MACKENZIEKING
Design + MBA
A portfolio of project stories ]
32 Joralemon St. #115D Brooklyn, NY 11205 718. 404. 4588 @mickinz mackenzie.king@case.edu
2005-2011 / Mackenzie King
MACKENZIEKING
Design + MBA
A portfolio of project stories
Innovating business models . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Designing processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Building organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Capturing insights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Facilitating co-creation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Resume . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
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2007-2009 / Mackenzie King at Sweat Equity Enterprises
SWEAT EQUITY ENTERPRISES
Innovating business models. Could a company’s need for consumer insights merge with a school’s mission to educate youth? The teenage design team experiences the design process hands-on, from market research and concept development to the refinement of prototypes and finally to store shelves. Companies gain direct access to insights direct from the source. ]
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Inn ova tin g bu sin ess mo de ls.
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OPPORTUNITY: Marketing executives and ‘cool hunters’ often look to urban youth to forecast market trends. While teens are fascinated with products and fashion, few schools tap into these passions. Similarly, business leaders note creativity as a valuable asset, yet few educators emphasize creativity in their courses. Project-based learning provides skills transferable to numerous career paths, yet these projects are resourceintensive. PROCESS: SEE provides youth with real design projects with real clients. Professionals lead modules that teach skills. Critiques with executives ensure market viability. Companies gain fresh creative insights and high-visibility sponsorship. Students gain invaluable skills. In partnership with school networks and major corporations, like publisher Pearson, SEE is expanding.
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Innovating business models.
MY ROLE: At SEE, I worked directly with Marc Ecko, fashion entrepreneur with sales of $1.7 billion in 2007, the year I was hired. The year prior, my cold call resulted in an invitation to pilot his innovative program at UAMA, a NYC high school. Following the pilot, I was invited to help streamline their operations in preparation for national expansion.
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I developed their first training program, hired and trained staff in four states and managed partnerships with national school networks. Within six months, I was promoted to Interim Executive Director. The board and I restructured the staffing model, allowing me to focus on strategic business development, working directly with our clients, noted to the right. During the 2009 economic crisis, I increased our operating budget exponentially, positioning the organization for significant growth.
CLIENTS INCLUDED:
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Innovating business models.
Corporations
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Companies act as clients and the SEE team designs solutions to their real-world creative business challenges. 100% of a company’s contribution to SEE (a 501c3) goes directly towards serving more youth; this model of philanthropy can feed a company’s bottomline. Companies may collaborate on a project, sponsor SEE’s social networking and learning web platform, adopt a SEE school or host a SEE team in their company’s facilities, as did Marc Ecko Enterprises This option invites teen designers to work alongside professionals.
Schools
SEE fills a gap in traditional public school education by providing hands-on projects that empower youth as creative leaders with valuable insights. SEE’s ‘train-thetrainer’ model trains a network of educators to lead projects in their schools, with support from professional designers and corporations. Instructional methods that feature communication, collaboration, critical thinking and creativity become part of teachers’ toolkits. SEE also helps schools build capacity for earned income projects and dynamic partnerships.
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Innovating business models.
“It’s like The Apprentice meets Willy Wonka.” -Nell Daniel, SEE Co-founder, New York Times
“The watch was a life-changing experience for Paul.” -Marc Ecko, CEO, Marc Ecko Enterprises
“The raw talent in these kids blew us away.”
-Bryan Thompson, Designer, Nissan Design America PRESS INCLUDED:
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SOLUTIONS: Video game accessories for Best Buy, sneakers for Skechers, jackets for Ecko Unlimited, marketing campaigns for Radio Shack and cars for Nissan were designed by SEE teams. SEE trained educators and designers to use resources like projectspecific interactive workbooks and Adobe Creative Suite. The web platform will continue to connect teens with designers of the brands they love. Research shows that customers will switch brands on the basis of values. When Paul’s watch was featured on Macy’s store shelves, customers and the press alike saw multiple levels of value within the product and its story.
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2010 / Mackenzie King with Matt Janacek, Melissa Duffy, Mark Fruedenthal and Hui Wang at WSOM-CWRU
CLOSURE SYSTEMS INTERNATIONAL
Designing processes. How does a market leader redefine its strategic planning process? CSI is blinded by their success and rapid global expansion. A new strategic process aims to infuse design into their culture, allowing them to more effectively and creatively address major market threats.
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Designing processes.
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PROBLEM: Closure System International (CSI) faces a paradox between its self-identification as a beverage cap and closure company and its broader range of strengths. Current and future market threats could redefine or even destroy the bottled water and soda market, their key segments. They need a user-friendly process to identify and evaluate their capabilities and market opportunities. PROCESS: Issues and tensions within the market and company were examined. Ideation produced a range of ideas including communication, artifacts, activities and systems solutions. Research of both traditional management models and design strategy approaches informed a new set of objectives, process phases, activities, tools and roles. Scenario-building illustrated interactions that we aspired to achieve.
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Designing processes.
MY ROLE: My training as a designer and educator proved helpful in advising my fellow team members, MBA and JD-MBA students, many of which with little work experience.
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I played a leadership role in introducing principles of design and business model innovation into our project approach. I often found myself playing the role of facilitator in guiding my team through the inherently ambiguous phase of defining the key problem. I modeled design techniques and tools through the ideation and development phases that then became elements of our final solution. Surrounded by walls of whiteboards, visualization and concept mapping occurred daily.Hired by, and working alongside, the company’s Senior Vice President of Global Strategy, we had eight months to define and solve an undefined problem.
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Designing processes.
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Space
Activities
After examining studios of various design schools and firms, the team envisioned a space that would promote interaction, showcase inspiration and track projects.
We created a guide that outlines activities meant to inspire role-sharing and collaboration. Activities ranged from group discussions to work as individuals or in pairs. The team needed an excuse to be casual and creative. CSI employees appreciate family time, so a collaborative workshop series was developed, that would allow the efficiency-focused engineers to be carefree and creative alongside their children. The ‘Open Lab’ workshops engage excutives, factory workers and other CSI community members.
CSI’s former R&D lab housed equipment to test the functionality and durability of caps. The new lab would encourage experimentation and the act of collecting and generating ideas and insights across multiple stakeholder groups. Visualization, including concept mapping, is encouraged and continuously showcased.
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Via an online web platform, stakeholder groups can share or ‘star’ insights and ideas. The platform would serve as a gallery featuring creations from Open Lab Workshops, as well as artifacts from activities. Also featured, would be interviews and photographs captured by a new staff person, who would play the roles of ‘design facilitator’ and ‘roving researcher.’ Stakeholder insights and ideas could now be shared via their Smart Board during meetings or posted in their offices.
PBE N O LA
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Designing processes.
Encourage the team to raise questions: • What if caps for soda bottles were edible? • When will reusable water bottles become the norm? • How can user insights influence our strategic planning? SOLUTIONS: CSI faces major market threats that are currently undiscussed. By better defining their strategic planning process, they will have a structure that promotes creativity, helping them address ‘wicked problems.’
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Tools for use in the physical and virtual spaces aid interaction and capture insights across the 5 continents of CSI’s operations. The proposed strategic planning process is composed of four iterative phases, noted on the previous page. Activities like ‘4 Orders Ideation,’ featured to the right as a prototype and to the left as a template for the client, can help the team imagine new ventures.
PRODUCTS
SERVICES
ORGANIZATIONS
COMMUNICATION
PRODUCTS & ARTIFACTS
IDEATION
COMMUNICATION & SYMBOLS
SERVICES & ACTIVITIES
ORGANIZATIONS & SYSTEMS
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2005-2007 / Mackenzie King at Urban Assembly
URBAN ASSEMBLY SCHOOL OF MUSIC AND ART
Building organizations. What if a public school operated hand-in-hand with leading art, design and music agencies? At Urban Assembly School of Music and Art ] (UAMA), a public high school in NYC, students experience a curriculum enhanced by studio projects, interaction with creative professionals and outlets to use their arts skills to earn income. ]
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Building organizations.
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OPPORTUNITY: Statistics show that students are disinterested in high school course material because they do not see how it relates to their interests. Working with the Department of Education, nonprofit organization Urban Assembly saw an opportunity to engage students by offering them a college preparatory learning environment that tapped into a special interest, whether it be environmental law, hip hop music or entrepreneurship. PROCESS: UAMA, UA’s first artthemed high school, shares the vision of educational philosopher Maxine Greene; “art provides a conduit to meaning-making and a way of making sense of the world.” Staff applied the creative process to the development of programs and staffing strategies. Artists and creative professionals quickly became integral members of the community.
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Building organizations. PARTNERS INCLUDE:
MY ROLE: As member of the founding leadership team, I had a strong voice in developing the routines, programs and messaging that would quickly define the culture of one of the ‘hippest,’ most innovative small schools in New York City. I managed a budget of $400,000 from the Bill and Melinda Gates Foundation and oversaw a team of 12 teaching artists. I developed and coordinated all college prepartory and career exposure programming. The role of Partnership Coordinator served a critical role in developing mutually-beneficial and lasting relationships with the corporate, nonprofit, governmental and academic agencies that would sustain programming.
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I developed relationships with Sony BMG and Tribeca Film Institute, a range of leading institutions in their industries.
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Art or 8 201 t.org
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Building organizations.
Through a program called Extended Studio, students learn how to DJ from internationally-renown Scratch DJ Academy. They can use these skills to earn income at events throughout the school network. SOLUTIONS: Via in-school, after school, and summer programming, students engaged in music production, Hip Hop dance, design, song-writing and photography studio instruction. Mentorships and collaborative projects complimented academic and studio instruction. Excited about learning, the students’ attendance rates and grades rose. Students became motivated by the prospects of otherwise unknown careers in the creative industries.
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UAMA served as an incubator for innovative arts programming that will soon be scaled as a fee-forservice model into its network of 20 schools.
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2010 / Mackenzie King with Leigh Orne, Amelia Hough-Ross, Vinod Shurpali Abhishek Bharadwaj at WSOM-CWRU
Capturing insights. Should a world-class cultural institution redefine its customer experience to aquire new markets? By examining the current customer experience, and perceptions of the brand across market segments, a research plan was devised that would collect insights and offer direction. ]
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Capturing Insights.
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PROBLEM: The Cleveland Orchestra (TCO) faces a customer acquisition problem. The overall perception of TCO’s Severance Hall experience is that it is inaccessible, dated, expensive, and formal. As a result, many growing segments of the Cleveland-area population are underrepresented at the orchestra. TCO must determine whether redefining its offerings and formats would make it sufficiently attractive to a wider range of segments. PROCESS: Using a ‘gestalt elicitation technique,’ represented on the following page, perceptions of the brand were gathered from current and potential segments. Industry trends both in comparable orchestras and local arts/leisure substitutes were researched. Ethnographic research resulted in an infographic that illustrated the customer experience. It showcased gaps in the experience.
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Capturing Insights.
MY ROLE: My experience with ethnographic research and information visualization proved valuable throughout this 4-month project. After experiencing a range of TCO programs both personally and as an observer, I designed an infographic, on the following page, that showcases the highlights and lowlights of the customer experience. This document helped frame our research.
sit & listen 36
I organized and analyzed large quantities of information gathered from interviews and observations. The team and I also used tools like SPSS to compare variables and quantify insights. Through numerous debates and discussions, some of which included our mentor, a Harvard professor and McKinsey alum, we produced a comprehensive proposal. The presentation that I designed was both visually-appealing and persuasive.
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OBSERVATION RES
SYMPTOMS DIA
GNOSIS STATEM
ENT
BLES
ASES & VARIA
RESEARCH PH
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Capturing Insights.
Illustrated in an infographic, moments within Mike and Sara’s visit ranged from positive, or ‘world-class’ (blue), to negative, or ‘subpar’ (orange). Size represents the impact that moment had upon their overall experience. SOLUTIONS: An analysis of current programs, including a detailed observational study, demonstrated tensions within the current program experience and opportunities for enhancement or innovation. Interviews showed that programming format, convenience and brand awareness were key factors in inciting trial; customer satisfaction then inspires return visits.
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The proposed research sequence would further analyze TCO’s value proposition via multiple variables in three phases, with particular attention to inciting trial with new groups and inspiring customer loyalty.
XPERIENCE SERENITY DELIGHT WORLD CLASS
CONSUMER EXPERIENCE CUSTOMER EXPERIENCE
ANXIETY DISCOMFORT SUBPAR
MEMORABLE
FORGETTABLE
THU 9:10PM
THU 10:15PM
THU 10:30PM
MON 12:15PM
THU 4:45PM
THU 7:45PM
THU 8:00PM
BUYING TICKETS
DRESSING UP
PARKING THE CAR
APPROACHING SEVERANCE
EATING AT THE CASE CLUB
ENTERING THE HALL
EXPERIENCING THE MUSIC
VISITING THE RESTROOM
LEAVING SEVERANCE
DRIVING HOME
ACCESSIBLE DURING LUNCH BREAK OR AFTER WORK.
PREPARING FOR A SPECIAL NIGHT
BUY PARKING PERMIT OR FREE ON THE STREET
MAJESTIC ARCHITECTURE
ROMANTIC CANDLELIT DINNER
EXPANSE OF BLUE VELVET SEATS
WORLD-CLASS EXPERIENCE
LESS-THAN-FIRST-CLASS
FROM EXPANSIVE TO CONFINING
DISCUSS THE MUSIC
ALL PROMO MATERIALS AVAILABLE
A BEAUTIFUL DRESS AND A GLASS OF WINE
THE ANNOYING PARKING SPOT HUNT
A CLEVELAND LANDMARK
LESS-THAN-SUPERIOR FOOD
MAJESTY OF ANOTHER ERA
CLOSE YOUR EYES, SEE THE MUSIC
PAPER TOWELS AND WATER DRIPPINGS
FAKE PLANTS, LOW CEILING
WE DON’T GO OFTEN ENOUGH
IRON BARS, GRANITE AND LOW CEILINGS
BRINGING OUT THE JEWELRY
THE PARALLEL PARK SQUEEZE
WHERE DO WE ENTER
NO OTHER OPTION
GILDED IN GOLD
TRUE TALENT
WAITING IN LINE
GUIDED TO OUR SEATS
SERENITY AND RELAXATION
TYPICAL MODERN, STANDARD FIXTURES
LESS-THAN-FRIENDLY TICKET AGENT
THU 4:45PM
THU 6:05PM
MAKE UP, LIPSTICK AND CURLING IRON
THU 6:05PM
THU 6:15PM
THU 6:10PM
A FLOCK OF DRESSED-UP CONCERT-GOERS
THU 6:10PM
THU 6:15PM
CHATTERING OF SATISFIED CONCERT-GOERS
A SPECIAL NIGHT, INCONVENIENCES THOUGH
THU 7:45PM
THU 8:00PM
DRESSING UP
PARKING THE CAR
APPROACHING SEVERANCE
EATING AT THE CASE CLUB
ENTERING THE HALL
EXPERIENCING THE MUSIC
PREPARING FOR A SPECIAL NIGHT
BUY PARKING PERMIT OR FREE ON THE STREET
MAJESTIC ARCHITECTURE
ROMANTIC CANDLELIT DINNER
EXPANSE OF BLUE VELVET SEATS
WORLD-CLASS EXPERIENCE
A BEAUTIFUL DRESS AND A GLASS OF WINE
THE ANNOYING PARKING SPOT HUNT
A CLEVELAND LANDMARK
LESS-THAN-SUPERIOR FOOD
MAJESTY OF ANOTHER ERA
CLOSE YOUR EYES, SEE THE MUSIC
BRINGING OUT THE JEWELRY
THE PARALLEL PARK SQUEEZE
WHERE DO WE ENTER
NO OTHER OPTION
GILDED IN GOLD
TRUE TALENT
GUIDED TO OUR SEATS
SERENITY AND RELAXATION
MAKE UP, LIPSTICK AND CURLING IRON
A FLOCK OF DRESSED-UP CONCERT-GOERS
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2010 / Mackenzie King at Campus District
Facilitating co-creation. How could the urban planning process more deeply engage stakeholder groups? Aside from differences in age, race, educational and socioeconomic backgrounds, a neighborhood came together to build a design center that equipped them to enhance their community. ]
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Facilitating co-creation
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OPPORTUNITY: Traditional urban planning featuring focus groups or charrettes is often onesided—void of true stakeholder engagement. The Campus District, a community development corporation serving 500 acres near downtown Cleveland, sought out to interact in a more meaningful way. Multiple stakeholder groups were invited to spend 7 intensive weeks working as a real design team to map assets, assess needs, solve problems and propose designs for the neighborhoods within the District. PROCESS: A series of activities introduced the 30 member team to the design and research process. Time was split between work in the field and in the studio. Midway through, an open studio environment allowed mini-teams to focus on areas including environment, structures, experiences and communication.
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Facilitating co-creation
MY ROLE: My position coordinating the operations and strategy for the center evolved out of an invitation to join an ad-hoc planning meeting organized by the president of a leading community college in the region; he had a vision for a collaborative venture. Our brief encounter grew into a detailed discussion of possible program structures, and soon after, into a role where I would advise and implement this unique co-creation initiative. My experience working in interdisciplinary design studios with young people served valuable as I crafted the operational, experiential and instructional studio experience for our diverse team.
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My experience working with LaunchHouse, a Cleveland-based business incubator, proved helpful in devising new enterprises for the District and in connecting our team with the Cleveland community.
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Facilitating co-creation
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Observe Observe
Interpret Interpret
People find their way through experiences via perceptions associated to colors, sounds, smells and tastes. Together, these interactions create the meaning we allocate to products, spaces and experiences. An activity was designed for pairs to enter the field and record their experiences in 5 sites, through the lenses of the 5 senses. The professional designers modeled the habit of sketching, as well as other collection methods. With an organized way of observing, they noticed features otherwise overlooked.
The team represented diverse skills and demographics including designers (urban, industrial, graphic), researchers, students (state university, community college, design school, local elementary school, high school) and residents (public housing project, arts district). Encouraging cultural sensitivity was imperative in order to create buy-in from the community and from one another. Our work together spanned the setup of the studio itself, through to the day of our presentation to the board of directors, and now via workshops.
C o lla b o r a tiv e C P la n n i n g P ro a m p u s je c t The fo llowing
develop Initiativ e ed by the Co s were co with an o llaborati ticipatio ve Cam peratively de n of a in the C sig p formal ampus feasibili us Planning P ned and District ty stud commu y and im roject Team nity. plemen tation
Research demonstrated that there was little access to several key services. Preliminary research and inital plans were assembled to help residents start a T-shirt screen printing operation, a newspaper, a laundromat and a concert series. Follow-up workshops realized several ideas. The team screen printed the T-shirts they designed and now well online. A community newspaper has been published, and a billboard features the their slogan ‘Walk the Walk.’
August 3 Submit ,2010 te Campu d to the Board s Distr of Dir ict, Cle veland ectors Ohio
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Facilitating co-creation
Their first plan included pedestrian walkways, green spaces, events, beautification and urban community gardening, economic opportunities, educational, arts, and occupational programs, and a myriad of services. SOLUTIONS: The ambitious multi-tiered system that the team proposed took the forms of communication, environment and experience design.
Entrepreneurial Events
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A view book and set of program proposals captured insights and proposed designs. These designs are now being enacted as on-going programs led by the community members that designed them. The project timeline and curricula has informed a plan to advance the planning project into a consultancy that will take this model into other communities. The area institutions are interested in re-investing in the project.
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MACKENZIEKING
Design + MBA 32 Joralemon St. #115D Brooklyn, NY 11205 718. 404. 4588 @mickinz mackenzie.king@case.edu