thinkit – My PRAXIS Workbook

My PRAXIS Workbook

My PRAXIS Workbook Office for Social Concern and Development Ateneo de Manila University

Creativity is defined as: 1. The ability to produce something new through imaginative skill, whether a new solution to a problem, a new method or device, or a new artistic object or form 2 A term that refers to a richness of ideas and originality of thinking That said, creativity is such a vague word.

There are a lot of misconceptions about it, and understandably so.

Creativity is, for one, a term usually reserved for artists: painters, writers, filmmakers, and such. And well, historically speaking, artists aren’t always depicted in the best light. Vincent Van Gogh, well – known for painting

4

The Starry Night, supposedly cut off his left ear and gave it to a prostitute. Abstract expressionist painter Jackson Pollock struggled with alcoholism and eventually died from driving under the influence. Juan Luna, whose Spoliarium can be seen in the National Museum of the Philippines, murdered his wife and mother – in – law. It is no wonder that creativity is seen as something that accompanies insanity.

However, creativity is much more accessible than people believe.

It isn’t something exclusive to special people, eccentrics or weirdoes. As human beings, it is something we automatically have. The problem is that people fail to cultivate their creativity when they can in fact learn to harness it in the everyday.

That is what this kit is about.

5

00 getting started

6

my praxis workbook

00. Getting Started

7

00 getting started

why do creative problem solving?

Before going into the process and specifics of creative problem solving, it is important we know why we’re doing it.

8

my praxis workbook

The problem is that reproductive thinking is no longer sufficient. We need to make a shift towards productive thinking.

Reproductive thinking is thinking that derives from what has been done before.

It is applying an already known solution to a given problem. It is based on existing associations. Evidently, this kind of thinking is at play in the rote learning we experience in traditional schooling.

Productive thinking, in contrast, is exceeding what has been done before. It happens when one comes up with a novel solution or idea to address a problem. It involves breaking away from the existing associations to arrive at that novel solution or idea. Likewise, there should be a movement from convergent thinking towards divergent thinking. Convergent thinking is also common in traditional schooling. It is gathering many different ideas to get to only one existing solution for a problem. An example of such would be solving a math problem. Divergent thinking, meanwhile, involves coming up with many solutions to one problem.

There is no single correct response in this kind of thinking.

9

00 getting started

Why make these shifts in thinking? In 2006, Karl Fisch released a shocking presentation entitled Did You Know. The presentation showed startling information regarding the rapid globalization of the world.

In the past six years, the presentation has undergone six revisions; the latest version was published just March of this year. Some of the staggering facts include the following: 1

Today’s learner will have 10 - 14 jobs by the age of 38.

2

The top ten in – demand jobs in 2010 did not exist 2004.

3

If Facebook were a country, it would be the third largest in the world.

4

We are currently preparing students for jobs that don’t yet exist using technologies that haven’t been invented in order to solve problems we don’t even know are problems yet.

It is true what Fisch points out, “We are living in exponential times”. And in light of this, as Albert Einstein puts it, “The problems that exist in the world today cannot be solved by the level of thinking that created them”.

10

my praxis workbook

Why Should It Matter To You? It’s all about taking a bottom – up approach. It may not feel like it right now, but given the right tools, you can make a real change in society. Take the Internet, for example.

Clay Shirky, an Interactive Telecommunications Program professor in New York University, is an expert on the Internet and its social and economic effects. In his TED Talk last June 2010, he explains how cognitive surplus or the the shared, online work we do with our spare brain cycles will change the world. He explains that people have much free time and they like to spend this free time creating and sharing. He uses Ushahidi to show how social design relies on cognitive surplus, human generosity, and digital technology. Ushahidi is an open source platform created for crisis mapping. It illustrates design for generosity because it is of civic value — it is something that benefits society as a whole. Clay Shirky, in the end, encourages us to actively celebrate and support such initiatives. By doing so, we are agreeing with the fact that there is a chance to change society. It is not enough that cognitive surplus exists. It is up to us to make something out of it.

11

00 getting started

isang Litrong Liwanag creates cheap light sources using plastic bottles.

12

That said, there are numerous issues in the Philippines that would benefit from social design or design for generosity.

In line with this, Senator Manny Villar says that artistic talent [in the Philippines] is not lacking, but coordination is. In addition, during a panel regarding the State of Philippine Competitiveness in 2008, the following question was asked: How come the Philippines has such a high number of highly qualified workers, but not the best outputs? At the same panel, Mayor Fernando pointed out that strong improvements could be made in the country if the

my praxis workbook

creative industry were to be given a solid base. Clearly, creativity and innovation in problem solving are needed in the country.

Arriane Serafico, a blogger and government employee in the Philippine senate, even points out that we are a country with a surplus of problems and that creativity and design could help solve these problems.

Because these problems have no precedence, solving them requires new paradigms and solutions that could possibly be harnessed from being creative and innovative.

Furthermore, design could contribute to economic development and social progress like it has in the United Kingdom, Denmark, and Finland. It has even worked in other Asian countries such as Singapore, Thailand, Hong Kong, and South Korea.

13

00 getting started

For this reason, initiatives are already being taken in shifting towards a more creative and innovative approach in problem solving. Take the impending transition to the K12 program, for one.

Senator Edgardo J. Angara claims that the program change is mainly for addressing the mismatch of job skills in the country. Dr. Amelou Benitez Reyes, president of Philippine Women’s College (PWC) of Davao, says that the change is a chance to explore creativity

“People have much free time… they like to spend this free time creating and sharing.” and innovation. Large corporations are also starting to host creativity and innovation forums. Globe hosts an Enterprise Innovation Forum. Various corporations hold such forums for their employees in the hopes of raising their competitiveness through innovation.

In contrast, Intel held the I Am A Changemaker Ideation Camp not for employees, but for any Filipinos aged 18 to 28 willing to participate. The Camp guided participants in the process of defining a social problem and finding a solution to it. Lastly, the Philippine Design Competitiveness Act is a huge

14

my praxis workbook

milestone for the country. This Senate Bill 3071 shall serve as the state’s strategy in promoting design as a driving force towards a sustainable economic growth and development and a catalyst for increasing the competitiveness of the country in the global market. We can also already see how effective creative problem solving can be in the Philippine setting. There are two excellent examples of this. The first is Isang Litrong Liwanag.

Isang Litrong Liwanag or A Liter of Light is a program started by Alfred Moser and a group of MIT students. They make use of old plastic bottles, water, and chlorine to create a cheap light source for the less fortunate. After setting up their home base in the Philippines, the program has so far provided for 28,000 homes and 70,000 people in Metro Manila. The second example is the use of social media when Manila was hit with the heavy monsoon or habagat. To centralize relief operations, RescuePH came up with a list of individuals and families who needed rescuing using Google Docs. The document was made open so that citizens could add to the list when they needed to.

They also created a Google Map showing locations for relief operations.

When it comes down to it, creative and innovative problem solving could be of great significance in a country overwhelmed with social crises.

15

00 getting started

Why The

PRAXIS Program?

16

my praxis workbook

With the PRAXIS Program, the Ateneo’s Office for Social Concern and Involvement (OSCI) aims to give you an avenue through which you can apply their skills, talents, and capabilities in your the call to service. It is, in a sense, a culmination of your four years of Jesuit education.

Out of all the OSCI’s programs, this particular one was chosen as this kit’s target because it is not limited to exposure and social analysis. Just as important as understanding the marginalized sector is doing something productive with that understanding. It is thus crucial to give students like you participating in the PRAXIS Program the necessary tools to come up with projects that are well thought out, effective, and innovative; it is by learning the process of creative problem solving that you can achieve this.

In the long run, this kit can also be considered a case study in addressing social issues in the Philippines with creative problem solving.

17

00 getting started

What is creative problem solving?

18

Creative problem solving is a method of approaching a challenge or problem in an innovative way. It involves exploring a challenge, generating ideas, and preparing for action.

As a creative problem solver, you need to take on four roles: the Explorer, the Artist, the Judge, and the Warrior.

To have a better idea of the process, see the diagram on the right.

my praxis workbook

the judge Evaluating Ideas

the artist Transforming Information into New Ideas

the explorer Searching for Information

2

3

1

4

the warrior Carrying Ideas into Action

19

00 getting started

the creative problem solving kit

This creative problem solving kit has the following objectives: 1. To foster an openness to creative problem solving amongst the participants of the PRAXIS Program 2. To teach and guide you with the process and principles of creative problem solving 3. To implement creative problem solving in your initiatives for the Program 4. To encourage the use of creative problem solving outside the confines of the Program 20

my praxis workbook

how to use the kit The kit primarily consists of this workbook, the PRAXIS primer, a journal, social analysis tool cards, and various creative problem – solving techniques and activities. It also includes post – its, stickers, and posters needed for the activities.

21

01. The Explorer

01 the explorer

the explorer 1. Adventurer 2. Someone who travels into little known regions (especially for some scientific purpose)

24

my praxis workbook

The first role to take on as a creative problem solver is the Explorer.

The Explorer has a healthy curiosity. To come up with ideas, he gathers his raw materials. These are facts, concepts, statistics, experiences, feelings, and such. He isn’t afraid to venture into unchartered territory.

He doesn’t limit himself to what he already knows. He constantly asks questions.

He looks for answers in as many places and from as much people as possible.

25

01 the explorer

the social analysis tool The Social Analysis Tool is the first of the Explorer phase. It contains questions you need to answer about your specific area and sector. It forces you to be observant and critical of your surroundings. before immersion proper It would be best you to start having a background regarding the sector assigned to you. This would help you gain a better understanding of the area and sector upon doing social analysis.

Make sure to make the most out of your immersion experience by preparing possible questions (apart from those already contained in the Social Analysis Tool) that would help you do social analysis. immersion proper Bring and fill up the Social Analysis Tool Cards during your immersion. Answer the questions based on your observations and collected data.

Make sure to bring your PRAXIS journal.

Write about your experiences at least once a day. after immersion proper Use the data gathered from your journal and the Social Analysis Tool Cards to proceed to the Social Analysis Tool Chart.

26

my praxis workbook

the social analysis tool cards

The Social Analysis Tool Cards are located in the front inside cover pocket of your binder.

The front of a card contains icons corresponding to the category it belongs to. The categories and their corresponding icons can be seen in the next page.

The back, meanwhile, contains a question and space on which you can write your answers.

27

01 the explorer

Human Resources • Household composition • Dominant religion • Roles in livelihood activities • Residency status • Socio – economic status • Educational status • Skills, capacities, knowledge, and experience

Natural Resources • Land, water, livestock, and plant or forest resources • Terms of access and exchange

28

my praxis workbook

Physical Resources • Infrastructure • Terms of access and maintenance • Tools and equipment for livelihood activities

Financial Resources • Earnings and their sources • Other sources of finance • Expenditures

29

01 the explorer

Social Resources • Links with other households or individuals in the community • Importance of these links

Vulnerability Context • Seasonal patterns • Past crises • Longer – term changes

30

my praxis workbook

Policies, Institutions, and Processes • Organizations, institutions, and associations • Decision – making • Laws, rules, and regulations

Other Observations

31

01 the explorer

the social analysis tool chart

The next step is to create the Social Analysis Tool Chart after gathering information using the Cards.

As a group, use the blue poster to create the Social Analysis Tool Chart.

Each box in the blue poster corresponds to a specific question under one of the six categories. Have everyone in the group write answers to the questions on post – its and stick them onto the corresponding boxes. Use the Social Analysis Tool Cards as your guide. Once you’ve answered all the questions, use the Chart to pinpoint the most concerning problems for your area. From there you can move onto Problem Articulation.

Refer to the diagram below and to the questions on the next pages.

a 1 2 3 4 5 6 7 8

32

b

c

d

e

f

my praxis workbook

a. Characteristics of typical non–poor, middle, and poor households 1. Land (typical farm size, irrigated or non – irrigated 2. Livestock (typical holding by species) 3. Physical assets (equipment, housing, shops) 4. Financial capital (savings/indebtedness, trading capital, remittances, pensions, credit) 5. Human capital (household size, labour force, health status, education and skills, migration) 6. Social memberships, connections, and influence 7. How do assets vary between non – poor and poor?

B. How does the historical, political, and institutional context influence household resources?

1. Influence of history, politics, and institutions on access to land, water, and natural resources 2. Influence of socio – historical factors on physical, financial, human, and social capital 3. Influence of the socio – historical context on household composition and demographic trends (settlement, migration, seasonal and long – term population movements, and such)

33

01 the explorer

C. How do resources affect livelihood options of different categories of households?

1. Do wealthy households have wider livelihood options? Do poor households have narrower options?

2. How does gender affect livelihood options?

3. How do age and ethnicity affect livelihood options?

D. What are the main livelihood sources and strategies of different categories of households?

1. Total pattern of activities of a typical non – poor household, poor household, and very poor household 2. Typical livelihood activities of women and men in each socio – economic category 3. How do different categories of households reduce their vulnerability to shocks?

4. Are both non – poor and poor exposed to the same outside shocks?

5. If so, what enables the non – poor to keep from falling into poverty in the face of shocks?

E. What are the trends in living standards of poor and non – poor households 1. What are the main shocks affecting livelihoods? Do they affect poor and non – poor differently?

2. What resources enable the non – poor to withstand shocks better than the poor?

34

my praxis workbook

3. What role do local institutions play in households’ ability to withstand shocks?

4. Which categories of people are improving their living standards and which are eroding?

5. Upward and downward social mobility (of households over the life cycle and of whole categories of people relative to their neighbors): who is falling into poverty? who is getting out of poverty?

6. Who are the winners and losers?

7. Who is building up their capital assets and who is depleting them and why?

8. Who were the poor and non – poor two generations ago and who are likely to be the poor two generations from now? Why? F. What are the causes of differences in wealth and poverty?

1. Rich or poor parents?

2. How much is explained by vulnerability to outside shocks?

3. How much is explained by institutions that favor rich/powerful and discriminate against the weak?

4. To what extent are “successful” livelihood strategies explained by personal virtues such as hard work and cleverness as opposed to having the right social background and assets?

5. To what extent are “unsuccessful” livelihood strategies explained by bad luck or lack of resources as opposed to personal shortcomings of household members?

35

01 the explorer

problem articulation After making observations and analyses, you can now come up with and articulate a specific problem you would like to address in your area. You can do this through the Invitational Stem and Positive Action Statement. the invitational stem To come up with a great question, you need to start it with the Invitational Stem.

The Invitational Stem is a specific way of phrasing the beginning of your question so that it has focus and strength. The phrase is: “In what ways might we…?” the positive action statement To make your question even stronger, use the Positive Action Statement. It consists of constructing the question with the following information: action

What you want to do

object qualifier

Kind of action change you want

end result

Result you expect to follow

example

In what ways might we redesign the light bulb to make it more efficient so that we can save electricity?

36

my praxis workbook

In what ways might we‌

action

object

qualifier

end result

37

01 the explorer

problem structuration Once you have atriculated your problem, you can manipulate it through the following problem structuration techniques.

This will help you find the different perspectives at play in your problem and determine the most appropriate one. word variation Word Variation is picking one word from your problem statement and replacing it with other words to give it a new perspective. example

In what ways might we redesign the light bulb to make it more efficient so that we can save electricity?

What if you were to replace the word “redesign� in the problem statement above? It would look like this: In what ways might we replace the light bulb to make it more efficient so that we can save electricity?

In what ways might we supersede the light bulb to make it more efficient so that we can save electricity?

In what ways might we supplant the light bulb to make it more efficient so that we can save electricity?

38

my praxis workbook

stretch Stretch is widening your problem by making it more abstract. It is asking your problem statement, “Why?� example

In what ways might we redesign the light bulb to make it more efficient so that we can save electricity?

Why? In what ways might we save electricity?

Why? In what ways might conserve our natural resources?

Why? In what ways might we use our natural resoures sustainably so that they last?

39

01 the explorer

squeeze Squeeze is breaking up your problem into smaller sub – problems. It is done by asking, “who,” “what,” “when,” “where,” and “how”. example

In what ways might we redesign the light bulb to make it more efficient so that we can save electricity?

Who? In what ways might we redesign the light bulb for Filipinos who want to save electricity?

What?

In what ways might we redesign the light bulb to make it less wasteful?

When?

In what ways might we redesign the light bulb today to conserve energy for the future?

Where?

In what ways might we redesign the light bulb locally in the Philippines?

How? In what ways might we redesign the light bulb given the resources we have locally?

40

my praxis workbook

the deep dive process The Deep Dive Process is a comprehensive way of breaking your problem down, making it easier to understand. Its phases are: Learn, Look, Ask, Try. learn The Learn phase is researching and getting as much available information as you can regarding the problem. You can consult books, search on the Internet, and such.

For your immersion, it is important you get initial background information about the area you’re visiting. look The Look phase is making observations about the problem. ask The Ask phase is learning about the problem from people. This means conducting surveys, interviews, and group discussions. try Lastly, the Try phase is experiencing the situation for yourself. This is why it is important to go on an immersion before proposing solutions for an area. It is spending “a day in the life of” someone and walking in that person’s shoes. for a change.

41

01 the explorer

story sharing, identifying patterns, and finding opportunity Another way to gain insight about your problem is sharing stories amongst your group and identifying patterns in those stories.

First, write stories and experiences you had on your immersion that are relevant to your problem. Write each story or experience on a post – it. Each person should write at least three.

After everyone has written their stories, post them on the blue and orange poster. Each person should have one division.

Read through each other’s stories. Group similar stories together. Give each of the group of stories a name according to its theme or general idea. identify which theme or idea has the most post – its.

Once you’ve identified a dominant pattern in your stories, see if you can incorporate it into your problem statement.

42

my praxis workbook

Based on the various problem structuration and research techniques, you should now be able to re – articulate your problem. Write down your new creative challenge below.

In what ways might we…

43

02. The Artist

02 the artist

the artist 1. Someone who displays in his work qualities required in art, such as sensibility and imagination 2. Someone skilled in some task or occupation

46

my praxis workbook

The second role, the Artist, takes what the Explorer has gathered.

The Artist is playful. He tries new things and isn’t afraid to be imaginative. He rearranges, turns things upside down, and stirs things up. He doesn’t stick to one approach and so comes up with unexpected results.

47

02 the artist

ideation techniques The Artist phase consists of various ideation techniques you can use in coming up with a solution to the problem statement you’ve constructed.

Be playful and imaginative. Remember that the sky’s the limit in this phase. false faces False Faces helps you generate ideas by challenging assumptions. It is taking all the assumptions about your problem, reversing them, and seeing how you can make the reversed assumption true.

Just take the following steps: Take your problem statement.

Using post – its, list down all the assumptions you can make about the problem. example

In what ways might we redesign the light bulb to make it more efficient so that we can save electricity?

The assumption is that the light bulb is not efficient.

Challenge every assumption. Is it true or not?

Change or remove any assumptions that you think aren’t true.

Then reverse all the assumptions you have left.

Once again, write the reversed versions on the post – its.

48

my praxis workbook

The reversed version of the sample assumption would be: The light bulb is efficient.

Finally, discuss the ways by which you could make the reversed assumptions true. idea box With the Idea Box, you can come up with novel and unexpected ways of solving your problem.

Use either the blue or the blue and orange poster to create a table. Label the columns and rows with post – its. On the upper left corner, write down your objective or end goal. Think of two categories or factors significant to achieving your end goal. example

In what ways might we redesign the light bulb to make it more efficient so that we can save electricity?

For this problem, you need to consider: Materials Manufacturing Assign each category or factor to either the columns or rows. Then think of specific examples for each category. Write these down on the post – its and use them to label the first column and the first row.

See where the examples intersect and combine them to come up with new ideas.

Refer to the next page for an example.

49

02 the artist

redesigned light bulb

paper

plastic

manual manufacturing

customizable electric paper lantern

d.i.y. constructable light bulb (like lego)

brute think Brute Think is forcing something random into your problem to create a new solution. Much like the Idea Box, it is about bringing two unexpected things together.

All you need to do is think of a random word. Make sure it is something completely unexpected. Think of a variety of things related to your chosen word. Force connections between the word and your problem. Use it to solve your problem. example

In what ways might we redesign the light bulb to make it more efficient so that we can save electricity?

word

Bottle

solution

A light bulb made out of a plastic bottle

50

my praxis workbook

s.c.a.m.p.e.r.

Use s.c.a.m.p.e.r. to push your solution further.

Take your existing solution or idea then answer the following questions to improve it. Use the blue and orange poster and post – its to map out your answers. substitute What materials or resources can you substitute or swap to improve the solution?

What other process could you use?

What rules could you substitute?

Can you use this solution somewhere else or as a substitute for something else?

What will happen if you change your feelings or attitude toward this solution? combine What would happen if you combined this solution with another to create something new?

What if you combined purposes or objectives?

What could you combine to maximize the uses of this solution?

51

02 the artist

How could you combine talent and resources to create a new approach to this solution?

Adapt How could you adapt or readjust this solution to serve another purpose or use?

What else is the solution like?

Who or what could you emulate to adapt this solution?

What other context could you put your solution into?

What other solutions or ideas could you use for inspiration?

Modify How could you change your product?

What could you add to modify this solution?

What could you emphasize or highlight to create more value?

What element of this solution could you strengthen to create something new? put to another use Can you use this solution somewhere else, perhaps in another industry?

52

my praxis workbook

Who else could use this solution?

How would this solution behave differently in another setting?

Eliminate How could you simplify this solution?

What features, parts, or rules could you eliminate?

What could you understate or tone down?

What would happen if you took away part of this solution? What would you have in its place? reverse What would happen if you reversed this process or sequenced things differently?

What if you try to do the exact opposite of what you’re trying to do now?

What components could you substitute to change the order of this solution?

What roles could you reverse or swap?

How could you reorganize this solution?

53

02 the artist

After performing the various Ideation Techniques, you should have fleshed out a specific solution for your problem. Write it down below. to answer our question,

In what ways might we‌

54

my praxis workbook

after performing the ideation techniques

we have decided that we will‌

55

03. The Judge

03 the judge

the judge 1. Someone who gives an authoritative opinion 2. Critic

58

my praxis workbook

If the Artist is a dreamer, the Judge is a realist.

The Judge questions the Artist’s ideas to see if they are feasible and practical in the real world. He checks assumptions, experiments with hypothesis, and analyzes results to draw conclusions.

He makes sure to be aware of his biases throughout all of this. Ultimately, he has to make the hard decisions.

59

03 the judge

the six thinking hats Now that you have a proposed solution, it is up to the Judge to see if it is feasible and practical.

To find out, you need to wear the Six Thinking Hats. This is looking at your solution from six different perspectives. It helps you go out of your usual way of thinking and have a more well – rounded understanding of solution.

Go through the questions as a group. You may use the blue and orange poster and post – its to collate your answers. the white hat The White Hat is about gathering facts, figures, data, information, and such. It is neutral and objective. It puts all biases aside.

What information do you have?

What information is missing?

What information would you like to have?

How are you going to get the information?

60

my praxis workbook

the yellow hat The Yellow Hat is optimistic, positive, and yet logical. It looks at the benefits and feasibility of something.

What are the benefits of this solution?

Why is this proposal preferable?

What are the positive assets of this solution?

How can we make this work? the black hat The Black Hat is judging and cautious. It evaluates critically and logically.

What are the costs? Is it too expensive?

What regulations would concern the solution? Would it be allowed?

Is the solution practical?

What materials are needed?

Is the solution safe?

61

03 the judge

the red hat The Red Hat rests on intuitions, feelings, and emotions with no need for explanations.

What is your gut feeling about the solution?

Do you like the solution? the green hat The Green Hat focuses on creative thinking. It is about creating new ideas and looking for new ways to see things.

Are there any other ideas here?

Could you do this in a different way? the blue hat The Blue Hat is about process of thinking. It is organizes and controls. It also provides an overview of The Six Thinking Hats.

62

my praxis workbook

Once you’re done performing the Six Thinking Hats and reevaluating, write down your improved solution below. after performing the six thinking hats,

we have decided that we will‌

63

04. The Warrior

04 the warrior

the warrior 1. Someone engaged in some struggle or conflict 2. Someone who shows or has shown great vigor, courage, or aggressiveness

66

my praxis workbook

After the Judge gives his approval, it is up to the Warrior to execute an idea.

The Warrior has many enemies to face: competition, people not getting the idea, and resistance. He also has to face the enemies within him like excuses and fear of failure. As such, he needs to fight for the idea. He not only needs a plan of action. He has to carry out that plan as well. This means overcoming resistance, being courageous, and marketing and selling the idea.

67

04 the warrior

the implementation plan The last phase, The Warrior, is all about implementing your solution. You need to identify a plan of action and create a timeline for it. define success The first thing you need to do is set the parameters for defining the success of your solution. You have to figure out the people involved, the positive impact it would have on them, and how you would measure that impact.

Use the blue and orange poster and post – its to figure these things out.

people involved

68

positive impact

how to track and measure impact

my praxis workbook

identify what’s needed Afterwards, you need to find out what materials and resources you will need for the solution.

This includes funds and even people who may help you with your endeavor. specify materials

Make a list of all the materials you will need to build your concept.

Are these available?

If not, how will you make them available?

69

04 the warrior

Calculate funds

Consider opportunities to tap into existing budgets and external sources.

Identify people and groups.

70

my praxis workbook

Create an overview of people who can help you

What capabilities are you looking for?

Who may be invested in your idea?

Who may champion it?

timeline As a group, fill out the Timeline poster for the implementation of your solution and sign the Pledge for Action.

71