, M., & De Koning, N. (2011). Benefits of co-design in service design projects.

International Journal of Design, 5 (2), 53-60

67

Appendices

IDEA GENERATION AND PROTOTYPE

STUDY AND UNDERSTANDING USERS AND CLIENT

February

March

April

May

FEEDBACK & FINALISING IDEA

June

July

August

RETHINK

THE BRIEF

Identify Understanding The from Needs Client & Users Opportunity

Identify the

The Networkand Challenges With Partnership opportunities

Understanding

Research and Needs From Insights

Client & Users

Idea generation THINKING

IDEAS

RETHINK

THINKING

REFINE

OUTPUT

DOING

DOING

FEEDBACK

CO DESIGN WITH USER AND CLIENT

CO DESIGN WITH USER AND CLIENT

CO DESIGN WITH USER AND CLIENT

CO DESIGN WITH USER AND CLIENT

CO DESIGN WITH USER AND CLIENT

CO DESIGN WITH USER AND CLIENT

CO DESIGN WITH

69

1.Dream bottle Workshop DATE: 22/05/2014 LOCATION: University of Dundee FACILITATOR: Hong Li PHOTO: Robert PARTICIPANT: Young people in University TIME: 1Hr AIM: Dream Bottle workshop was conducted for users to use a variety of playful elements to present their ‘Today’ and ‘Future’, which aims to spark insights, build understanding and encourage storytelling to uncover young people’s needs.

Tools

P

Process

2. Pop-Up Sushi Making Workshop DATE: 11/06/2014 LOCATION: University of Dundee FACILITATOR: Hong Li PHOTO: Robert PARTICIPANTS: Young people in University of Dundee TIME: 2 Hr AIM: The aim of the sushi making workshop is to discover the value of popup approach, as well as the impact of engaging young people with interesting and easy to learn skills, through observing the interaction of the users with a service prototype

Tools

P

Process

3. Observations 3.1 Dundee Festival of Volunteering DATE: 31/05/2014 LOCATION: City Square, Dundee TIME: 11AM – 3PM PHOTO: Hong Li PARTICIPANT: The Public FORMAT: Pop-Up

3.2 Dundee WestFest’s Big Sunday DATE: 08/06/2014 LOCATION: Magdalen Green, Dundee Time: 1PM – 7PM PHOTO: Hong Li PARTICIPANT: The Public FORMAT: Pop-Up

P

Process

3.3 Menzieshill Community Centre DATE: 31/05/2014 LOCATION: Menzieshill Community Centre, Dundee Time: 18:30 â&#x20AC;&#x201C; 20:30 An observation of community youth activity was carried out at Menzieshill Community Centre. The activity was a drop-in session that engaged local young people with a wide range of activities.

Here is a quick sketch of the evening activity, which contains two main parts. The first part was entertainment.

Youths were allowed to use the computers in the IT room, play Playstation 3 games, pool, table football and free chat with each other. The second part was the football game session, which was the most popular activity for the local youths.

3.4 Clydebank High School

4. Personal Interview recordings

DATE: 29/05/2014 LOCATION: Clydebank High School, West Dunbartonshire Photograph Time: 09:30 – 12:30

All interview recordings are available at: https://www.dropbox.com/sh/l5x7b yvnya47xpw/AACx8PLQKnDqGDJ0L Description of photograph (point out important aspects of image and describe them) 9tK5GxXa

3.5 Vale of Leven Academy DATE: 03/06/2014 LOCATION: Vale of Leven Academy, West Dunbartonshire Time: 11:30 – 15:30

Information cannot be shown to the public for school policy reasons.

Observation frameworks are available upon request. (Email address: h.li@dundee.ac.uk)

D I F N

Activity (Specify): Detailed description of activity.

People (Who is the main subject of this picture?)

Child Youth Adult Elderly

O C Object

(List objects participant interacts with to conduct this activity.)

L IA

T N E

General Thoughts and Comments

Time: Morning / Afternoon/ Evening

Environment

(Describe setting of location where this activity is taking place.)

F M

Comments about User Experience

Message (List information transfer during this activity.)

Services (A system enabling this activity.)

6. Knowledge Swatches In order to gather and synthesise research in a simple and sharable format, I developed knowledge swatches to clearly show the case studies that I have looked in to. Every knowledge swatch is similar to a concise case study, which is easily shared between various audiences. As well as this, it helps to visualize the concept and lay out the key information. Below are the knowledge swatches that I have done in the research stage.

who is it aimed at?

Gordon behind bars

Prisoners code

name of organisation, project, activity

who runs it?

Gordon Ramsay who pays for it?

Gordon sets up a business behind bars, attempting to get prisoners working and paying something back into the system.

when does it run/when was it set up?

what is the relevance to your organisation/project?

2011

Both of the projects aimed at training disadvantage individuals to have skills and changing their lives.

you can find out more here: http://www.channel4.com/programmes/gordo n-behind-bars

who are you?

how does it work?

Ringo & Tullochan

Sponsored by Home base

knowledge

swatch

who is it aimed at?

Foxes Hotel & Academy

16-25 years old young people with learning disabilities code

name of organisation, project, activity

who runs it?

Sharon Bowden who pays for it?

Foxes offers training in independent life skills in residential learner houses, plus the opportunity to learn catering skills in a real operating hotel, with paying guests, where a vast selection of functions take place all year round.

when does it run/when was it set up?

what is the relevance to your organisation/project?

1996

Both of the projects aimed at training disadvantage individuals to have skills and changing their lives.

you can find out more here: http://www.hotelfoxes.co.uk

who are you?

how does it work?

Ringo & Tullochan

Sue Jenkins and Mary Tyler-Moore MBE

knowledge

swatch

name of organisation, project, activity

who is it aimed at?

Apprentice programme

Apprentice chefs from disadvantaged backgrounds code

who runs it?

Jamie Oliver who pays for it? who are you?

how does it work?

Ringo & Tullochan

Cornwall Food Foundation

The programme is intense â&#x20AC;&#x201C; 16 months in total with four spent at college taking NVQ1 in Catering and 12 in the Fifteen Cornwall kitchen working one to one with their team of professional chefs across every section of a commercial kitchen. By graduation each has the skills to excel in any restaurant.

when does it run/when was it set up?

what is the relevance to your organisation/project?

2012

Both of the projects aimed at trainning disadvantage individuals to have skills and to be succeed in their lives.

you can find out more here: http://www.fifteencornwall.co.uk

knowledge

swatch

who is it aimed at?

Schwarzkopf Professional - Shaping Futures

Group of 12 unemployed young people

code

name of organisation, project, activity

who runs it?

Schwarzkopf Professional who pays for it?

when does it run/when was it set up?

what is the relevance to your organisation/project?

2008

Both of the organisations are non-profit and focused on helping disadvantage individuals to gain skills to change their living qualities from a wide range of programmes and sub-agent.

you can find out more here: http://www.schwarzkopfprofessional.com/skp/com/en/home/shaping-futures/what-wedo.htmlpeople_care_for_eld.aspx

who are you?

how does it work?

Shaping Futures offers a brighter future to disadvantaged kids by teaching them the craft of hairdressing. What started in 2008 as a local Japanese project with Cambodian street children, evolved into a global initiative in 2010 when Schwarzkopf Professional partnered with SOS Childrenâ&#x20AC;&#x2122;s Villages a leading non-profit organisation â&#x20AC;&#x201C; to launch Shaping Futures.

Ringo & Tullochan

Hans Schwarzkopf

knowledge

swatch

who is it aimed at?

Garden Gallery & Studio

Individuals with developmental disabilities and their families.

code

name of organisation, project, activity

who runs it?

Garden Centre Services who pays for it?

The studio offers a safe, creative space for individuals at all skill levels and artistic experience to work together side by side. It helps wear down the social barriers between individuals and groups with dissimilar intellectual, economic, and social backgrounds.

when does it run/when was it set up?

what is the relevance to your organisation/project?

1956

Both of the organisations are non-profit and focused on helping disadvantage individuals to gain skills to change their living qualities from a wide range of programmes and sub-agent.

you can find out more here: http://www.gardengalleryandstudio.com/

Both of the organisations are facing the challenges of the reducing funding support and the transition period of making the sub agents become self-sustainable.

who are you?

how does it work?

Ringo & Tullochan

USA Government, Garden Centre Services, Local Donation

knowledge

swatch

who is it aimed at?

The Youth Career Development Programme

Disadvantaged youth in Thailand code

name of organisation, project, activity

who runs it?

UNICEF Thailand and the Pan Pacific Hotel Bangkok who pays for it?

The initiative provides a comprehensive 20-week hospitality training program for selected students in Thailand to equip them with hospitality skills in various departments such as: food and beverage, kitchen, housekeeping and engineering.

when does it run/when was it set up?

what is the relevance to your organisation/project?

mid-1990s

Both of the projects aimed at training disadvantage individuals to have skills and to be succeed in their lives.

you can find out more here: http://www.unicef.org/infobycountry/Thailan d_68665.html

who are you?

how does it work?

Ringo & Tullochan

Hotel themselves/Companies

knowledge

swatch

who is it aimed at?

Hoa Sua School

Free vocational training and finding employment for disadvantaged and disabled young people in Vietnam.

code

name of organisation, project, activity

who runs it?

Pham Thi Vy who pays for it? who are you?

how does it work?

Ringo & Tullochan

Pham Thi Vy

The programme helps student to improve their skill and also for the school to evaluate training quality of students, training outcomes and also a source of income for training expenditure. Income from the system of restaurants is important to make Hoa Sua school be financial self-reliance, make their training program sustainable. when does it run/when was it set up?

what is the relevance to your organisation/project?

1994

Both of the projects aimed at training disadvantage individuals to have skills and to be succeed in their lives.

you can find out more here: www.hoasuaschool.com

knowledge

swatch

who is it aimed at?

PACE Vocational Training Centers

Underprivileged youth code

name of organisation, project, activity

who runs it?

Taj group of hotels who pays for it?

Trainees are given a 3 month residential course on serving, housekeeping & cooking / bakery at Pratham’s PACE locations. Placement rate is 97%.

Students repay in a “learn now pay later” scheme.

when does it run/when was it set up?

what is the relevance to your organisation/project?

2007

Both of the projects aimed at training disadvantage individuals to have skills and to be succeed in their lives.

you can find out more here: http://www.tajhotels.com/Default.aspx

who are you?

how does it work?

Ringo & Tullochan

Pratham

knowledge

swatch

name of organisation, project, activity

who is it aimed at?

Prince’s Trust

Group of 12 unemployed young people code

who runs it?

Prince’s Trust Cymru who pays for it?

A three week course, campaign which will give a group of 12 unemployed young people skills, experience and qualifications in the care industry as well as the opportunity to make a positive contribution to their community by organising a community day.

when does it run/when was it set up?

what is the relevance to your organisation/project?

2013

Both of the organisations are non-profit and focused on helping disadvantage individuals to gain skills to change their living qualities from a wide range of programmes and sub-agent.

you can find out more here: http://www.princestrust.org.uk/about_the_trust/in_your_region/

It will help young people gain teamwork and communication skills designed to boost confidence, as well as CV writing and interview skills to help them find employment in the sector.

who are you?

how does it work?

Ringo & Tullochan

Prince’s Trust

knowledge

swatch

7. Empathy Map In order to gain a deeper insight into the users, empathy map is used as a Service Design tool to zoom out from focusing on behaviours to consider the users’ emotions and experience from the angle of their thinking, feeling, doing, seeing, and hearing.

Empathy Map HEARING: What does this person hear from authority Þgures, the media, the public and family and friends?

SEEING: What does this person see around them?

WHO IS THIS PERSON?

'James work harder'

It is so hard to find a Job

James 17

Everywhere ask for experienced workers but I am just out of school

'James what's your career' 'James where's homework'

SAYING: What is this personÕs attitude in public?

DOING: What does this person spend their time doing?

I do not like college's homework and exam I like real practice compare to the paper work.

Year1 high school Pub, smoke, out with friends, Something interested Future

I need more working experience

Trust Financial

MAJOR WORRIES?

WHAT MAKES THEM HAPPY?

PAIN: What are their fears and frustrations?

www.openchange.co.uk

GAIN: What do they want and need?

I do not have enough working experience

I want to find a stable job

I do not have enough skill to achive the work.

I want to Become one of the chief in the local area

adapted from Osterwalder, Business Model Generation, 2010

Empathy Map HEARING: What does this person hear from authority Ă&#x17E;gures, the media, the public and family and friends?

SEEING: What does this person see around them?

WHO IS THIS PERSON?

'Do you know Alex do not has a father'

Alex Age 16 (Single Parent Child)

'He do not need to pay the school fee'

People never give me a chance No one care about me

SAYING: What is this personĂ&#x2022;s attitude in public?

DOING: What does this person spend their time doing?

Sleep, stay at home, part time job 8hr per weak, PC Games.

'I do not know what I can do' 'Please give me a good job' 'I do not like my school'

Future

MAJOR WORRIES?

Interested and relax skill training, Friends, a good pay job WHAT MAKES THEM HAPPY?

PAIN: What are their fears and frustrations?

GAIN: What do they want and need?

Lack of friends, do not have enough income to feed himself, do not know how to find a job, always reject from the job interview

www.openchange.co.uk

I needs confidence, financial support, future direction, visualising the right path in his career.

adapted from Osterwalder, Business Model Generation, 2010

Empathy Map HEARING: What does this person hear from authority Ă&#x17E;gures, the media, the public and family and friends?

SEEING: What does this person see around them?

WHO IS THIS PERSON?

My son is not really working really well in school

Susan 45

'Susan go to ask for some help' 'Check Tullochan'

His finish his school soon and his not going to university I am not sure what is his next move

SAYING: What is this personĂ&#x2022;s attitude in public?

DOING: What does this person spend their time doing?

Working as a counter in Tesco

It is so hard to teaching your own children

A Singel mother

I want my children get a nice job Future If the course is useful

MAJOR WORRIES?

A future planner for her son.

I want him to go to university and take a course

A clear future career for her son.

WHAT MAKES THEM HAPPY?

PAIN: What are their fears and frustrations?

www.openchange.co.uk

GAIN: What do they want and need?

I do not have enough working experience

I want my son set up his career

I do not have enough skill to achieve the work.

I want some financial support

adapted from Osterwalder, Business Model Generation, 2010

Empathy Map HEARING: What does this person hear from authority Ă&#x17E;gures, the media, the public and family and friends?

SEEING: What does this person see around them?

WHO IS THIS PERSON?

John 21

'He is a lazy boy'

People always try to go away from me

'He is not going to work'

People do not like me

'Find you a job John'

I will not be able to get a job

SAYING: What is this personĂ&#x2022;s attitude in public?

DOING: What does this person spend their time doing?

Without a job for 2 years

'I do not care anymore'

Smoking, drinking

'I need the money to buy my drink'

Stay with his mom How I am going to live

MAJOR WORRIES?

If can get a job after training

WHAT MAKES THEM HAPPY?

PAIN: What are their fears and frustrations?

www.openchange.co.uk

GAIN: What do they want and need?

I am always too easy to giveup

I need a direction and skill

I am not sure if I will enjoy the course

I want to get back to the real world

adapted from Osterwalder, Business Model Generation, 2010

Empathy Map HEARING: What does this person hear from authority Ă&#x17E;gures, the media, the public and family and friends?

SEEING: What does this person see around them?

WHO IS THIS PERSON?

Tracy 32 (Teacher)

'Tracy you should come to Tullochan' 'You will become one of our best teacher in school'

The teaching curriculum There is a huge gap between what we teaching in school compare to what is needed outside the labour market

SAYING: What is this personĂ&#x2022;s attitude in public?

DOING: What does this person spend their time doing?

School teacher

'I really want to work in a special school' 'I want to help people' 'I want to teaching in a more open environment' If I can teach in good quality

MAJOR WORRIES?

If I can teach in my own style

WHAT MAKES THEM HAPPY?

PAIN: What are their fears and frustrations?

Too challenge Require special training before start the work

www.openchange.co.uk

GAIN: What do they want and need?

The opportunity to develop the interactive lesson and class

adapted from Osterwalder, Business Model Generation, 2010

8. Stakeholder Map Stakeholder map is applied as a visual tool to understand the relationship of the stakeholders in the project. It helps to be aware of the missing connections and discover new connections.

Government Council

Influence/power of stakeholders

Meet their needs Police

Big Lottery Fund Funders Haig Better by Design Tullochan

Key Player

Local Schools Youth

Society

Community groups

Press

Least important

Show consideration Myself

Interest of stakeholder

8. Quick Ideas & Storyboards Sketch quick ideas and storyboards, is used as a way to allow better understanding and effective communication throughout the project.

9. Quick Ideas & Storyboards

Sketch quick ideas and storyboards, is used as a way to allow better understanding and effective communication throughout the project.

Acknowledgement

I would like to take this opportunity to express gratitude and appreciation to …

• My clients, Taylor Haig and Tullochan, a special thanks to Karen Lyttle; • Clydebank High School and Vale of Leven Academy in West Dunbartonshire; • The young people I interviewed in West Dunbartonshire’s local schools, Whitfield city centre; • Dundee Volunteer Groups, Menzieshill Community Centre, Lochee Community Centre, a special thanks to Shirely; • Garden Centre Services, a special thanks goes to Jennifer Georgis and Beth Kopf; • Burghfield House Hotel and North Highland College, a special thanks goes to Russell Rekhy and Anne Frew; • Aberdeen Foyer, a special thanks to the head office staff, Ken Milroy, Sheila and Penny; • All the tutors of Design for Services Course, a special thanks to Hazel White; Whoever supported me during the final project …

I am highly grateful for all the cordial support, valuable information and guidance provided by them in their respective fields, which helped me in completing this project through various stages. Without their helps, this report would not be possible.

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2014 AUGUST Dundee