About Roger Osorio

Motivational speaker, Startup Weekend national facilitator, leadership coach, math motivator, life-long student, soccer player, and coffee addict. No matter what the setting, I help people adopt a growth mindset so that they can realize and exceed their potential.

Leadership Lessons from Cristiano Ronaldo’s 4-Goal Performance in Euro 2020 Qualifiers

Earlier this week, in Lithuania, 4 shots were taken that will impact a nation for at least 2 decades.  Cristiano Ronaldo scored 4 goals in Portugal’s Euro Qualifying match against Lithuania, which saw the nation move up in their group standing to 2nd place for the time being.  While the result in the present is very exciting, something else happened during that same game that will impact the team for years to come.

Cristiano Ronaldo is 34 years old and this coming February will be turning 35.  He is beginning his second season at one of Italy’s top clubs, Juventus, after leaving Spain’s La Liga back in the summer of 2018 in order to test himself yet again, looking to prove that his success and skill transcends teams and leagues.

So, on this night where Portugal faced Lithuania, at 34 years old, Cristiano delivered one of the best performances of his national team career.

Most of you might be thinking, “well, isn’t this just another day at the office for one of the greatest football players the world has ever seen?”  Not quite, 4 goals is more than just another day in the office, but what makes these 4 goals special is the impact they will have for decades to come.

Starting and playing alongside Ronaldo was 19 year old Joao Felix, who some consider the potential future of Portuguese football.   Joao Felix was born in 1999, just a 3 years before Ronaldo made his professional senior club team debut.  In his barely 20 years of existence, he has managed to score 15 goals in 26 games for Portuguese club Benfica, represent Portugal at the senior national team level, and secure a contract with Atletico Madrid at a club-record $137 million transfer fee.

On this night in Lithuania, Joao Felix experienced first-hand, within the closest proximity possible, some of the greatest examples and lessons any 19 year old could ever learn.  The following are the biggest lessons in leadership, determination, discipline, and pure will that I believe Joao Felix and countless other young Portuguese players will carry with them for decades to come.

Play as if You are Losing

With Portugal needing a win to keep their Euro qualifying hopes alive, they get a penalty in the 7th minute that puts them up 1-0.  At this point, Ronaldo and gang could consider this a done deal but he and the rest of the senior members of the team continue to take shots on goal and push for a second goal.  Leadership Lesson – don’t get comfortable, continue working hard, as if you are still behind, because if you close your eyes for too long, you might find yourself behind again.

Never Give Up, Continue Pushing

Approaching halftime, Ronaldo, who is firing shots like a machine gun, can’t get one passed the goalkeeper, but that doesn’t deter him as he continues his attack which includes looking for open teammates to set them up for goals.  At this point, Lithuania has already tied the match at 1-1.  Leadership Lesson – you never give up, whether you are winning, losing, or tied, you give your absolute best and never ever lose hope.  Ronaldo physically demonstrates this best by physically keeping his head and shoulders up and encouraging his teammates to keep fighting.  He can often be seen putting his two index fingers to his left and right temples, signaling “it’s all in our mind, we can overcome this!”

If You Keep Pushing, The Results Will Come

In 61st minute, Ronaldo takes a shot that doesn’t look like his best, but a fumble of the ball by the goalkeeper has the ball go into the net.  A goal is a goal, it doesn’t have to be pretty.  Portugal will take it.  Leadership Lesson – if you keep trying, keep pushing, and get up after each knock down, you will have the best chance of success, the results will come.  Don’t give up!  Now, let’s get back to work, this game isn’t over.

The Fundamentals are Fundamental to Success

In the 65th minute, Ronaldo converts a pass from the flank and the score is 3-1, things are looking up, momentum is building, the effort is paying off.  Ronaldo made sure to be in the right place at the right time and kept his touch of the ball basic and simple.  Nothing flashy here.  Leadership Lesson – If you focus on the basics, the fundamentals, and keep doing them, the dividends and rewards will come.  Keep pushing, keep persisting with the fundamentals that are known to deliver results.  Do not make things more complicated than they need to be.

Don’t Take Success for Granted

In the 76th minute, Ronaldo with a one-touch effort off a great pass, bends the ball around the Lithuanian goalkeeper to score his 4th goal in the game.  Leadership Lesson – don’t take your foot off the gas pedal.  Keep pushing, do not take the success or momentum for granted.  Bonus Lesson for Joao Felix, this particular goal was also an example of an incredibly difficult shot.  This shot also happens to be exactly like a shot Joao Felix attempted earlier in the game and missed by inches.  His mentor and leader showed him how it’s done.  Watch and learn.

Proximity is Power

For Joao Felix, this was also an opportunity to witness what is possible.  Joao Felix, at 19, has a unique opportunity to not only be inspired by this, but more importantly to learn directly from Ronaldo how one becomes great.  Leadership Lesson – Joao Felix, on this night, witnessed what is possible – to be approaching 35 and continue to dominate thanks to determination, leadership, discipline, and pure will.

Those 4 goals will forever be etched into the mind and experience of Joao Felix and if he uses it wisely, those 4 goals will deliver an incredible return in the form of what I am sure Cristiano Ronaldo hopes will be an even better career for the young player and his future Portuguese teammates.

Questions For You

  • Who is close enough to you that you can inspire, teach, and empower to become great in the years to come?
  • What are you doing to inspire and teach them?
  • How can you be more intentional about turning your victories and failures into lessons for the next generation?

29 Questions to Identify and State a Business Problem [Updated]

Understanding your problem is critical to solving it.  No matter how awesome your idea may seem, if it does not solve a problem, it’s not going to sell.

Problems = Market Opportunities

To take any idea from concept to creation, there needs to be a market for that idea.

Coming up with ideas is easy and quite cheap.  There is no cost to writing an idea on a post-it and putting it up on the whiteboard.  Alternatively, problems can be quite expensive and difficult to clearly and accurately identify.  As such, in my experience working with thousands of aspiring and experienced entrepreneurs around the world, I have learned that one of most difficult challenges in taking ideas from concept to creation is correctly and clearly stating the problem that an idea hopes to solve.

The beginning of the concept to creation journey begins with clearly and accurately identifying the problem/market your idea intends to address.  If you do not clearly and accurately identify your problem, you risk developing your idea in a direction that you did not intend.  A poorly defined problem is much like a compass that doesn’t accurately point north.  You can certainly move, however, you may be moving in the wrong direction.

Below are 29 questions/challenges I pose to people to help them identify the problem to their solution idea.  Completing these questions will help you understand the following:

  • The job that your intended customer is attempting to complete
  • The problem; when and how it manifests itself to each participant
  • The challenges & problems standing in the way of successfully completing that job
  • The people and/or groups negatively impacted by the challenges & problems
  • The difference between your customer and user, if one exists
  • The cost of the problem to your customer and/or user
  • The scope of the problem (market size)

Complete these 29 questions in order to understand your problem and market opportunity.

  1. [Problem] What job/task does your idea help someone perform? (hint: don’t state what your idea does)
  2. [Problem] Describe the job/task that your idea is going to help someone perform.
  3. [Problem] What problem(s) does someone encounter in performing that job/task? Describe them.
  4. [Problem] How does the problem affect the result of the job/task someone is attempting to complete?
  5. [Problem] When does the problem occur? If many, when does each problem occur?
  6. [Problem] Do people even realize there is a problem? If so, when does the problem become noticeable by someone?
  7. [Problem] Describe the moment that someone realizes she needs your solution.
  8. [Problem] Describe what happens leading up to the moment someone realizes she needs your solution.
  9. [Problem] What does she say or think to herself as she becomes aware of the problem?
  10. [Problem] How is the problem measured? Qualitatively and quantitatively.
  11. [Competition] How does someone know the problem is solvable?
  12. [Competition] How are people currently solving the problem(s)?
  13. [Market Sizing] How many people are attempting to perform this job/task? Every day?  Every month?  Every year?
  14. [Market Sizing] Of that number, how many are likely to encounter the problem? Why?
  15. [Market Sizing] What sets them apart from the ones who do not suffer from the problem?
  16. [Market Sizing] What are the burdens/costs incurred as a result of the problem?
  17. Based on that measurement, what is considered very bad? Not so bad? Average?
  18. [Market Sizing] How does the cost of the problem vary as you metrics of the problem increase/decrease?
  19. [Target Audience] Who directly suffers from the problem? Who indirectly suffers from this problem?
  20. [Target Audience] Describe those groups that suffer from the problem?
  21. [Target Audience] What job/task was each group attempting to complete or perform?
  22. [Target Audience] If others suffer from the problem (directly or indirectly), how do they suffer? Differently from the other group?  How is their suffering measured?
  23. [Target Audience] Are all of the groups you identified aware they are suffering from a problem? Why or why not?
  24. [Target Audience] Which group(s) know this problem is solvable?
  25. [Competition] How are the group(s) currently solving the problem?
  26. [Market Sizing] How much is this problem worth to each of the groups, separately?
  27. [Market Sizing] What does it cost in the short-term? What does it cost in the long-term?
  28. [Target Audience] Which groups, if any, would be most able to pay to solve this problem?
  29. [Target Audience] Which groups, if any, would be most willing to pay to solve this problem?

How to Take Ideas from Concept to Creation

Have you ever come across a product or service that you had the idea for months or years ago?  Perhaps that frustrated you since you had the idea first and yet someone else is earning profits on your idea!

This happens often and makes one thing very clear – ideas are cheap.  Anyone can have an idea; what separates us from the person who is now profiting off the idea is execution.  That is, they took that idea from concept to creation.  I have spent the better part of the last 4 years, facilitating and teaching audiences all around the world how to take ideas from concept to creation.  I break the mission down into four steps, which I will describe below.

C2C Process

Identify the Problem – For any idea to become a viable and sustainable solution, it must address a real problem faced by a specific group of people.  The problem is also known as the market.  Without a market, a solution will not succeed, as it will not actually solve anything worthwhile.  In order to prepare your idea for the next step, it is critical that you: determine the problem you are intending to solve, the audience you intend to solve it for, and how/when the problem is currently measured/noticed.  The following are 5 questions to help guide you through your research.  For additional and deeper questions, read my article, 30 Questions to Help You Identify the Problem.

  • What is the problem as you currently know it? Describe a specific situation (include the people and stakeholders involved and their role/experience)
  • What job or task was the person suffering the problem attempting to accomplish, when the problem happened?  Learn more about Jobs to be Done Theory.
  • How did the person know the problem was happening or happened? Or did the person not even know?  (this opens an interesting possibility)
  • How is the success of the attempted job or task measured?
  • What does the problem cost to any or all of the stakeholders involved in the problem?

Validate Your Findings – All of the work you did in the first step helped you establish a collection of hypotheses related to the problem, however, this must be verified through first hand investigation and data collection.  While you may be absolutely certain that your problem statement is correct, it is almost a certainty that you are not 100% accurate.  Validation of your problem, through surveys, observations, experiments, and interviews, will help you refine the problem ahead of beginning the design of a solution.  Your problem may be made up of 10, 15, or 20 hypotheses; set up surveys, observations, experiments, or interviews, accordingly to confirm each one.  Once you have all of the results, update and finalize your problem statement.  Consider the following questions in your effort to validate the problem.

  • Are the problem stakeholders you identified actually connected to the problem? If not, did you have too many or not enough?
  • Would the person suffering from the problem consider the problem “painful” enough to warrant a solution? Is the job or task they are attempting important enough?
  • What evidence do you have to support the estimates for the problem or opportunity cost?
  • If the problem is one that no one is aware of, how can you verify it is worth solving?

Solution (re)Design – Let’s be honest, you already had the solution in your mind before you began investigating the problem thoroughly.  Thus, with a validated problem in hand, you will need to design or re-design the solution to address the specific elements of problem.  For this step, design a solution that does no more and no less than what the problem calls for.  Product-Market fit is critical to resonating with potential customers/users.  Build too much solution and your customer sees it as too complicated.  Build too little solution and your customer is left having to find the remainder of the solution elsewhere.  Consider the following questions in your solution (re)design.

  • How does your solution allow the user to complete the intended job or task?
  • Which features of your solution address which features of the problem? Are there extra features?  Or not enough?
  • How much does the solution cost in relation to the cost of the problem?
  • In what measurable ways does the solution improve/solve the problem? (refer to problem metrics)
  • In what measurable ways does the solution complicate the job or task of the user?
  • Conduct a cost/benefit analysis of the complications versus improvements.

Design a Sustainability Model – Solutions that are meant to solve problems for people other than yourself must have a way of surviving on their own.  That is, they must have a model for sustaining themselves in the market.  This is absolutely critical if you plan to scale your solution to reach ever increasing users.  Consider the following elements when designing your own sustainability model.

  • Target customer segments (distinguish between user and customer, if applicable)
  • Value proposition for each customer/user segment, what are they?
  • Pricing strategies and models, what are they?
  • Fixed and variable cost elements, what are they? (focus on the big ones first)
  • Distribution channels and methods, how will you get this into the hands of the customer?
  • Competition, who are they, how do they compete with your solution?
  • Customer acquisition, how will you find and secure customers?

Take this process and run your idea through it.  Spent most of your time on the problem.  Solutions are easier to design when the problem is understood clearly, comprehensively, and deeply.

30 Questions to Help You Identify and State a Clear Problem Statement

Understanding your problem is critical to solving it.  No matter how awesome your idea may seem, if it does not solve a problem, it will struggle to become financially viable.

Problem = Market Opportunity.

To transform any idea from concept to creation, there needs to be a market.  One of the biggest challenges I have found in working with thousands of aspiring and experienced entrepreneurs has been correctly and clearly stating a problem and making sure it is the correct problem.

Ideas are easy to come by.  If we sat a group of 5 people down and gave them 10 minutes to write ideas down, we would easily have a list of at least 50+ ideas!  Ideas are truly, as the saying goes, a dime a dozen.  Ideas are cheap.  Solving validated problems and executing those solutions is what ultimately matters.

111616-Youth Summit-131_FThe problem and solution dilemma that I often encounter at events like Startup Weekend is that people come in excited about an idea; what is not always so clear is what problem it solves.  The good news is that you already know the problem, the bad news is that you skipped over it so quickly, you didn’t even notice it.  So, which came first?  It was definitely the problem.  Even though ideas (i.e. insights) often seem to spark out of nowhere, they actually come from a complex and seemingly magical interaction and culmination of problem awareness, solutions for other problems, and your personal knowledge bank.  POOF!  All of a sudden, you have an idea.  The underlying processes happen so quickly and subconsciously, that you believe the idea just came to you.

At this point, your mission is to figure out what problem your idea solves.  This poses a challenge to many, but it is critical you understand your problem clearly before you move on, or else you risk possibly solving the wrong problem.  Further more, if your problem is too broadly defined, you may pursue a solution so complex that your customer will struggle to understand it.

Below are 30 questions/challenges I pose to people to help them identify the problem to their solution/idea.  Completing these questions will help you understand the following:

  • The job/task that is affected by the problem
  • The person(s) or group(s) affected by the problem, directly or indirectly
  • The difference between your customer and user, if one exists
  • The problem; when and how it manifests itself to each group
  • What the problem costs the user and/or the customer
  • The scope of the problem (market size)

Complete the 30 questions below in order to clearly understand your problem and market opportunity. Continue reading

What is a Startup?

The term “startup” is sometimes used too loosely and liberally.  Let’s consider the definitions of two respected authorities in the startup world.

startup-owners-manualAccording to Steve Blank, serial-entrepreneur, Stanford University professor, and father of the Customer Development methodology, “a startup is a temporary organization used to search for a repeatable and scalable model.

According to Eric Ries, entrepreneur, blogger, and author of The Lean Startup, “a startup is a human institution designed to deliver a new product or service under conditions of extreme uncertainty.

lean-startupWith respect to the journey any organization takes from founding to going concern, the term startup refers to the beginning of a process or journey.  Steve Blank’s use of the word “temporary” supports the concept of startup as the first step along a journey.  Once an organization concludes the search for a repeatable and scalable model, it can enter subsequent stages of maturity.

In this stage of the company life cycle, an organization is nothing more than an indefinite series of experiments to find and deliver an effective, repeatable, and scalable solution.  Founders are no different than scientists who:

  • start with hypotheses about problem and solution,
  • design experiments to test the various hypotheses,
  • measure results,
  • gather insights and learn from the results,
  • amend the hypotheses to reflect the insights learned,
  • and repeat this process

The more experiments a startup can conclude in a given period of time; the sooner it will arrive at effective solutions that can be scaled to ever growing audiences.  Given that scientists need multiple attempts at getting an experiment right, all of the experiments leading up to the ones that prove to be successful are considered failures.  Thus, we get the phrase, “fail fast, fail often” because if startups do this, they will arrive at success sooner rather than later.  In a world with limited financial runways, it is imperative startups experience a great deal of failure as soon as possible.

According to this definition, is your organization in the startup phase?

Startup Weekend Delivered a Magical Weekend in the Magic City

Florida International University was the site of some incredible magic as Startup Weekend EDU saw one of its most diverse group of people come together to learn and practice critical entrepreneurship skills in order to take ideas from concept to creation in less than 54 hours!  It could not be more fitting that Miami, Florida also known as the Magic City was home to a magical experience for a diverse group of aspiring entrepreneurs that included: students from elementary, middle, and high school; university students; university professors; K-12 teachers; parents; ex-convicts; developers; entrepreneurs; and local professionals.  The youngest participants at this event were 8 years old and they both presented with their respective teams!  

SWmiami2Startup Weekend EDU is a 2.5 day event whereby educators, developers, designers, and entrepreneurs come together to pitch ideas to solve problems in education and form teams around the selected ideas.  Teams then spend the weekend taking these ideas from concept to creation, culminating into a final presentation to a panel of all-star judges from the community.  Judges assess pitches based on clearly defined problem statement, prototype design, validation of problem and prototype, and finally, the business model. This theme was critical for a region that is home to some of the largest school districts going through difficult challenges.  

Having facilitated over 16 events around the country, I thought I had seen it all.  However, nothing could have prepared me for this incredibly diverse group of people and all of the challenges and possibilities that would manifest over the weekend.  To be honest, I was concerned about whether the event could be a success and if everyone would figure out how to work well together quickly enough to deliver a final presentation by Sunday evening to a panel of all-star judges from the Miami community. Continue reading

Could There be a Silver Bullet to Learning Math?

A couple of weeks ago someone asked me to explain the most challenging aspect of teaching math to students of any age.  She said she is not a math person and as a result always struggled with it.  Perhaps she wanted to know what I find most difficult about teaching students that might have been like her.  For years, I have been asked variations of this question.  “How do you do it?”  “What do you do with students that are just not meant to do math?”  “Why do you do it?”  “Is there a secret for teaching math?”  The list goes on and on.  If you are a math teacher, surely you have heard dozens of versions of the same inquiry.

I believe every person is meant to be a math person.  In fact, I believe this so wholeheartedly that I look forward to working with the students that people believe are the most difficult to teach math to.  I look forward to the cases where the uphill climb is the steepest.

It was in circumstances like this where I began to discover something very interesting.  I discovered that all people are wired to reason and use logic every single day of their lives.  People are constantly running complex algorithms in their mind to make decisions and conclusions in situations with friends, dealings with family, scenarios in sports, and many more challenging and high pressure contexts.  Essentially, people are practicing and getting tested in the fundamental skills of math every single day.

Lack of reasoning and logic ability are not the problem.  The problem is how do we leverage math, which is a simplified version of the complex algorithms we face on a daily basis, in order to continue to build our ability to evaluate, analyze, and make complex decisions?  And related to that, how do we take our existing reasoning and logic ability and apply it to learning math successfully? Continue reading

What if IBM’s Watson Was Your Co-Teacher?

Picture the following scenario…

Students walk in for 8th grade math class on Monday morning at 10am.  They are scheduled to have a test on linear functions that day.  There’s a camera in the front of the classroom that scans the room and notices Linda and Emma are not in class at the start time.  It scans again 5 and 10 minutes later and still no sign of Linda and Emma.

This camera isn’t just any camera, it is powered by IBM’s Watson or another artificial intelligence system and it is connected to the teacher’s calendar, the grade-level calendar, and the school calendar.  It immediately knows by cross-referencing all calendars that there was a test scheduled for that day and that Linda and Emma will need to schedule a make-up test.  Since the AI is also connected to Linda and Emma’s class and extra-curricular activity calendars and cross references their availability with the teacher’s availability, it knows that Tuesday between 2-3pm and Wednesday between 3-4pm are the optimal times for a make up test.  Taking it another step further, it also looks into the room schedules and knows which rooms are available during those two time slots.  Next, the AI sends out emails to the teacher, Emma, and Linda to offer the two optimal make-up test time slots in a format where all the students have to do is click on a link or button to select one of the two time slots.  This action automatically creates calendar entries in all parties involved, books the room, and sends out a reminder 1 day, 12 hours, 1 hour, and 15 minutes before the scheduled make-up test. Continue reading

What if IBM’s Watson Was Your Co-Founder?

What if artificial intelligence partnered with entrepreneurs, to validate ideas, hypotheses, and assumptions by conducting a study of all of the information in the world on those topics? That is, crawl the Internet and all relevant databases for every related attempt, study, write-up, article, interview, company, etc. and draw insights and conclusions to a high level of statistical significance.

Artificial IntelligenceConsider that IBM’s Watson Discovery Advisor “builds on Watson’s turbocharged text-mining and identification technology…In its current version, Discovery Advisor is tuned for science, specifically the life sciences and medicine. Beyond mining text, the discovery tool not only finds connections among words but also links related concepts together to generate hypotheses. What might be the right place to look? What path of scientific inquiry is most likely to yield new knowledge?”

What if the Watson Discovery Advisor, or a similar solution, could help entrepreneurs significantly narrow down, to a high level of confidence, the hypotheses, ideas, and assumptions that should be validated further. Essentially, AI would conduct the type of research a human could not by finding every known piece of information on it and indicating which ones deserve further human-led pursuit. This is one example of how humans and AI can work together, as partners, to produce value that could not have existed before. According to a New York Times blog article, John Gordon, VP for strategy and commercialization of Watson, “is confident that Watson can scale up in “co-creation projects with clients that can transform an industry.”

The human must play a critical role in this endeavor by providing the initial hypotheses, that is, knowing what he or she wants, and stating it in a clear manner so that AI can perform the research on already existing content. AI would then return, ranked by measures of confidence, the ideas worth pursuing further thus saving the entrepreneur significant time and money. Furthermore, perhaps AI can even propose follow-up hypotheses and assumptions for additional testing based on what it learned in its initial research.

According to the “Our Cognitive Future” report by IBM, Baylor University leveraged IBM’s Watson to build a system that is “trained to ‘think’ like a human research expert by unlocking insights, visualizing possibilities, and validating theories at much greater speeds…The solution analyzed 70,000 scientific articles on p53 [cancer-related protein] to predict proteins that turn on or off p53’s activity – a feat that would have taken researches years to accomplish without cognitive capabilities.”

What if we designed a similar cognitive “co-founder” for entrepreneurs?

The Problem with the Silver Bullet in Education

What is a silver bullet? According to Google, it is “a simple and seemingly magical solution to a complicated problem.”

The problem is that when the problem you are trying to solve is complicated, such as education, there is no such thing as a silver bullet. Complicated problems often have multiple variables that behave in many different ways and at times, unpredictably. When we look for a silver bullet, we run the risk of investing significant sums of money in an unrealistic solution that will never deliver the expected returns.

Solving complex problems requires having an underlying purpose, strategy, and plan before enlisting the use of expensive and comprehensive tools

In 2013, the Los Angeles Unified School District (LAUSD) committed over $1 billion for a silver bullet – to put aniPads in EDU iPad in the hands of each and every student in the district. Long story short, the initial roll-out proved to be a major failure and not because the devices lacked in performance. One of the key problems was that teachers only received a few days of training on the devices. Perhaps even more critical is the fact that, according to a published report by the OECD, “there is little solid evidence that greater computer use among students leads to better scores in mathematics and reading.”

This is, unfortunately, an incredibly expensive case for the importance of having underlying purpose, strategy, and plan before enlisting the use of pricey and comprehensive tools. According to Michael Horn, executive director of the education program at the Clayton Christensen Institute, “Districts are starting with the technology [tool] and not asking themselves: ‘What problem are we trying to solve, and what’s the instructional model we need to solve it?’ and then finding the technology [tool] in service of that.”

Until education identifies a problem and/or opportunity that requires technology as a means [tool] to address it, any implementation or mandated use of these tools and/or apps will be underutilized and run the serious risk of creating more problems than it even stood the chance to solve. In the case of the LAUSD, teachers reported significant levels of frustration, the iPads required more bandwidth than was readily available, and last by not least, it cost the district a significant amount of money (total proposed expenditure was estimated to be $1.3 billion when the entire project was complete).

Problems and opportunities must drive our need for tools. Tools are developed in response to and in order to solve problems. Purchasing a tool without a problem to solve or an opportunity to pursue is like buying a hammer and not having a nail to hit.

Consider these steps next time you are faced with this dilemma.

  • Identify the problems and opportunities in your school that you need to address – pick 1!
  • If you do not already have a model for addressing your problem/opportunity, design one that you and your team have the capacity and ability to execute
  • If you are struggling to identify or design a strategy, then learn more about your problem or opportunity and understand it in depth – talk to people impacted by problem/opportunity, talk to potential users of solution, look for existing research
  • With a strategy/approach set, Identify and evaluate the tools available to help you execute – what are others doing in your field and consider what are others outside of your field are doing with similar problems
  • Finally, select and employ the tools that best fit/align with your particular plan and people; be open to switching tools when necessary – problems and opportunities evolve and so will your needs

Lastly, do keep in mind that most tech tools today come and go rather quickly, so while you are learning about your problem or opportunity and designing a plan, new and better tools may emerge that you will be better positioned to enjoy.