CONTENTS Preface
Double Diamond
Discover Phase
Define Phase
Develop Phase
Deliver Phase
Course Description
Process Exploration
Service Design?
Project Scope
Design Thinking
SEAL Organization Stem Programs Statistics
Introduction Stakeholder Maps Matrix Table SWOT Analysis Co-Creation I Ethnography Research Camp Explore
Introduction Mission Possible Insights Bi-Polar Map Mapping Services Persona Encounter Map Storyboard Blueprint Child Teacher Volunteer SEAL Member Co-Creation II
Introduction Strategic Questions Affinitization Concepts Mission Control Musical Exploration Communications After Effects Treasure Hunt Community Puzzle Park Campaign Outreach Campaign Co-Creation III Decision Matrix Prototyping
Introduction Deliverables Mission Control Musical Exploration After Effects Outreach Campaign Gratitude Package Timeline Storyboards Encounter Maps Blueprint Video Synopsis Conclusion
Service Designers Meet the Team
Appendix
SERV 311 Service Architectures, Ecologies, and Touch Points Course Description Service Design can be used as a powerful tool to understand and tackle many of the complex social and environmental problems facing organizations, communities and societies today. Working closely with client organizations, students apply a wide range of collaborative design and creative problem-solving methods to investigate societal challenges, analyze existing solutions, develop solutions that improve quality of life, and create implementation roadmaps.
Preface
What is Service Design? Service Design realigns business executions, values, and goals according to their users. By working together, we create value for both the users and the providers.
Service Design can be analyzed in five principles: user-centered design, experiencing such service through the user’s eyes, co-creative to where all stakeholders should be included in the process, sequencing to where the service should be visualized as a sequence of interrelated actions, evidencing to where intangible services are visualized as physical artefacts, and holistic to where the entire environment of a service is a key factor.
Design Thinking 2
Communications Team
Savannah College of Art & Design
Service Designers
Service designers are changing the world, bringing innovation and a human-centered approach to health care, transportation, education and retail. SCAD was the first university in the U.S. to offer both B.F.A. and M.F.A. degrees in this burgeoning field.
Nicolas Fasoli
Project Supervisor
Project Manager
Louis Baker
Kerry Stradley
3 Service Designers
Oscar Elmendorf
Kelly Benton
Prototyping Team
Sameer Agarwal
Research and Copywriting Team
Daniel Labios
Ekta Patel
Simon Zhu
Alisa Petrie
Portfolio Team
Savannah Brown
Nik Parekh
Paige Roche
Zack White
Meet the Team 4
The Double Diamond Process
Iterate
Created by British Design Council Understand The journey begins with a trigger. This could be an idea, some insight, a change in the market, a macro economic change. Before responding to the trigger with a vision or plan, we first seek to understand the current condition. This phase is divergent and exploratory – it’s a search for new questions. Through observation and enquiry we reveal customer behaviour and business drivers. Opportunities are identified for further consideration.
Explore With a vision in place, it’s time to explore the best potential solutions. We know what to achieve, and by exploring and validating options, we find the best ways to succeed. This is a divergent and iterative activity. Details and requirements have not been defined – instead, the right solution is discovered.
Define From a place of some understanding, we begin to synthesise knowledge into insight. This focuses on the most compelling opportunities to pursue. It’s about converging on a vision and defining the first expression of our plans to occupy a future position. We assess the viability and impact of our plans, and determine how to measure success. This initial strategy guides the execution of a solution, but strategy is never complete. A strategy should adapt when we make new discoveries. It doesn’t need to define all details of a solution. Instead, the focus should be on the desired outcomes or impact to achieve.
Create As we gain confidence in the solution, exploration gives way to engineering. Now we’re creating and optimising working software. The opportunity here is two-fold. First, a working solution delivered to market. Second, we gather real market feedback. As a result, our understanding deepens, and new discoveries influence an ever-changing strategy. Software engineering is not merely execution of a plan, it also defines strategy.
5 Double Diamond Process
Discover
Define
Develop
Deliver
The third quarter marks a period of divergence where design-led solutions are further developed, iterated and tested within the company; keeping as many tentative solutions in the air as long as possible as you work to validate them. The key activities include multidisciplinary working, visual management, development methods, and user testing.
The final quarter of the double diamond model represents the delivery stage, where the resulting product or service is finalized and launched in the relevant market. The key activities include final testing, approval and launch; with a completion of evalution and feedback.
Iterate
The first quarter of the double diamond model marks the start of the project. It begins with an initial idea or inspiration, often sourced from a discovery phase in which user needs are identified. The key activities in this section include market research, user research, managing information, and design research groups.
The second quarter of the double diamond model represents the definition or convergent stage, in which interpretation and alignment of customer needs to business objectives is achieved. The key activities in this section include project development, project management, and project sign-off.
Double Diamond Process 6
Project Scope
S. social E. equality
Interview the client to help gain an understanding of the following: the social senario, primary and secondary goals, the ecosystem, focal jobs, constraints, etc.
A. advances
Primary Objectives
• Project name (be creative but respectful)
• Social Senario/Challenge, Goals, and Vision Statements
• Stakeholder map covering the ecosystem members (beneficiaries, executors, overseers)
• Matrix/table that outlines focal jobs, needs, and perceived constraints (the latter linked to
L. learning
beneficiaries in particular) • Project Roadmap/Schedule outlining—among other things, the co-creation workshops, (phases, activities timeframe, dates, etc.)
• Project Risk analysis
• Interesting Quotes, Statistics, and Images that help bring this issue to life (optional)
Mission Statement To help nonprofit organizations improve their after school programs and the lives of the children they serve. Vision Statement To improve the accessibility and visibility, while ensuring the future of SEAL for the benefit of the children and society.
7 Project Scope
SEAL Organization 8
Service Offering
STEM Programs Science, Technology, Engineering, and Mathematics (STEM) is a term typically used when addressing education policy and curriculum choices in schools to improve competitiveness in science and technology development. It has implications for workforce development, national security concerns and immigration policy. SEAL coordinates after-school STEM programs at local schools in Savannah to expose real work environments and future career possibilities.
Community Olympic Day
Passport to Excellence
Camp Explore
Enabling Services
Educational STEM Programs
Core Service
Inspiring Active Communities
Let’s Move
STEM vs Non-STEM Source Carnevale, Smith & Melton (2011) STEM Percent learning more than average for own education level
Seeds of Opportunity
Non-STEM Percent learning more than average for own education level
80 75.4
75.2 71.3
Accessibility
Schools
Churches
66.2
60
56.1
Cafes
Parks
51.9
40 39.2
Interaction
City
Family Members
Providers School Officials
39.9
40.4
39.4
37.8 33.6
33.9
31.9
32.6
20
Funders
16.4
0 Less than HS Participation
Students
Facilitators
HS / GED
Some College/ No Degree
Associates
Bachelor’s
Master’s
Professional
Doctoral
Teachers
9 Stem Programs
Statistics 10
Discover
11 Discover Phase
Define
Develop
Deliver
Discover Phase 12
Stakeholder Maps
Matrix Table -Jobs -Needs -Perceived constraints
Stakeholder mapping is a collaborative process of research, discussion, and analysis of such organization. The three layers of this tool are the core target in the service, next layer being all direct stakeholders affiliated, and the outer layer being all indirect stakeholders. This guides service designers to better understand the interplay between all entities.
Tim
Analyst
Jobs (needs to grow to add on additional members?) -Distributions of roles; specialized, specified jobs -Have a consistent plane of knowledge known across the board (all members)
Creative? Feedback
Tim (SEAL Savannah) Programs Program Coordinator Program Executives
Programs for disadvantaged children
Volunteers
School teachers
Children Parents Program Heads
Analyst
Parents?
Tim
School itself (Food & Funding)
Creative? Feedback
Direct Direct B2B B2B
Tim (SEAL Savannah) Tutors
State Regulators
Children
Volunteers
School teachers
Afterschool Programs School District Executive
Abstract Abstract B2C B2C
13 Discover Phase
State Regulators
Needs -Formalized process -Sound communication -Better/easier way of calculating “the metrics” - Standards of the State -Better overall structure of Company (and internal components, ie jobs) -To become scalable → find a way (predictable, once calculable) to grow; can be seen timeline-wise -Streamline its social [media] presence -Overall Cohesivity → Look (brand) → Language (Communication) → “What do we want to call ourselves?” (no confusion) -Promotional -Employee Schematics Perceived Constraints -Lack of efficiencies -Human capital available (on SEAL’s team) -Lack of an official process
Discover Phase 14
SWOT Analysis STRENGHTS
OPPORTUNITIES
- Experience/Reliable - Relationships - Affordable - Locality - Relevant, tangible
- Better utilize individuals skills (interally volunteers) - Thank you / Sponsors / Stakeholders - Progressive skill building workshops - Create more interest with schools/ businesses/community - Unpaid staff - Relying heavily on volunteers - Level of sincerity with volunteers (since unpaid) - Not 'for sure' system with volunteers - At the mercy of the school system - Budget issues - Rely on parents - Transportation of kids
WEAKNESSES
THREATS
- Scalability
- Future Background Checks - Adjust to educational Trends - STEM
Co-Creation I Co-creation sessions bring all parties together through participatory and collaborative design, open-source innovation, and crowdsourcing. When working with a client it is crucial to keep their presence included throughout the process. Making the client feel empowered in the process is key for overall sucess. Our first co-creation session was dedicated to the breakdown analysis of the organization. At this point in the Discover Phase, we are disecting the organization as a whole, establishing all pain points within the service, and outlining the user’s needs and wants.
15 Discover Phase
Discover Phase 16
Camp Explore is an after school STEM program that SEAL organizes with various schools in Savannah, GA throughout the school year. Students are given the opportunity to learn new practices in the realm of science, technology, engineering, and mathematics.
17 Discover Discover Phase Phase
Discover Phase 18
Discover
19 Define Phase
Define
Develop
Deliver
Define Phase 20
Insights WHY IS THERE CONFUSION AMIDST CAMP EXPLORE? TRAFFIC FLOW Lack of direction Lack of time organization Lack of identity
COMMUNICATION AND STRUCTURE No designated signage No proper schedule No Camp Explore I.D.
Lack of trust Lack of valuable information
No designated accountability Rely on word of mouth, “telephone”
STYLE GUIDE Font
TEACHER VOLUNTEER ISSUES
Colors
Lack of awareness Few updates with information Lack of core use with volunteers Weak pre-coordination
Promixa Nova Font Family ABCDEFGHIJKLMNOPQRSTUVXYZ 1234567890
Cadmium Orange
Nile Blue
RGB:
R 241 / G 123 / B 33
RGB:
R 20/ G 48 / B 85
CMYK:
C 1 / M 63 / Y 100 / K 0
CMYK:
C 100 / M 85/ Y 40/ K 34
HEX:
F17B21
HEX:
143055
COMMON AREAS EXPERIENCE Lack of feeling the award Importance of brain breaks
I
POS ON
S
Turquoise Blue
Oslo Gray
RGB:
R 82/ G 216/ B 246
RGB:
R 141/ G 143 / B 146
CMYK:
C 54/ M 0 / Y 5 / K 0
CMYK:
C 47 / M 38/ Y 37/ K 2
HEX:
44D8F8
HEX:
8D8F92
No camp identity Little outreach Low knowledge of Camp Explore No camp song, shirts, or name tags
TECHNOLOGY DIFFICULTIES Lack of access to technology Lack of entertainment media
Knowledge of equipment needed
Bi-Polar Map
R
VI
TI
E A S
ON
LE
MIS
IB
S
Final Logo
No personal emphasis No set programs established
AWARENESS OF CAMP EXPLORE
CE
EXPLO
RA
With Font
21 Define Phase
Define Phase 22
Mapping Service Problems and Touch Points By mapping and evaluating all touch points in a service, this allows all parties to better understand their user. A touch point is any time a potential customer comes in contact with your service. There are numerous tools to help identify each touch point including personas, user encounter maps, storyboards, and a service blueprint.
Personas When designing for your specific user in your service, creating personas can be a helpful tool. Personas are characters that represent features of an exisiting social group. These attributes represent demographic characteristics, activities, goals, key motivators, interests, income, etc.
User Encounter Map User encounter maps help visualize and breakdown the user’s exact actions in a service. It is key to include all factors and pain points of the service in the before, during, and after phases. This ultimately identifies the user’s journey throughout such service.
Storyboard A storyboard is a tool that organizes visual representation into a story format. This tool can help members in the service understand the emotional and physical aspects.
Service Blueprint A service blueprint is used to map out all user interactions within the service. This tool is meant to be flexible depending on the designers needs. This tool represents a linear flow of such service including front-stage and back-stage interactions, physical evidences, supported processes, and resources.
23 Define Phase
Define Phase 24
Persona
BIOA
User Encounter Map
JASON JACKSON CHILD Age
Education
Home Town
Marital Status
Hobbies
6 Years Old
Gadsden Elementary School
Savannah, GA
Single
Basketball
Before
Jason’s mom grants permission for Jason to go (2 weeks prior) Jason attends Gadsden Elementary School, waiting for the next Camp Explore Day After
INTERES TS
CTIVITIE S
Jason is a student at Gadsen Elementary School; he was born in Savannah. He is a huge science and mathematics fanatic, and enjoys understanding the reason behind all things. In his free time he likes to help Mom in the kitchen.
Jason is a very active kid. Aside from attending extracurricular club meetings on the weekends, he plays basketball for the elementary school team. On the weekends Jason’s favorite hobby is to go to Forsyth Park and play a game of basketball with his Dad.
Playing with toys Playing with his friends Practicing sports Science and mathematics
INCOME
GOAL S
ANAL YS IS
N/A
Tries to learn as much as possible from what is taught Wants to become a scientist or a doctor Wants to make his mother proud with his achievements
His mom then receives a reminder call (1 week prior) Mom receives another reminder call (1 day prior)
Jason’s mom packs lunch for him (Night prior)
Trigger
His mom picks him up from the cafeteria
“Learn today at Camp Explore”
During
Jason Jackson
Jason signs in with his mom at registration
Jason is given a medal and a snack
Jason then goes to the cafeteria for a waiting period where there is no entertainment
Physical state - Energetic
Jason’s group is moved to the cafeteria He is then assigned to a group and moved to a class room
Mental State - Hyper
KEY MO TI VATO RS
Jason’s group changes classrooms and teachers
Emotional State - Distracted, happy
Wants to do well in life Wants to give back to his family
Storyboard
He then attends a 15 minute brain break
Service Blueprint
He is told to wait in the cafeteria with the other students
He is then assigned to a group and moved to a classroom by a volunteer
Flyer
School
Kid recieves a flyer (3 weeks prior)
After Service
During Service
Computer Flyer
Social
Parent grants permission (2 weeks prior)
Computer Phone
Home
Parent recieves a reminder call (1 week prior)
Computer Phone
Home
Parent recieves a reminder call (1 day prior)
Line of Visability
He arrives to school and checks in
Line of Interaction
Jason is at home and about to go to Camp Explore
Customer Experience
Physical Evidence
Before Service
People Camp Explore sinage Paperwork
School
Enters school
People Paperwork
School
Parent signs kid in at the register station
People Tables Stage
Cafeteria
Kid goes into cafeteria for a waiting period
Organization and logistics
SEAL Communications
SEAL Communications
25 Define Phase
Once the class is over, he is moved back to the cafeteria where he will learn some yoga stretches
He is now back in class and feels energetic because of the yoga class
Hallway
Kid is assigned to a group and moved into a classroom
Volunteer leads
People Lanyard Tables Chairs Materials
Classroom
Class is in session
Instructor leads
People Lanyard Tables Materials Stage
Cafeteria
15 min Brain Break
Kids interact with leader of brain break
Staff not properly trained
People Lanyard Tables Chairs Materials
Classroom
The group changes classroom and teacher
Volunteer leads
Instruction on where to go is given proior
Instruction on where to go is given proior
Working with Tim
Kid waits in cafeteria with no entertainment to occupy child
Jason is distracted because of the general confusion
People Lanyard Sinage
People Lanyard Tables Materials Stage
Cafeteria
15 min Brain Break
Kids interact with leader of brain break
People Lanyard Tables Chairs Materials
Classroom
The groups are moved to the final classroom
People Lanyard Tables Chairs Materials Medal Snack
People Lanyard Sinage
Cafeteria
Hallway
The groups are moved to the cafeteria
Kid is given a medal and a snack
People Survey Lanyard Tables Chairs Materials
Classroom
Kid is sent back to the classroom and asked to complete a fun survey
People Table Chairs Paperwork
Classroom
Parent signs kid out in classroom
Volunteer leads
Instruction on where to go is given proior
Survey is reviewed for feedback
Staff not properly trained
At the end of the camp, Jason is given a medal and snacks; he is ready to go home
Define Phase 26
Persona
User Encounter Map
JANET SMITH VOLUNTEER Education
Age
Marital Status
Home Town
Hobbies
Before
Janet decides not to go back, as she is already at home
26 Years Old
Armstrong State University
Cleveland, OH
Single
Janet arrives to Camp Expolore at 8 A.M.
Janet receives a text asking her to come back because there are new students that have been added to Camp Explore
Yoga
She is greeted by Camp Explore staff members
After
BIOA Janet works as a bank secretary, she’s originally from Cleveland, Ohio. She moved to Savannah for college to attend Armstrong University. She found her job straight out of university, so she decided to stay in town.
She then goes to a teachers lounge with other volunteers and staff members
INTERES TS
CTIVITIE S Janet is often in front of a computer when she is at work as well as at home. During her free time, she likes to go for a run or to attend a yoga class at her local gym. During the weekends she tries to do community service.
Mentoring kids Staying physically active Visiting coffee shops Traveling
Janet says goodbye and leaves the building
During
Trigger Janet realizes that her assistance is no longer needed at Camp Explore
“Volunteering today at Camp Explore”
Students begin to arrive and Janet greets them at the front door
Janet Smith
INCOME
GOAL S
36,000/yr
Wants to change things positively in the community Wants to get more involved with Savannah’s local population She wants to have a great day with kids at Camp Explore
ANAL YS IS
Janet helps at the sign-in desk
Physical State - Slow paced, energetic
Mental State - Nervous
She realizes that the brain break has been cancelled
She then takes a group of children to their assigned classroom
She walks into the cafeteria to attend a brain break
KEY MO TI VATO RS Emotional State - Content, affectionate
Community work energizes her wants to help mentor kids in her new locale
She looks for assistance to understand the changes that have been made
Storyboard
Service Blueprint
She is quickly put to work helping the students register
Line of Visibility
Janet arrives at the school ready to help
Line of Interaction
Janet is invited to participate with Camp Explore on Saturday
Customer Experience
Physical Evidence
Before Service
People Camp Explore poster Car
Parking Lot
During Service
People Paperwork Food Computers
Teacher’s lounge Teacher’s lounge CafeteriaC
Meet other volunteers in the teachers lounge
Arrive at GES at 8 AM for Saturday Camp Explore
No Signage
Food is found in class for volunteers
27 Define Phase
A while later, she is told to leave because there are more volunteers than kids
Wait for Tim or another leader to explain job for the day
teachers in the class and directs them
Rita arrives early to make sure everything runs smoothly.
Tim arranges breakfast for volunteers
She then returns to the classroom, but no one is there
People Paperwork (Instructions) Food Computers
People Seating area Sound system Phone Tools for Brain Breaks
Go to cafeteria where students are arriving and help w/ registration
Papers to sign children in
After Service
People Instructions Objects relevant to the activity Seating area
lassroom
group to their assigned class after registration
Escort children to assigned rooms found on schedule
SEAL Communications
Rita manages each classroom
Schedule People Instructions Objects relevant to the activity Seating area
Classroom
Finds out that there is a change in schedule through Rita
Food People Camp Explore sinage Paperwork
School
Classroom
Look for Tim all over the school
Talks to Rita and other SEAL Tim
Schedule Instructions Computer TV Seating area
Comes back to the classroom and nobody is
Uses the printed schedule to see if she is missing anything
People Seating area Sound system Phone Tools for Brain Breaks
Cafeteria
Finds her group in the cafeteria for a brain break
Everyone engages in yoga to freshen up
People Seating Phone Schedule Sound System
Caf / Class
Parking signs Car Phone Bag/Wallet
Teacher’s Lounge Parking Lot
Realizes that the group she was helping now has a new volunteer
Finds Tim and asks how she can help out now; he says she can
Classes changed bc so many children have joined the Camp, some volunteers not told this
Tim realizes there are more students than teachers and decides he can let some volunteers go
SEAL Team regroup to decide on what to do about the numbers.
Miscalculation & Miscommunication
People Food & Drinks Phone Computer Paperwork
Leaves the school and returns home
People Computer Phone
Home
Recieves a text asking her to come back bc a new group was added
Tim sees that a large group of Saturday students could join Camp Explore and adds them
People Computer Phone
Home
Decides to stay home
Tim has to make do without the volunteers he sent home
Lack of back up plan and miscalculations about the plan moving forward caused visible problems
Classroom clean up Volunteer/teacher wrap up
Later she is asked to come back because they merged kids from Saturday School to Camp Explore
Define Phase 28
Persona
User Encounter Map
ALEXIS ROSE INSTRUCTOR Age
Education
Before Marital Status
Home Town
Hobbies
After
36 Years Old
University of North Carolina
Charlotte, NC
Married
Knitting
During
Alexis speaks to the volunteer coordinator about leaving
ACTIVITIE S
INTERES TS
Alexis is originally from Charlotte, but moved to Savannah to follow her husband’s career. She is a grade school teacher and during her free time she likes to help out with non-profit organizations.
If Alexis isn’t teaching kids, she is helping out at the PTA meetings or with the local food drive collecting cans. To relax she enjoys reading a good book.
Cooking Music Volunteering Reading
46,000/yr
She then parks in the school parking lot
She gathers her belongings and leaves
BIO
INCOME
Alexis drives to Gadsden Elementary School
She registers at the front desk
After the students leave, Alexis does not know what to do
Trigger
She watches as students recieve their medals
GOAL S Alexis wants to change children’s lives through STEM programs She wishes to help build a better future for children Alexis wants to develop meaningful relationships with students
She waits in a room for instructions
“Teaching today at Camp Explore”
Alexis decides to take part in the yoga exercises
Alexis is told which classroom she will teach in
Alexis Rose
ANAL YS IS She teaches class for 45 minutes Physical State - Exhausted by confusion
KEY MO TI VATO RS Helping children learn Making an impact in children’s lives Creating fun experiences
Alexis does her best to teach her third class without teaching materials
Mental State - Confused
Alexis is informed that new students are joining and she needs to teach another class
Emotional State - Frustrated with ideas that aren’t heard
Storyboard
Thinking it’s her last class, Alexis gives her teaching materials to the students as souvenirs
Service Blueprint
She starts to worry that she may have been forgotten
Computer Phone
School
Home
Teacher signs up for Camp Explore
Front Stage
Alexis waits in one of the classrooms; she’s a little worried about the lack of direction
During Service
Flier Paperwork
Schools inform teachers about SEAL / Camp Explore
Back Stage
She registers at the front desk and is eager to teach students
User Actions
Physical Evidence
Before Service
Alexis parks at the school
The children return to class and Alexis teaches for the next 45 minutes
SEAL Member reaches out to schools for teacher participation
Receives email reminder
Paperwork
School
Checks in at registration
Registration sends Teacher to Volunteer Room
Send teacher reminder email/ phone call
SEAL rep. provides breakfast for all volunteers
Food People
School
Paperwork
People Paperwork Computer
People iPads Computer
People iPads Computer
Music Sound System
People iPads Computer
People Medals Snacks
People iPads Computer
School
School
School
School
School
School
School
School
Heads to volunteer room for breakfast
Teacher receives room assignment
Other teachers and volunteers become acquainted
SEAL distributes class assignments to teachers
Set up classroom & prepare for students
29 Define Phase
At the end of the day Alexis does not know who to speak to when signing out
Wrap up and prepare for next class
Everyone attends Brain Break
Time Keeper; 10 minute warnings
iPads are being distributed
SEAL rep. prepares classrooms
1. Confusion 2. Break down of communication
Next class begins
Wrap up and attend awards ceremony
Time Keeper; 10 minute warnings
Classroom clean up
Brain Break cancelled
Alexis has been assigned to a classroom, but she is unsure about the number of students and the amount of classes she will teach
Teacher begins working with students
Child attends second class
People iPads Computer
School
Wrap up and attend awards ceremony
Payment Paperwork
School
Sign Childout attends and receive second class payment
SEAL rep divides payments among teachers
Prepare snacks and medals in gymnasium
Not enough snacks for all children
No wrap up or leave behinds for teachers
She is informed there is no sign out process and she leaves
Define Phase 30
Persona
User Encounter Map
LULU ROBERTS SEAL TEAM
Before Education
Age
Marital Status
Home Town
Hobbies
Lulu decompresses from a frantic day
36 Years Old
Lulu attends a SEAL meeting about the next Camp Explore Day
After University of North Carolina
Charlotte, NC
Married
Swimming
Lulu recieves an email reminding her of the day
After the kids attend the third class, Lulu needs to leave for a prior commitment
BIO
ACTIVITES
INTERE ST S
Lulu is originally from Savannah and has lived here all her life. She works for Seal as a part-time job and is in charge of the organization of the events. Camp Explore is SEAL’s main event, Lulu is very passionate about it and runs the operations.
Lulu is very attentive in her activites. She keeps her place tidy and always has her week planned out. She is very active in the community and is also very supportive of her friends and family outside of Savannah.
Community involvement Cooking & cleaning Helping family and friends
INCOME
Tries her best to keep everything running smoothly Makes sure everything is accounted for and being done
Saturday school joins the next brain break and Lulu gives out lanyards to all of the kids
Trigger
“Direct operations today at Camp Explore”
She frantically changes the schedule again to make room for the new kids
GOALS
She compiles materials and prepares for Camp Explore
During
Lulu Roberts Lulu waits for key volunteers and teachers but they never show up
ANA LYSIS
30,000/yr
There are not enough lanyards so LuLu helps to make more
Physical State - Exhausted by confusion
She assigns the teachers to areas with their necessary supplies
KEY MO TI VATORS Wants the kids to enjoy their day at Camp Explore and will make sure everything behind the scenes is aligned to make it happen
Mental State - Frantic
Students do not recieve lanyards Emotional State: Upset because her voice isn’t heard
Storyboard
Service Blueprint
She gathers necessary supplies to support her scheduled mission
She discovers there are not enough volunteers or instructors for Camp Explore
She then learns only 16 children will attend Camp Explore
Lulu tells some volunteers to go home because there are not enough children
After the dismissal, she is told that a massive amount of children will join Camp Explore
Line of Interaction
Line of Interaction
Lulu arrives and she is ready for a great day at Camp Explore
Customer Experience
Physical Evidence
Before Service
Computer Phone
During Service
Computer Phone
Social
Plan and prepare schedule and logistics
Organize logistics with school and volunteers
Organize logistics and ideas with SEAL internal
Promotion
Creation of Materials
Consistent Channel Usage
31 Define Phase
Computer Phone
Outside Parking
Computer Phone Props People Schedule Map Entrance/Hallway
Gather Materials and assign roles
People Money Paperwork Recipets Snacks
Hallway
Mr. Ford gave money to Rita to give to Tim
Communicate and create responsibility of gathering
Let people know when and were to go
Exchange of funds
Logging Information
Organize and loop everyone in to set up locations
Logistics
Consistency; Trust; Reliability; updated version
Consistency, Everyone being on the same page
Miscommunication about snacks
After Service
People Paperwork
Hallway/Gym
Organizing People
People Paperwork Hallway/Gym/Classroom
Deal with unexpected issues
People Paperwork
Front Inside
Hanging out with people
Parking Lot
Left Early
Organization and logistics
Working with Tim
Section Manager
First to know/last to know Frustrating
Define Phase 32
Make Your Own Camp Explore World This exercise will provide a large blueprint of Godson Elementary School (location of the next Camp Explore day) for each team to create a three dimensional Camp Explore world. Each individual in the class will be broken into either the child, volunteer, or SEAL member team. From there, your group will have access to paper, markers, sticky notes, pipe cleaners, modeling clay, magazines, index cards, tape to construct your user’s needs and wants at Camp Explore. Create a slogan or tagline to summarize their world. Full freedom of creativity and ideation. The challenge for each group will be in the process of ideating and creating without shutting out possibilities. Expand your mind!
Co-Creation II In our second co-creation, a gamestorming activity was conducted with our clients. Gamestorming is a holistic collaboration approach that bridges everyone to brainstorm while playing a game. At this point in the Define Phase, we have identified all users, their expectations, needs and goals. Our user breakdown for SEAL includes the children, volunteers, teachers, and SEAL members. The gamestorming activity was dedicated to designing a three-dimensional ‘Camp Explore World’ for each user segment.
33 Define Phase
Define Phase 34
Discover
35 Develop Phase
Define
Develop
Deliver
Develop Phase 36
Strategic Questions 1
How can we deliver both an educational experience that facilitates learning new skills that inspire exciting career paths and lead to bright futures of the participants at Camp Explore?
2
How can we best utilize the program’s core logistics with technology and tools that provide and assist the operations at Camp Explore?
3
How can we structure this program in a way that optimizes and utilizes the abundant talent(s) of dedicated volunteers?
4
What kind of “brain break” can we provide that aids to the identity of the program while providing fun and healthy activities?
5
How can we follow up to ensure Camp Explore’s relevancy in the interim months that precede each Camp session?
6
How can we better establish a positive existance and build relationships within the Savannah community that bring awareness to Camp Explore?
37 Develop Phase
AFFINITIZATION After the establishment of our six strategic questions, we analyzed each question and listed ideas on sticky notes. From there, we can affinitize each idea into groups depending on their relationship. Service Designers use the affinitization process on a regular basis to gather and group ideas together for further discussion and creation of new ideas.
Develop Phase 38
MISSION CONTROL
BRAIN BREAK
Creating a binder and online resource for Camp Explore will create a unified ability for any SEAL team member, volunteer, or teacher to jump in when needed and easily find specific information pertaining to Camp Explore. Whether they are looking for ideas for a Brain Break, channels to communicate or quick ideas to teach to the kids, a resource binder that is available in person and digitally will allow all stakeholders to have a seamless and stellar experience.
As a part of the Mission Control binder we have included an in depth section for Brain Breaks. This section will have various ideas and games for the kids to play and engage in. These ideas can easily be put on by anyone. The games and tools are broken down by personnel, number of volunteers, number of students, and materials needed.
FEATURES
BENEFITS
TOOLS & TECHNOLOGY
FEATURES
BENEFITS
TOOLS & TECHNOLOGY
•
Brain Break Compilation
•
Enhances Organization
•
Google Drive
•
Procedure List
•
Enables Flexibility
•
Projector
•
Communication & Protocol
•
Creates Standards
•
iPad PDF
•
Breakdown of Instructions
•
Simplified for Anyone to Fill In
•
Music
•
Rules & Regulations
•
Optimizes Information
•
Binder
•
Number of Volunteers
•
Lists Fun Activities for Kids
•
Speakers
Communication
•
SEAL App
•
Number of Students
•
Computer
•
iPad
39 Develop Phase
•
Can Be Accessed Easily
•
Cosmic Yoga
•
Requires No Training
•
Indoor Videos
•
Brain Excercises
Develop Phase 40
SPACE DAY
MUSICAL EXPLORATION
Offering a Camp Explore day that touches on all things Space. Camp Explore would host a Space Career day to inform the children of all that they can aspire to become: scientists, astronauts, anything STEM related. When students first enter the school or even during Brain Breaks they can be assembled into groups of 3-4 and create space related art murals on large sheets of paper. The best ones will win.
This concept consists of creating a sense of community within Camp Explore. Musical elements would be incorporated as part of the core program, as well as an extra element the kids can enjoy. This would include a “Camp Song” which can be a theme song representing the program and what it stands for and will be easily grasped by the students. Also, recognizable tunes could be played during the end of the class periods to inform the teachers, volunteers, and children that the classes are changing soon.
FEATURES
BENEFITS
TOOLS & TECHNOLOGY
FEATURES
BENEFITS
TOOLS & TECHNOLOGY
•
Overarching Theme
•
Pushes the Students to Learn
•
Black Lights
•
•
Supplies a Meaningful
•
Musical Intruments
•
Mini-lectures on Interesting
more
•
Banners
from the Three Classes
Connection/Relationship to the
•
Music Player & Speakers
Creates a Fun & Playful
•
Space Industry Professionals
Easy Organizational Method that
Program for the Children
•
Binder
Atmosphere
•
Apps/iPads
Fields
•
•
Synthesizes Previous Information
•
Mock “Camp Out”
•
Career Day
•
Gives Motivation to Return
•
Computers
•
Songs
•
Specified Brain Breaks
•
Exposes Kids to All Career Paths
•
Large Paper
•
Enjoyable Transition Times
•
Coloring Tools
Between Classes and Brain
•
Tents/Sleeping Bags
Breaks
41 Develop Phase
Informs Team Members of Time
•
Encourages Sense of Belonging & Sense of Community
Develop Phase 42
AFTER EFFECTS
COMMUNICATION CONNECTION Instructors and volunteers wear more cohesive and recognizable outfits to stand out; the outfits makes the instructors seem more approachable and informed from the standpoint of the Explorers and their parents. A week before CE, instructors and volunteers participate in an orientation so they can better understand the environment, their roles, and to meet other participants. On the morning of CE, some volunteers are paired with a specific instructor, while others attend to other duties (greeting Explorers, leading groups of Explorers, etc). All the volunteers are linked to the Volunteer Coordinator via walkie talkies, centralizing communication. Because instructors are paired with a volunteer, the volunteer handles communication while the instructor can focus just on teaching the Explorers.
Volunteers and instructors are required to participate in a debrief after the CE session. During the debrief, they are given a physical “Thank You” letter which immediately makes them feel appreciated for their hard work. All letters are personally signed by SEAL’s leading staff. Volunteers and instructors also receive messages through CE’s Facebook asking them to anonymously participate in an online survey about their experience.
FEATURES
BENEFITS
TOOLS & TECHNOLOGY
FEATURES
BENEFITS
TOOLS & TECHNOLOGY
•
Pre-Orientation
•
Clear Communication Structure
•
Walkie Talkies
•
Debrief
•
•
•
Recognizable Uniforms
•
Visually Recognizable Staff
•
Uniforms for Volunteers &
•
Gratitude Given to Volunteers &
•
Centralized Communication
•
Clear Procedures & Expectations
•
Clearly Defined Roles
•
Staff Familiarity Before Each
Intructors
Intructors •
Online Survey for Feedback
Volunteers & Instructors Feel Appreciated
•
Survey Monkey (or Other Survey Site)
Feedback Can Be Given Without
•
Fear of Reprecussions
•
Thank You Letters
Mission
43 Develop Phase
Develop Phase 44
TREASURE HUNT
COMMUNITY PUZZLE
Explorers are broken up into separate groups on CE Saturday. During Brain Breaks, groups are each provided with different riddles to find hidden “treasure” around the cafeteria. Teams are rewarded at the end of the day according to the amount of “treasure” they find within the Brain Break time frame (15 minutes).
Explorers enter the cafeteria and are each given a few oversized puzzle pieces. Explorers then meet in the middle of the cafeteria and attempt to make the puzzle together. Depending of the regulations of the facility, Explorers may be provided with art supplies in order to decorate their puzzle pieces (otherwise the puzzle pieces are pre-painted for them).
FEATURES
BENEFITS
TOOLS & TECHNOLOGY
FEATURES
BENEFITS
TOOLS & TECHNOLOGY
•
“Find the Treasure” Activity
•
Nutures Group Camaraderie
•
Teasure Map for Riddles
•
Big Puzzle
•
Promotes Program Camaraderie
•
Large Puzzle Pieces
•
Team Play
•
Generates Healthy Competition
•
“Treasure”
•
Drawing
•
Adds a Creative Aspect
•
Drawing Supplies
•
Reward for Participation
•
Motivates with Reward
•
Tangible Rewards
•
Large Group Teamwork
•
Exercises Problem-Solving Skills
•
Work in Groups
•
Incorporates Highly Interactive Break
45 Develop Phase
Develop Phase 46
THE PARK CAMPAIGN
THE PARK CAMPAIGN Event held after Camp Explore sessions that gives kids an opportunity to share the experience with the other families and other members of the community. These events are held post-mission to act as an enhanced, communal awards ceremony. Instructional booths will be worked on prior and presented openly for curious parents and students awaiting to join the next mission. Including a competitive activity for everyone present - visitors, participants, volunteers, and instructors - would leave everyone with a positive experience directly connected to Camp Explore. We expect this idea to showcase what knowledge this program offers and what a fun time can be had!
Offering tokens of appreciation for volunteers following Camp Explore to help nurture relationships and leave them with a more positive experience. Volunteers are an extremely crucial portion of this organization, therefore leaving them with a positive experience is equally as crucial. This idea incorporates giving a heart-felt and humane gift to display appreciation for the volunteers services and time. As a result, Camp Explore will gain exposure by word of mouth advertising.
FEATURES
BENEFITS
TOOLS & TECHNOLOGY
FEATURES
BENEFITS
TOOLS & TECHNOLOGY
•
Communal get-together
•
Immerses Community
•
Sound System
•
Printed Card with Logo
•
Instills Value to Participants
•
Stationary
•
Tables Presenting Different
•
Demonstrates a Positive
•
Promotional Equipment
•
Handwritten Letter of
•
Motivates their Return
•
Printing
Appreciation
•
Createsa Sense of Pride for
•
Postage Stamps
Participation
•
Mail System
Intructional Sessions
Presence Among Communities
•
Snacks
Involved
•
Schedule of Upcoming Events
•
Integrated Awards Ceremony
Showcases Student Learning
•
Voucher
•
Competitive Communal Activities
•
Certificate of Appreciation
•
Photograph of Theme at Mission
•
Postcard Format
•
Option to Extend to Parents/Kids
47 Develop Phase
•
•
Influences Retention of Volunteers
Develop Phase 48
ROAD TO THE SUN
OUTREACH/PR CAMPAIGN The PR package is a set of strategic promotional endeavors to reach new audiences and further develop the Camp Explore brand. This package delivers important information and awareness that would further facilitate the meaning and relevance of Camp Explore to target audiences. The PR with outreach strategies would promote Camp Explore along with SEAL while also better offering the services of STEM education. Outreach / PR would facilitate Camp Explore / SEAL in creating a public image that would deliver positive recognition in the Savannah community.
Giving children incentive to revisit Camp Explore by making them feel entitled using a ranking system offering a level of responsibility through leadership amongst Camp Explore students labeled by “badges” or “pins.” This package offers a chance for Camp Explore to increase retention of students by giving them something to look forward to. Even at an early age social standpoint is an extremely motivating topic. If these students have a way to build their social status they will be more likely to come back.
FEATURES
BENEFITS
TOOLS & TECHNOLOGY
FEATURES
BENEFITS
TOOLS & TECHNOLOGY
•
Press Releases
•
Reaches Defined Target Audience
•
•
Patches/Pins/Badges
•
Gives Leadership Opportunities
•
•
Marketing Content Campaign &
& Potential Supporters
•
Social Media
•
Separate Ranks
•
Enhances their Communication
•
Promotion Equipment
•
Award Ceremony
•
Display Mechanism
Skills
Calender
•
Generates Media Outreach Goals
•
Social Media Campaigns
•
Organizational Why Statements
•
Promotional Videos
•
Helps Build Positive Relationships
Collection Component & Rank
•
Media Release Forms
•
Builds Brand
Gain
•
Branded Bookmarks
•
Communicates the Internally
•
Informational Leaflets
•
Program for Savannah-area VIP
49 Develop Phase
•
Internal Tracking System (to Determine Each Child’s Rank)
•
Gives Incentive to Return Through
Relationship with Patch Printing Company
•
Display Component
Shared Understanding
Develop Phase 50
DECISION MATRIX
FEASIBILITY
Co-Creation III Our third co-creation session was dedicated to presenting our twelve concepts that are derived from our strategic questions. In preparation for this session, we created a decision matrix chart for our clients to decide on the feasibility and desirability of each concept. We also created three laser-cut paddles (cold, warm, hot) for each client to indicate their response.
51 Deliver Phase
DESIRABILITY
Deliver Phase 52
PROTOTYPING MISSION POSSIBLE Our final step for Mission Possible’s execution is to prototype our ideas. We met on a Saturday morning at Butler Elementary School to test our concepts with our clients posing as the children. Testing and prototyping either low-fidelity or high-fidelity can give further insights that were not initally clear to further improve the deliverables.
53 Deliver Phase
Deliver Phase 54
Discover
55 Deliver Phase
Define
Develop
Deliver
Deliver Phase 56
DELIVERABLES MISSION CONTROL MISSION CONTROL
Creating a binder and online resource for Camp Explore will create a unified ability for any SEAL team member, volunteer, or teacher to jump in when needed and easily find specific information pertaining to Camp Explore. Whether they are looking for ideas for a Brain Break, channels to communicate or quick ideas to teach to the kids, a resource binder that is available in person and digitally will allow all stakeholders to have a seamless and stellar experience.
MUSICAL EXPLORATION
AFTER EFFECTS
OUTREACH/PR CAMPAIGN
GRATITUDE PACKAGE
57 Deliver Phase
Deliver Phase 58
MUSICAL EXPLORATION
AFTER EFFECTS
This concept consists of creating a sense of community within Camp Explore. Musical elements would be incorporated as part of the core program, as well as an extra element the kids can enjoy. This would include a “Camp Song” which can be a theme song representing the program and what it stands for and will be easily grasped by the students. Also, recognizable tunes could be played during the end of the class periods to inform the teachers, volunteers, and children that the classes are changing soon.
Volunteers and instructors are required to participate in a debrief after the CE session. During the debrief, they are given a physical “Thank You” letter which immediately makes them feel appreciated for their hard work. All letters are personally signed by SEAL’s leading staff. Volunteers and instructors also receive messages through CE’s Facebook asking them to anonymously participate in an online survey about their experience.
59 Deliver Phase
Deliver Phase 60
OUTREACH PACKAGE The PR package is a set of strategic promotional endeavors to reach new audiences and further develop the Camp Explore brand. This package delivers important information and awareness that would further facilitate the meaning and relevance of Camp Explore to target audiences. The PR with outreach strategies would promote Camp Explore along with SEAL while also better offering the services of STEM education. Outreach / PR would facilitate Camp Explore / SEAL in creating a public image that would deliver positive recognition in the Savannah community.
GRATITUDE PACKAGE Offering tokens of appreciation for volunteers following Camp Explore to help nurture relationships and leave them with a more positive experience. Volunteers are an extremely crucial portion of this organization, therefore leaving them with a positive experience is equally crucial. This idea incorporates giving a heart-felt and humane gift to display appreciation for the volunteers services and time. As a result, Camp Explore will gain exposure by word of mouth advertising.
Implementation Timeline SUMMER June - Aug • PR Superhero Poster • Distribute PR Pamphlets • Update VIP Invitation List
FALL Sept - Nov
WINTER Dec - Feb
SPRING Mar - May
• PR Superhero Poster • PR Bookmark • VIP
• PR Superhero Poster • Distribute PR Pamphlets • VIP
• PR Superhero Poster • VIP
• PR Superhero Poster • VIP
CKAGE Mission Control Binder updated 2 weeks prior to each camp session (update drive on a regular basis
MISSION CONTROL
Online Survey - Sent out once at the beginning of the quarter - Feedback implemented - Send out at end of quarter
Onsite Survey - After each session is completed - Instructor Debrief Short Form Questionairre & Interactive Brain Storm after each session
AFTER EFFECTS Beginning & Throughout Camp in session
LORATIO
61 Deliver Phase
Deliver Phase 62
Storyboard
User Encounter Map Before Volunteers recieve thank you cards and Letters of appreciation pertaining to their status
Lulu attends a SEAL meeting about the next Camp Explore Day
After Lulu is contacted by an individual who is interested in attending the next Camp Explore Day after reading through a brochure.
The students are given an engaging survey activity for Lulu to gather information pertaining to their enjoyment
Lulu attends a SEAL meeting about the next Camp Explore Day
Lulu is contacted by an individual who is interested in attending the next Camp Explore Day after reading through a brochure
She compiles materials and updates the google drive in preparation for Camp Explore
Lulu waits for key volunteers, teachers, and the V.I.P. for the day then briefs them with Mission Control
She assigns the teachers and volunteers to areas with their necessary supplies
Students arrive along with extra volunteers, so Lulu points them to the task board
An outstanding student award is given out by each instructor, while badges are given out and traded as well
The yoga instructor cancels last minute, so Lulu refers to Mission Control binder for further brain break activities and gets things back on track
Trigger
“Direct operations today at Camp Explore”
The students all gather back to the cafeteria to collect their awards and snacks
She then leads the camp chant before the students depart to their classrooms, which gets the kids excited to learn
All Classes and Brain Breaks occur smoothly with a surprise V.I.P. guest popping in from time to time
The students all gather back to the cafeteria to collect their awards and snacks
An outstanding student award is given out by each instructor, while badges are given out and traded as well
The students are given an engaging survey activity for Lulu to gather information pertaining to their enjoyment
She compiles materials and updates the google drive in preparation for Camp Explore
During
Lulu Roberts Lulu waits for key volunteers, teachers, and the V.I.P. for the day then briefs them with Mission Control
All Classes and Brain Breaks occur smoothly with a surprise V.I.P. guest popping in from time to time
Volunteers recieve thank you cards and Letters of appreciation pertaining to their status
She assigns the teachers and volunteers to areas with their necessary supplies
She then leads the camp chant before the students depart to their classrooms, which gets the kids excited to learn
Students arrive along with extra volunteers, so Lulu points them to the task board The yoga instructor cancels last minute, so Lulu refers to Mission Control binder for further brain break activities and gets things back on track
Blueprint During Service
Paperwork Flyer
Computer Phone
Brochure Computer Phone
Computer Phone
Home
Home
Home
Home
User Actions
Physical Evidence
Before Service
School
Mission Control Computer Binder Phone
School
Lanyards Sign-up sheet Pens Breakfast Phone
School
Front Stage
Recieves reminders
Files paperwork
Promotion
Backpacks Pens Sign-in sheet Register desk Phone
Tables Chairs Backpacks Phone Paperwork
Materials Computer iPads Task Board
School
School
School
Child arrives at Camp Explore and parent registers child with camp
Parent visits Facebook page for information
Volunteers
Backstrage
Parking Supplies Cars Phone
After Service
SEAL rep delivers reminder calls
SEAL recieves a call from an interested volunteer who viewed a brochure
Greets children and parents
SEAL rep plans and updates schedule and logistics on google drive
SEAL members arrive to school
Recieves e-mail; prepares materials
Volunteers, Teachers , VIP are arriving to school
SEAL member briefs volunteers with Mission Control
Breakfast supplied for Volunteers/� Teachers
Breakfast in Volunteer room; sign-in sheets passed around
Materials Binder iPads Task Board
School
Materials Binder Computer iPads Task Board
Materials Music iPads Lanyards
School
School
Recieves a lanyard and sits at designated table in groups
SEAL member conducts camp chant with students
SEAL member points volunteers to task board
Yoga volunteer cancels for initial activity for the day
School
Some volunteers arrive late
SEAL member refers to Mission Control for a quick brain break activity
A late volunteer gives brain break
Instructor gives interactive lesson
Time Keeper; 10 minute warnings
Section Manager
Volunteers are updated
Volunteer gathers students after chant
Materials Music Computer Phone
School
Child heads to gym for Brain Break
Child gets excited to sing camp song
Child goes to cafeteria
Greets children and parents
Materials Smart board Solar Panal kit Computers iPads
Delivers 45 min class; follows SEAL instruction
Gives engaging activity
Class clean up and preparation
All volunteers/ teachers head to gym for Brain Break
Balloons Plastic bottle tops Tape Pictures Plates
School
Child attends second class
Materials Music Computer Phone
Computers Materials smart board
School
School
Child heads to gym for Brain Break
Child attends third class
Instructor gives interactive lesson
Gives engaging activity
Instructor gives interactive lesson
Time Keeper; 10 minute warnings
Class clean up and preparation
Time Keeper; 10 minute warnings
Delivers 45 min class; follows SEAL instruction
All volunteers/ teachers head to gym for Brain Break
Delivers 45 min class; follows SEAL instruction
Tables Chairs
School
All children moved to gym; seated at tables
Snacks tables
School
Child receives snack
Awards Badges Tables snacks
School
Child receives award
SEAL member distributes awards to children
Snacks are prepared in gym
Volunteers/ Teachers direct all students to gym
Preparation for awards ceremony
Volunteers/ Teachers oversee children in gym
Instructor gives a child an outstanding student award
Volunteers watch students receive awards in gym
Tables Materials Survey Ipad
Personal items Paperwork Phone Car
School
School
Child is asked to partake in a physical “clapping” survey
SEAL member instructs students how to take survey
SEAL member creates survey questions prior
Child waits for parents to arrive
Parent returns to Camp Explore to pick up child
SEAL members oversees children leaving with parents
Materials Music Computer
Supplies Car Phone
Card Letter Postage
School
School
Home
Child gets to sing camp song one last time
Home
Child is eager for next the Camp Explore!
Parents look forward for the next Camp Explore!
SEAL member conducts camp chant with students
SEAL members prepare for next Camp Explore
SEAL members clean up each classroom & leave Section
Manager
Volunteers/ Teachers gather belongings
Volunteers/ Teachers leave Camp Explore after a concluding meeting with SEAL
Volunteers recieve a thank you card or letter of appreciation pertaining to their status
Volunteers/ Teachers look forward to next� Camp Explore!
Confusion on what to do; willing to help but no direction
65 Deliver Phase
Deliver Phase 66
Appendix
67 Deliver Phase
Deliver Phase 70