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  • To Ignite a Personalization Practice, Run this Prepersonalization Workshop

    To Ignite a Personalization Practice, Run this Prepersonalization Workshop

    Picture this. You’ve joined a squad at your company that’s designing new product features with an emphasis on automation or AI. Or your company has just implemented a personalization engine. Either way, you’re designing with data. Now what? When it comes to designing for personalization, there are many cautionary tales, no overnight successes, and few guides for the perplexed. 

    Between the fantasy of getting it right and the fear of it going wrong—like when we encounter “persofails” in the vein of a company repeatedly imploring everyday consumers to buy additional toilet seats—the personalization gap is real. It’s an especially confounding place to be a digital professional without a map, a compass, or a plan.

    For those of you venturing into personalization, there’s no Lonely Planet and few tour guides because effective personalization is so specific to each organization’s talent, technology, and market position. 

    But you can ensure that your team has packed its bags sensibly.

    There’s a DIY formula to increase your chances for success. At minimum, you’ll defuse your boss’s irrational exuberance. Before the party you’ll need to effectively prepare.

    We call it prepersonalization.

    Behind the music

    Consider Spotify’s DJ feature, which debuted this past year.

    We’re used to seeing the polished final result of a personalization feature. Before the year-end award, the making-of backstory, or the behind-the-scenes victory lap, a personalized feature had to be conceived, budgeted, and prioritized. Before any personalization feature goes live in your product or service, it lives amid a backlog of worthy ideas for expressing customer experiences more dynamically.

    So how do you know where to place your personalization bets? How do you design consistent interactions that won’t trip up users or—worse—breed mistrust? We’ve found that for many budgeted programs to justify their ongoing investments, they first needed one or more workshops to convene key stakeholders and internal customers of the technology. Make yours count.

    ​From Big Tech to fledgling startups, we’ve seen the same evolution up close with our clients. In our experiences with working on small and large personalization efforts, a program’s ultimate track record—and its ability to weather tough questions, work steadily toward shared answers, and organize its design and technology efforts—turns on how effectively these prepersonalization activities play out.

    Time and again, we’ve seen effective workshops separate future success stories from unsuccessful efforts, saving countless time, resources, and collective well-being in the process.

    A personalization practice involves a multiyear effort of testing and feature development. It’s not a switch-flip moment in your tech stack. It’s best managed as a backlog that often evolves through three steps: 

    1. customer experience optimization (CXO, also known as A/B testing or experimentation)
    2. always-on automations (whether rules-based or machine-generated)
    3. mature features or standalone product development (such as Spotify’s DJ experience)

    This is why we created our progressive personalization framework and why we’re field-testing an accompanying deck of cards: we believe that there’s a base grammar, a set of “nouns and verbs” that your organization can use to design experiences that are customized, personalized, or automated. You won’t need these cards. But we strongly recommend that you create something similar, whether that might be digital or physical.

    Set your kitchen timer

    How long does it take to cook up a prepersonalization workshop? The surrounding assessment activities that we recommend including can (and often do) span weeks. For the core workshop, we recommend aiming for two to three days. Here’s a summary of our broader approach along with details on the essential first-day activities.

    The full arc of the wider workshop is threefold:

    1. Kickstart: This sets the terms of engagement as you focus on the opportunity as well as the readiness and drive of your team and your leadership. .
    2. Plan your work: This is the heart of the card-based workshop activities where you specify a plan of attack and the scope of work.
    3. Work your plan: This phase is all about creating a competitive environment for team participants to individually pitch their own pilots that each contain a proof-of-concept project, its business case, and its operating model.

    Give yourself at least a day, split into two large time blocks, to power through a concentrated version of those first two phases.

    Kickstart: Whet your appetite

    We call the first lesson the “landscape of connected experience.” It explores the personalization possibilities in your organization. A connected experience, in our parlance, is any UX requiring the orchestration of multiple systems of record on the backend. This could be a content-management system combined with a marketing-automation platform. It could be a digital-asset manager combined with a customer-data platform.

    Spark conversation by naming consumer examples and business-to-business examples of connected experience interactions that you admire, find familiar, or even dislike. This should cover a representative range of personalization patterns, including automated app-based interactions (such as onboarding sequences or wizards), notifications, and recommenders. We have a catalog of these in the cards. Here’s a list of 142 different interactions to jog your thinking.

    This is all about setting the table. What are the possible paths for the practice in your organization? If you want a broader view, here’s a long-form primer and a strategic framework.

    Assess each example that you discuss for its complexity and the level of effort that you estimate that it would take for your team to deliver that feature (or something similar). In our cards, we divide connected experiences into five levels: functions, features, experiences, complete products, and portfolios. Size your own build here. This will help to focus the conversation on the merits of ongoing investment as well as the gap between what you deliver today and what you want to deliver in the future.

    Next, have your team plot each idea on the following 2×2 grid, which lays out the four enduring arguments for a personalized experience. This is critical because it emphasizes how personalization can not only help your external customers but also affect your own ways of working. It’s also a reminder (which is why we used the word argument earlier) of the broader effort beyond these tactical interventions.

    Each team member should vote on where they see your product or service putting its emphasis. Naturally, you can’t prioritize all of them. The intention here is to flesh out how different departments may view their own upsides to the effort, which can vary from one to the next. Documenting your desired outcomes lets you know how the team internally aligns across representatives from different departments or functional areas.

    The third and final kickstart activity is about naming your personalization gap. Is your customer journey well documented? Will data and privacy compliance be too big of a challenge? Do you have content metadata needs that you have to address? (We’re pretty sure that you do: it’s just a matter of recognizing the relative size of that need and its remedy.) In our cards, we’ve noted a number of program risks, including common team dispositions. Our Detractor card, for example, lists six stakeholder behaviors that hinder progress.

    Effectively collaborating and managing expectations is critical to your success. Consider the potential barriers to your future progress. Press the participants to name specific steps to overcome or mitigate those barriers in your organization. As studies have shown, personalization efforts face many common barriers.

    At this point, you’ve hopefully discussed sample interactions, emphasized a key area of benefit, and flagged key gaps? Good—you’re ready to continue.

    Hit that test kitchen

    Next, let’s look at what you’ll need to bring your personalization recipes to life. Personalization engines, which are robust software suites for automating and expressing dynamic content, can intimidate new customers. Their capabilities are sweeping and powerful, and they present broad options for how your organization can conduct its activities. This presents the question: Where do you begin when you’re configuring a connected experience?

    What’s important here is to avoid treating the installed software like it were a dream kitchen from some fantasy remodeling project (as one of our client executives memorably put it). These software engines are more like test kitchens where your team can begin devising, tasting, and refining the snacks and meals that will become a part of your personalization program’s regularly evolving menu.

    The ultimate menu of the prioritized backlog will come together over the course of the workshop. And creating “dishes” is the way that you’ll have individual team stakeholders construct personalized interactions that serve their needs or the needs of others.

    The dishes will come from recipes, and those recipes have set ingredients.

    Verify your ingredients

    Like a good product manager, you’ll make sure—andyou’ll validate with the right stakeholders present—that you have all the ingredients on hand to cook up your desired interaction (or that you can work out what needs to be added to your pantry). These ingredients include the audience that you’re targeting, content and design elements, the context for the interaction, and your measure for how it’ll come together. 

    This isn’t just about discovering requirements. Documenting your personalizations as a series of if-then statements lets the team: 

    1. compare findings toward a unified approach for developing features, not unlike when artists paint with the same palette; 
    2. specify a consistent set of interactions that users find uniform or familiar; 
    3. and develop parity across performance measurements and key performance indicators too. 

    This helps you streamline your designs and your technical efforts while you deliver a shared palette of core motifs of your personalized or automated experience.

    Compose your recipe

    What ingredients are important to you? Think of a who-what-when-why construct

    • Who are your key audience segments or groups?
    • What kind of content will you give them, in what design elements, and under what circumstances?
    • And for which business and user benefits?

    We first developed these cards and card categories five years ago. We regularly play-test their fit with conference audiences and clients. And we still encounter new possibilities. But they all follow an underlying who-what-when-why logic.

    Here are three examples for a subscription-based reading app, which you can generally follow along with right to left in the cards in the accompanying photo below. 

    1. Nurture personalization: When a guest or an unknown visitor interacts with  a product title, a banner or alert bar appears that makes it easier for them to encounter a related title they may want to read, saving them time.
    2. Welcome automation: When there’s a newly registered user, an email is generated to call out the breadth of the content catalog and to make them a happier subscriber.
    3. Winback automation: Before their subscription lapses or after a recent failed renewal, a user is sent an email that gives them a promotional offer to suggest that they reconsider renewing or to remind them to renew.

    A useful preworkshop activity may be to think through a first draft of what these cards might be for your organization, although we’ve also found that this process sometimes flows best through cocreating the recipes themselves. Start with a set of blank cards, and begin labeling and grouping them through the design process, eventually distilling them to a refined subset of highly useful candidate cards.

    You can think of the later stages of the workshop as moving from recipes toward a cookbook in focus—like a more nuanced customer-journey mapping. Individual “cooks” will pitch their recipes to the team, using a common jobs-to-be-done format so that measurability and results are baked in, and from there, the resulting collection will be prioritized for finished design and delivery to production.

    Better kitchens require better architecture

    Simplifying a customer experience is a complicated effort for those who are inside delivering it. Beware anyone who says otherwise. With that being said,  “Complicated problems can be hard to solve, but they are addressable with rules and recipes.”

    When personalization becomes a laugh line, it’s because a team is overfitting: they aren’t designing with their best data. Like a sparse pantry, every organization has metadata debt to go along with its technical debt, and this creates a drag on personalization effectiveness. Your AI’s output quality, for example, is indeed limited by your IA. Spotify’s poster-child prowess today was unfathomable before they acquired a seemingly modest metadata startup that now powers its underlying information architecture.

    You can definitely stand the heat…

    Personalization technology opens a doorway into a confounding ocean of possible designs. Only a disciplined and highly collaborative approach will bring about the necessary focus and intention to succeed. So banish the dream kitchen. Instead, hit the test kitchen to save time, preserve job satisfaction and security, and safely dispense with the fanciful ideas that originate upstairs of the doers in your organization. There are meals to serve and mouths to feed.

    This workshop framework gives you a fighting shot at lasting success as well as sound beginnings. Wiring up your information layer isn’t an overnight affair. But if you use the same cookbook and shared recipes, you’ll have solid footing for success. We designed these activities to make your organization’s needs concrete and clear, long before the hazards pile up.

    While there are associated costs toward investing in this kind of technology and product design, your ability to size up and confront your unique situation and your digital capabilities is time well spent. Don’t squander it. The proof, as they say, is in the pudding.

  • User Research Is Storytelling

    User Research Is Storytelling

    Ever since I was a boy, I’ve been fascinated with movies. I loved the characters and the excitement—but most of all the stories. I wanted to be an actor. And I believed that I’d get to do the things that Indiana Jones did and go on exciting adventures. I even dreamed up ideas for movies that my friends and I could make and star in. But they never went any further. I did, however, end up working in user experience (UX). Now, I realize that there’s an element of theater to UX—I hadn’t really considered it before, but user research is storytelling. And to get the most out of user research, you need to tell a good story where you bring stakeholders—the product team and decision makers—along and get them interested in learning more.

    Think of your favorite movie. More than likely it follows a three-act structure that’s commonly seen in storytelling: the setup, the conflict, and the resolution. The first act shows what exists today, and it helps you get to know the characters and the challenges and problems that they face. Act two introduces the conflict, where the action is. Here, problems grow or get worse. And the third and final act is the resolution. This is where the issues are resolved and the characters learn and change. I believe that this structure is also a great way to think about user research, and I think that it can be especially helpful in explaining user research to others.

    Use storytelling as a structure to do research

    It’s sad to say, but many have come to see research as being expendable. If budgets or timelines are tight, research tends to be one of the first things to go. Instead of investing in research, some product managers rely on designers or—worse—their own opinion to make the “right” choices for users based on their experience or accepted best practices. That may get teams some of the way, but that approach can so easily miss out on solving users’ real problems. To remain user-centered, this is something we should avoid. User research elevates design. It keeps it on track, pointing to problems and opportunities. Being aware of the issues with your product and reacting to them can help you stay ahead of your competitors.

    In the three-act structure, each act corresponds to a part of the process, and each part is critical to telling the whole story. Let’s look at the different acts and how they align with user research.

    Act one: setup

    The setup is all about understanding the background, and that’s where foundational research comes in. Foundational research (also called generative, discovery, or initial research) helps you understand users and identify their problems. You’re learning about what exists today, the challenges users have, and how the challenges affect them—just like in the movies. To do foundational research, you can conduct contextual inquiries or diary studies (or both!), which can help you start to identify problems as well as opportunities. It doesn’t need to be a huge investment in time or money.

    Erika Hall writes about minimum viable ethnography, which can be as simple as spending 15 minutes with a user and asking them one thing: “‘Walk me through your day yesterday.’ That’s it. Present that one request. Shut up and listen to them for 15 minutes. Do your damndest to keep yourself and your interests out of it. Bam, you’re doing ethnography.” According to Hall, [This] will probably prove quite illuminating. In the highly unlikely case that you didn’t learn anything new or useful, carry on with enhanced confidence in your direction.”  

    This makes total sense to me. And I love that this makes user research so accessible. You don’t need to prepare a lot of documentation; you can just recruit participants and do it! This can yield a wealth of information about your users, and it’ll help you better understand them and what’s going on in their lives. That’s really what act one is all about: understanding where users are coming from. 

    Jared Spool talks about the importance of foundational research and how it should form the bulk of your research. If you can draw from any additional user data that you can get your hands on, such as surveys or analytics, that can supplement what you’ve heard in the foundational studies or even point to areas that need further investigation. Together, all this data paints a clearer picture of the state of things and all its shortcomings. And that’s the beginning of a compelling story. It’s the point in the plot where you realize that the main characters—or the users in this case—are facing challenges that they need to overcome. Like in the movies, this is where you start to build empathy for the characters and root for them to succeed. And hopefully stakeholders are now doing the same. Their sympathy may be with their business, which could be losing money because users can’t complete certain tasks. Or maybe they do empathize with users’ struggles. Either way, act one is your initial hook to get the stakeholders interested and invested.

    Once stakeholders begin to understand the value of foundational research, that can open doors to more opportunities that involve users in the decision-making process. And that can guide product teams toward being more user-centered. This benefits everyone—users, the product, and stakeholders. It’s like winning an Oscar in movie terms—it often leads to your product being well received and successful. And this can be an incentive for stakeholders to repeat this process with other products. Storytelling is the key to this process, and knowing how to tell a good story is the only way to get stakeholders to really care about doing more research. 

    This brings us to act two, where you iteratively evaluate a design or concept to see whether it addresses the issues.

    Act two: conflict

    Act two is all about digging deeper into the problems that you identified in act one. This usually involves directional research, such as usability tests, where you assess a potential solution (such as a design) to see whether it addresses the issues that you found. The issues could include unmet needs or problems with a flow or process that’s tripping users up. Like act two in a movie, more issues will crop up along the way. It’s here that you learn more about the characters as they grow and develop through this act. 

    Usability tests should typically include around five participants according to Jakob Nielsen, who found that that number of users can usually identify most of the problems: “As you add more and more users, you learn less and less because you will keep seeing the same things again and again… After the fifth user, you are wasting your time by observing the same findings repeatedly but not learning much new.” 

    There are parallels with storytelling here too; if you try to tell a story with too many characters, the plot may get lost. Having fewer participants means that each user’s struggles will be more memorable and easier to relay to other stakeholders when talking about the research. This can help convey the issues that need to be addressed while also highlighting the value of doing the research in the first place.

    Researchers have run usability tests in person for decades, but you can also conduct usability tests remotely using tools like Microsoft Teams, Zoom, or other teleconferencing software. This approach has become increasingly popular since the beginning of the pandemic, and it works well. You can think of in-person usability tests like going to a play and remote sessions as more like watching a movie. There are advantages and disadvantages to each. In-person usability research is a much richer experience. Stakeholders can experience the sessions with other stakeholders. You also get real-time reactions—including surprise, agreement, disagreement, and discussions about what they’re seeing. Much like going to a play, where audiences get to take in the stage, the costumes, the lighting, and the actors’ interactions, in-person research lets you see users up close, including their body language, how they interact with the moderator, and how the scene is set up.

    If in-person usability testing is like watching a play—staged and controlled—then conducting usability testing in the field is like immersive theater where any two sessions might be very different from one another. You can take usability testing into the field by creating a replica of the space where users interact with the product and then conduct your research there. Or you can go out to meet users at their location to do your research. With either option, you get to see how things work in context, things come up that wouldn’t have in a lab environment—and conversion can shift in entirely different directions. As researchers, you have less control over how these sessions go, but this can sometimes help you understand users even better. Meeting users where they are can provide clues to the external forces that could be affecting how they use your product. In-person usability tests provide another level of detail that’s often missing from remote usability tests. 

    That’s not to say that the “movies”—remote sessions—aren’t a good option. Remote sessions can reach a wider audience. They allow a lot more stakeholders to be involved in the research and to see what’s going on. And they open the doors to a much wider geographical pool of users. But with any remote session there is the potential of time wasted if participants can’t log in or get their microphone working. 

    The benefit of usability testing, whether remote or in person, is that you get to see real users interact with the designs in real time, and you can ask them questions to understand their thought processes and grasp of the solution. This can help you not only identify problems but also glean why they’re problems in the first place. Furthermore, you can test hypotheses and gauge whether your thinking is correct. By the end of the sessions, you’ll have a much clearer picture of how usable the designs are and whether they work for their intended purposes. Act two is the heart of the story—where the excitement is—but there can be surprises too. This is equally true of usability tests. Often, participants will say unexpected things, which change the way that you look at things—and these twists in the story can move things in new directions. 

    Unfortunately, user research is sometimes seen as expendable. And too often usability testing is the only research process that some stakeholders think that they ever need. In fact, if the designs that you’re evaluating in the usability test aren’t grounded in a solid understanding of your users (foundational research), there’s not much to be gained by doing usability testing in the first place. That’s because you’re narrowing the focus of what you’re getting feedback on, without understanding the users’ needs. As a result, there’s no way of knowing whether the designs might solve a problem that users have. It’s only feedback on a particular design in the context of a usability test.  

    On the other hand, if you only do foundational research, while you might have set out to solve the right problem, you won’t know whether the thing that you’re building will actually solve that. This illustrates the importance of doing both foundational and directional research. 

    In act two, stakeholders will—hopefully—get to watch the story unfold in the user sessions, which creates the conflict and tension in the current design by surfacing their highs and lows. And in turn, this can help motivate stakeholders to address the issues that come up.

    Act three: resolution

    While the first two acts are about understanding the background and the tensions that can propel stakeholders into action, the third part is about resolving the problems from the first two acts. While it’s important to have an audience for the first two acts, it’s crucial that they stick around for the final act. That means the whole product team, including developers, UX practitioners, business analysts, delivery managers, product managers, and any other stakeholders that have a say in the next steps. It allows the whole team to hear users’ feedback together, ask questions, and discuss what’s possible within the project’s constraints. And it lets the UX research and design teams clarify, suggest alternatives, or give more context behind their decisions. So you can get everyone on the same page and get agreement on the way forward.

    This act is mostly told in voiceover with some audience participation. The researcher is the narrator, who paints a picture of the issues and what the future of the product could look like given the things that the team has learned. They give the stakeholders their recommendations and their guidance on creating this vision.

    Nancy Duarte in the Harvard Business Review offers an approach to structuring presentations that follow a persuasive story. “The most effective presenters use the same techniques as great storytellers: By reminding people of the status quo and then revealing the path to a better way, they set up a conflict that needs to be resolved,” writes Duarte. “That tension helps them persuade the audience to adopt a new mindset or behave differently.”

    This type of structure aligns well with research results, and particularly results from usability tests. It provides evidence for “what is”—the problems that you’ve identified. And “what could be”—your recommendations on how to address them. And so on and so forth.

    You can reinforce your recommendations with examples of things that competitors are doing that could address these issues or with examples where competitors are gaining an edge. Or they can be visual, like quick mockups of how a new design could look that solves a problem. These can help generate conversation and momentum. And this continues until the end of the session when you’ve wrapped everything up in the conclusion by summarizing the main issues and suggesting a way forward. This is the part where you reiterate the main themes or problems and what they mean for the product—the denouement of the story. This stage gives stakeholders the next steps and hopefully the momentum to take those steps!

    While we are nearly at the end of this story, let’s reflect on the idea that user research is storytelling. All the elements of a good story are there in the three-act structure of user research: 

    • Act one: You meet the protagonists (the users) and the antagonists (the problems affecting users). This is the beginning of the plot. In act one, researchers might use methods including contextual inquiry, ethnography, diary studies, surveys, and analytics. The output of these methods can include personas, empathy maps, user journeys, and analytics dashboards.
    • Act two: Next, there’s character development. There’s conflict and tension as the protagonists encounter problems and challenges, which they must overcome. In act two, researchers might use methods including usability testing, competitive benchmarking, and heuristics evaluation. The output of these can include usability findings reports, UX strategy documents, usability guidelines, and best practices.
    • Act three: The protagonists triumph and you see what a better future looks like. In act three, researchers may use methods including presentation decks, storytelling, and digital media. The output of these can be: presentation decks, video clips, audio clips, and pictures. 

    The researcher has multiple roles: they’re the storyteller, the director, and the producer. The participants have a small role, but they are significant characters (in the research). And the stakeholders are the audience. But the most important thing is to get the story right and to use storytelling to tell users’ stories through research. By the end, the stakeholders should walk away with a purpose and an eagerness to resolve the product’s ills. 

    So the next time that you’re planning research with clients or you’re speaking to stakeholders about research that you’ve done, think about how you can weave in some storytelling. Ultimately, user research is a win-win for everyone, and you just need to get stakeholders interested in how the story ends.

  • From Beta to Bedrock: Build Products that Stick.

    From Beta to Bedrock: Build Products that Stick.

    As a product builder over too many years to mention, I’ve lost count of the number of times I’ve seen promising ideas go from zero to hero in a few weeks, only to fizzle out within months.

    Financial products, which is the field I work in, are no exception. With people’s real hard-earned money on the line, user expectations running high, and a crowded market, it’s tempting to throw as many features at the wall as possible and hope something sticks. But this approach is a recipe for disaster. Here’s why:

    The pitfalls of feature-first development

    When you start building a financial product from the ground up, or are migrating existing customer journeys from paper or telephony channels onto online banking or mobile apps, it’s easy to get caught up in the excitement of creating new features. You might think, “If I can just add one more thing that solves this particular user problem, they’ll love me!” But what happens when you inevitably hit a roadblock because the narcs (your security team!) don’t like it? When a hard-fought feature isn’t as popular as you thought, or it breaks due to unforeseen complexity?

    This is where the concept of Minimum Viable Product (MVP) comes in. Jason Fried’s book Getting Real and his podcast Rework often touch on this idea, even if he doesn’t always call it that. An MVP is a product that provides just enough value to your users to keep them engaged, but not so much that it becomes overwhelming or difficult to maintain. It sounds like an easy concept but it requires a razor sharp eye, a ruthless edge and having the courage to stick by your opinion because it is easy to be seduced by “the Columbo Effect”… when there’s always “just one more thing…” that someone wants to add.

    The problem with most finance apps, however, is that they often become a reflection of the internal politics of the business rather than an experience solely designed around the customer. This means that the focus is on delivering as many features and functionalities as possible to satisfy the needs and desires of competing internal departments, rather than providing a clear value proposition that is focused on what the people out there in the real world want. As a result, these products can very easily bloat to become a mixed bag of confusing, unrelated and ultimately unlovable customer experiences—a feature salad, you might say.

    The importance of bedrock

    So what’s a better approach? How can we build products that are stable, user-friendly, and—most importantly—stick?

    That’s where the concept of “bedrock” comes in. Bedrock is the core element of your product that truly matters to users. It’s the fundamental building block that provides value and stays relevant over time.

    In the world of retail banking, which is where I work, the bedrock has got to be in and around the regular servicing journeys. People open their current account once in a blue moon but they look at it every day. They sign up for a credit card every year or two, but they check their balance and pay their bill at least once a month.

    Identifying the core tasks that people want to do and then relentlessly striving to make them easy to do, dependable, and trustworthy is where the gravy’s at.

    But how do you get to bedrock? By focusing on the “MVP” approach, prioritizing simplicity, and iterating towards a clear value proposition. This means cutting out unnecessary features and focusing on delivering real value to your users.

    It also means having some guts, because your colleagues might not always instantly share your vision to start with. And controversially, sometimes it can even mean making it clear to customers that you’re not going to come to their house and make their dinner. The occasional “opinionated user interface design” (i.e. clunky workaround for edge cases) might sometimes be what you need to use to test a concept or buy you space to work on something more important.

    Practical strategies for building financial products that stick

    So what are the key strategies I’ve learned from my own experience and research?

    1. Start with a clear “why”: What problem are you trying to solve? For whom? Make sure your mission is crystal clear before building anything. Make sure it aligns with your company’s objectives, too.
    2. Focus on a single, core feature and obsess on getting that right before moving on to something else: Resist the temptation to add too many features at once. Instead, choose one that delivers real value and iterate from there.
    3. Prioritize simplicity over complexity: Less is often more when it comes to financial products. Cut out unnecessary bells and whistles and keep the focus on what matters most.
    4. Embrace continuous iteration: Bedrock isn’t a fixed destination—it’s a dynamic process. Continuously gather user feedback, refine your product, and iterate towards that bedrock state.
    5. Stop, look and listen: Don’t just test your product as part of your delivery process—test it repeatedly in the field. Use it yourself. Run A/B tests. Gather user feedback. Talk to people who use it, and refine accordingly.

    The bedrock paradox

    There’s an interesting paradox at play here: building towards bedrock means sacrificing some short-term growth potential in favour of long-term stability. But the payoff is worth it—products built with a focus on bedrock will outlast and outperform their competitors, and deliver sustained value to users over time.

    So, how do you start your journey towards bedrock? Take it one step at a time. Start by identifying those core elements that truly matter to your users. Focus on building and refining a single, powerful feature that delivers real value. And above all, test obsessively—for, in the words of Abraham Lincoln, Alan Kay, or Peter Drucker (whomever you believe!!), “The best way to predict the future is to create it.”

  • An Holistic Framework for Shared Design Leadership

    An Holistic Framework for Shared Design Leadership

    Picture this: You’re in a meeting room at your tech company, and two people are having what looks like the same conversation about the same design problem. One is talking about whether the team has the right skills to tackle it. The other is diving deep into whether the solution actually solves the user’s problem. Same room, same problem, completely different lenses.

    This is the beautiful, sometimes messy reality of having both a Design Manager and a Lead Designer on the same team. And if you’re wondering how to make this work without creating confusion, overlap, or the dreaded “too many cooks” scenario, you’re asking the right question.

    The traditional answer has been to draw clean lines on an org chart. The Design Manager handles people, the Lead Designer handles craft. Problem solved, right? Except clean org charts are fantasy. In reality, both roles care deeply about team health, design quality, and shipping great work. 

    The magic happens when you embrace the overlap instead of fighting it—when you start thinking of your design org as a design organism.

    The Anatomy of a Healthy Design Team

    Here’s what I’ve learned from years of being on both sides of this equation: think of your design team as a living organism. The Design Manager tends to the mind (the psychological safety, the career growth, the team dynamics). The Lead Designer tends to the body (the craft skills, the design standards, the hands-on work that ships to users).

    But just like mind and body aren’t completely separate systems, so, too, do these roles overlap in important ways. You can’t have a healthy person without both working in harmony. The trick is knowing where those overlaps are and how to navigate them gracefully.

    When we look at how healthy teams actually function, three critical systems emerge. Each requires both roles to work together, but with one taking primary responsibility for keeping that system strong.

    The Nervous System: People & Psychology

    Primary caretaker: Design Manager
    Supporting role: Lead Designer

    The nervous system is all about signals, feedback, and psychological safety. When this system is healthy, information flows freely, people feel safe to take risks, and the team can adapt quickly to new challenges.

    The Design Manager is the primary caretaker here. They’re monitoring the team’s psychological pulse, ensuring feedback loops are healthy, and creating the conditions for people to grow. They’re hosting career conversations, managing workload, and making sure no one burns out.

    But the Lead Designer plays a crucial supporting role. They’re providing sensory input about craft development needs, spotting when someone’s design skills are stagnating, and helping identify growth opportunities that the Design Manager might miss.

    Design Manager tends to:

    • Career conversations and growth planning
    • Team psychological safety and dynamics
    • Workload management and resource allocation
    • Performance reviews and feedback systems
    • Creating learning opportunities

    Lead Designer supports by:

    • Providing craft-specific feedback on team member development
    • Identifying design skill gaps and growth opportunities
    • Offering design mentorship and guidance
    • Signaling when team members are ready for more complex challenges

    The Muscular System: Craft & Execution

    Primary caretaker: Lead Designer
    Supporting role: Design Manager

    The muscular system is about strength, coordination, and skill development. When this system is healthy, the team can execute complex design work with precision, maintain consistent quality, and adapt their craft to new challenges.

    The Lead Designer is the primary caretaker here. They’re setting design standards, providing craft coaching, and ensuring that shipping work meets the quality bar. They’re the ones who can tell you if a design decision is sound or if we’re solving the right problem.

    But the Design Manager plays a crucial supporting role. They’re ensuring the team has the resources and support to do their best craft work, like proper nutrition and recovery time for an athlete.

    Lead Designer tends to:

    • Definition of design standards and system usage
    • Feedback on what design work meets the standard
    • Experience direction for the product
    • Design decisions and product-wide alignment
    • Innovation and craft advancement

    Design Manager supports by:

    • Ensuring design standards are understood and adopted across the team
    • Confirming experience direction is being followed
    • Supporting practices and systems that scale without bottlenecking
    • Facilitating design alignment across teams
    • Providing resources and removing obstacles to great craft work

    The Circulatory System: Strategy & Flow

    Shared caretakers: Both Design Manager and Lead Designer

    The circulatory system is about how information, decisions, and energy flow through the team. When this system is healthy, strategic direction is clear, priorities are aligned, and the team can respond quickly to new opportunities or challenges.

    This is where true partnership happens. Both roles are responsible for keeping the circulation strong, but they’re bringing different perspectives to the table.

    Lead Designer contributes:

    • User needs are met by the product
    • Overall product quality and experience
    • Strategic design initiatives
    • Research-based user needs for each initiative

    Design Manager contributes:

    • Communication to team and stakeholders
    • Stakeholder management and alignment
    • Cross-functional team accountability
    • Strategic business initiatives

    Both collaborate on:

    • Co-creation of strategy with leadership
    • Team goals and prioritization approach
    • Organizational structure decisions
    • Success measures and frameworks

    Keeping the Organism Healthy

    The key to making this partnership sing is understanding that all three systems need to work together. A team with great craft skills but poor psychological safety will burn out. A team with great culture but weak craft execution will ship mediocre work. A team with both but poor strategic circulation will work hard on the wrong things.

    Be Explicit About Which System You’re Tending

    When you’re in a meeting about a design problem, it helps to acknowledge which system you’re primarily focused on. “I’m thinking about this from a team capacity perspective” (nervous system) or “I’m looking at this through the lens of user needs” (muscular system) gives everyone context for your input.

    This isn’t about staying in your lane. It’s about being transparent as to which lens you’re using, so the other person knows how to best add their perspective.

    Create Healthy Feedback Loops

    The most successful partnerships I’ve seen establish clear feedback loops between the systems:

    Nervous system signals to muscular system: “The team is struggling with confidence in their design skills” → Lead Designer provides more craft coaching and clearer standards.

    Muscular system signals to nervous system: “The team’s craft skills are advancing faster than their project complexity” → Design Manager finds more challenging growth opportunities.

    Both systems signal to circulatory system: “We’re seeing patterns in team health and craft development that suggest we need to adjust our strategic priorities.”

    Handle Handoffs Gracefully

    The most critical moments in this partnership are when something moves from one system to another. This might be when a design standard (muscular system) needs to be rolled out across the team (nervous system), or when a strategic initiative (circulatory system) needs specific craft execution (muscular system).

    Make these transitions explicit. “I’ve defined the new component standards. Can you help me think through how to get the team up to speed?” or “We’ve agreed on this strategic direction. I’m going to focus on the specific user experience approach from here.”

    Stay Curious, Not Territorial

    The Design Manager who never thinks about craft, or the Lead Designer who never considers team dynamics, is like a doctor who only looks at one body system. Great design leadership requires both people to care about the whole organism, even when they’re not the primary caretaker.

    This means asking questions rather than making assumptions. “What do you think about the team’s craft development in this area?” or “How do you see this impacting team morale and workload?” keeps both perspectives active in every decision.

    When the Organism Gets Sick

    Even with clear roles, this partnership can go sideways. Here are the most common failure modes I’ve seen:

    System Isolation

    The Design Manager focuses only on the nervous system and ignores craft development. The Lead Designer focuses only on the muscular system and ignores team dynamics. Both people retreat to their comfort zones and stop collaborating.

    The symptoms: Team members get mixed messages, work quality suffers, morale drops.

    The treatment: Reconnect around shared outcomes. What are you both trying to achieve? Usually it’s great design work that ships on time from a healthy team. Figure out how both systems serve that goal.

    Poor Circulation

    Strategic direction is unclear, priorities keep shifting, and neither role is taking responsibility for keeping information flowing.

    The symptoms: Team members are confused about priorities, work gets duplicated or dropped, deadlines are missed.

    The treatment: Explicitly assign responsibility for circulation. Who’s communicating what to whom? How often? What’s the feedback loop?

    Autoimmune Response

    One person feels threatened by the other’s expertise. The Design Manager thinks the Lead Designer is undermining their authority. The Lead Designer thinks the Design Manager doesn’t understand craft.

    The symptoms: Defensive behavior, territorial disputes, team members caught in the middle.

    The treatment: Remember that you’re both caretakers of the same organism. When one system fails, the whole team suffers. When both systems are healthy, the team thrives.

    The Payoff

    Yes, this model requires more communication. Yes, it requires both people to be secure enough to share responsibility for team health. But the payoff is worth it: better decisions, stronger teams, and design work that’s both excellent and sustainable.

    When both roles are healthy and working well together, you get the best of both worlds: deep craft expertise and strong people leadership. When one person is out sick, on vacation, or overwhelmed, the other can help maintain the team’s health. When a decision requires both the people perspective and the craft perspective, you’ve got both right there in the room.

    Most importantly, the framework scales. As your team grows, you can apply the same system thinking to new challenges. Need to launch a design system? Lead Designer tends to the muscular system (standards and implementation), Design Manager tends to the nervous system (team adoption and change management), and both tend to circulation (communication and stakeholder alignment).

    The Bottom Line

    The relationship between a Design Manager and Lead Designer isn’t about dividing territories. It’s about multiplying impact. When both roles understand they’re tending to different aspects of the same healthy organism, magic happens.

    The mind and body work together. The team gets both the strategic thinking and the craft excellence they need. And most importantly, the work that ships to users benefits from both perspectives.

    So the next time you’re in that meeting room, wondering why two people are talking about the same problem from different angles, remember: you’re watching shared leadership in action. And if it’s working well, both the mind and body of your design team are getting stronger.

  • Design Dialects: Breaking the Rules, Not the System

    Design Dialects: Breaking the Rules, Not the System

    “Language is not merely a set of unrelated sounds, clauses, rules, and meanings; it is a totally coherent system bound to context and behavior.” — Kenneth L. Pike

    The web has accents. So should our design systems.

    Design Systems as Living Languages

    Design systems aren’t component libraries—they’re living languages. Tokens are phonemes, components are words, patterns are phrases, layouts are sentences. The conversations we build with users become the stories our products tell.

    But here’s what we’ve forgotten: the more fluently a language is spoken, the more accents it can support without losing meaning. English in Scotland differs from English in Sydney, yet both are unmistakably English. The language adapts to context while preserving core meaning. This couldn’t be more obvious to me, a Brazilian Portuguese speaker, who learned English with an American accent, and lives in Sydney.

    Our design systems must work the same way. Rigid adherence to visual rules creates brittle systems that break under contextual pressure. Fluent systems bend without breaking.

    Consistency becomes a prison

    The promise of design systems was simple: consistent components would accelerate development and unify experiences. But as systems matured and products grew more complex, that promise has become a prison. Teams file “exception” requests by the hundreds. Products launch with workarounds instead of system components. Designers spend more time defending consistency than solving user problems.

    Our design systems must learn to speak dialects.

    A design dialect is a systematic adaptation of a design system that maintains core principles while developing new patterns for specific contexts. Unlike one-off customizations or brand themes, dialects preserve the system’s essential grammar while expanding its vocabulary to serve different users, environments, or constraints.

    When Perfect Consistency Fails

    At Booking.com, I learned this lesson the hard way. We A/B-tested everything—color, copy, button shapes, even logo colors. As a professional with a graphic design education and experience building brand style guides, I found this shocking. While everyone fell in love with Airbnb’s pristine design system, Booking grew into a giant without ever considering visual consistency.  

    The chaos taught me something profound: consistency isn’t ROI; solved problems are.

    At Shopify. Polaris () was our crown jewel—a mature design language perfect for merchants on laptops. As a product team, we were expected to adopt Polaris as-is. Then my fulfillment team hit an “Oh, Ship!” moment, as we faced the challenge of building an app for warehouse pickers using our interface on shared, battered Android scanners in dim aisles, wearing thick gloves, scanning dozens of items per minute, many with limited levels of English understanding.

    Task completion with standard Polaris: 0%.

    Every component that worked beautifully for merchants failed completely for pickers. White backgrounds created glare. 44px tap targets were invisible to gloved fingers. Sentence-case labels took too long to parse. Multi-step flows confused non-native speakers.

    We faced a choice: abandon Polaris entirely, or teach it to speak warehouse.

    The Birth of a Dialect

    We chose evolution over revolution. Working within Polaris’s core principles—clarity, efficiency, consistency—we developed what we now call a design dialect:

    ConstraintFluent MoveRationale
    Glare & low lightDark surfaces + light textReduce glare on low-DPI screens
    Gloves & haste90px tap targets (~2cm)Accommodate thick gloves
    MultilingualSingle-task screens, plain languageReduce cognitive load

    Result: Task completion jumped from 0% to 100%. Onboarding time dropped from three weeks to one shift.

    This wasn’t customization or theming—this was a dialect: a systematic adaptation that maintained Polaris’s core grammar while developing new vocabulary for a specific context. Polaris hadn’t failed; it had learned to speak warehouse.

    The Flexibility Framework

    At Atlassian, working on the Jira platform—itself a system within the larger Atlassian system—I pushed for formalizing this insight. With dozens of products sharing a design language across different codebases, we needed systematic flexibility so we built directly into our ways of working. The old model—exception requests and special approvals—was failing at scale.

    We developed the Flexibility Framework to help designers define how flexible they wanted their components to be:

    TierActionOwnership
    ConsistentAdopt unchangedPlatform locks design + code
    OpinionatedAdapt within boundsPlatform provides smart defaults, products customize
    FlexibleExtend freelyPlatform defines behavior, products own presentation

    During a navigation redesign, we tiered every element. Logo and global search stayed Consistent. Breadcrumbs and contextual actions became Flexible. Product teams could immediately see where innovation was welcome and where consistency mattered.

    The Decision Ladder

    Flexibility needs boundaries. We created a simple ladder for evaluating when rules should bend:

    Good: Ship with existing system components. Fast, consistent, proven.

    Better: Stretch a component slightly. Document the change. Contribute improvements back to the system for all to use.

    Best: Prototype the ideal experience first. If user testing validates the benefit, update the system to support it.

    The key question: “Which option lets users succeed fastest?”

    Rules are tools, not relics.

    Unity Beats Uniformity

    Gmail, Drive, and Maps are unmistakably Google—yet each speaks with its own accent. They achieve unity through shared principles, not cloned components. One extra week of debate over button color costs roughly $30K in engineer time.

    Unity is a brand outcome; fluency is a user outcome. When the two clash, side with the user.

    Governance Without Gates

    How do you maintain coherence while enabling dialects? Treat your system like a living vocabulary:

    Document every deviation – e.g., dialects/warehouse.md with before/after screenshots and rationale.

    Promote shared patterns – when three teams adopt a dialect independently, review it for core inclusion.

    Deprecate with context – retire old idioms via flags and migration notes, never a big-bang purge.

    A living dictionary scales better than a frozen rulebook.

    Start Small: Your First Dialect

    Ready to introduce dialects? Start with one broken experience:

    This week: Find one user flow where perfect consistency blocks task completion. Could be mobile users struggling with desktop-sized components, or accessibility needs your standard patterns don’t address.

    Document the context: What makes standard patterns fail here? Environmental constraints? User capabilities? Task urgency?

    Design one systematic change: Focus on behavior over aesthetics. If gloves are the problem, bigger targets aren’t “”breaking the system””—they’re serving the user. Earn the variations and make them intentional.

    Test and measure: Does the change improve task completion? Time to productivity? User satisfaction?

    Show the savings: If that dialect frees even half a sprint, fluency has paid for itself.

    Beyond the Component Library

    We’re not managing design systems anymore—we’re cultivating design languages. Languages that grow with their speakers. Languages that develop accents without losing meaning. Languages that serve human needs over aesthetic ideals.

    The warehouse workers who went from 0% to 100% task completion didn’t care that our buttons broke the style guide. They cared that the buttons finally worked.

    Your users feel the same way. Give your system permission to speak their language.

  • Design for Amiability: Lessons from Vienna

    Design for Amiability: Lessons from Vienna

    Today’s web is not always an amiable place. Sites greet you with a popover that demands assent to their cookie policy, and leave you with Taboola ads promising “One Weird Trick!” to cure your ailments. Social media sites are tuned for engagement, and few things are more engaging than a fight. Today it seems that people want to quarrel; I have seen flame wars among birders.  

    These tensions are often at odds with a site’s goals. If we are providing support and advice to customers, we don’t want those customers to wrangle with each other. If we offer news about the latest research, we want readers to feel at ease; if we promote upcoming marches, we want our core supporters to feel comfortable and we want curious newcomers to feel welcome. 

    In a study for a conference on the History of the Web, I looked to the origins of Computer Science in Vienna (1928-1934)  for a case study of the importance of amiability in a research community and the disastrous consequences of its loss. That story has interesting implications for web environments that promote amiable interaction among disparate, difficult (and sometimes disagreeable) people.

    The Vienna Circle

    Though people had been thinking about calculating engines and thinking machines from antiquity, Computing really got going in Depression-era Vienna.  The people who worked out the theory had no interest in building machines; they wanted to puzzle out the limits of reason in the absence of divine authority. If we could not rely on God or Aristotle to tell us how to think, could we instead build arguments that were self-contained and demonstrably correct? Can we be sure that mathematics is consistent? Are there things that are true but that cannot be expressed in language? 

    The core ideas were worked out in the weekly meetings (Thursdays at 6) of a group remembered as the Vienna Circle. They got together in the office of Professor Moritz Schlick at the University of Vienna to discuss problems in philosophy, math, and language. The intersection of physics and philosophy had long been a specialty of this Vienna department, and this work had placed them among the world leaders.  Schlick’s colleague Hans Hahn was a central participant, and by 1928 Hahn brought along his graduate students Karl Menger and Kurt Gödel. Other frequent participants included philosopher Rudolf Carnap, psychologist Karl Popper, economist Ludwig von Mises (brought by his brother Frederick, a physicist),  graphic designer Otto Neurath (inventor of infographics), and architect Josef Frank (brought by his physicist brother, Phillip).  Out-of-town visitors often joined, including the young Johnny von Neumann, Alfred Tarski, and the irascible Ludwig Wittgenstein. 

    When Schlick’s office grew too dim, participants adjourned to a nearby café for additional discussion with an even larger circle of participants.  This convivial circle was far from unique.  An intersecting circle–Neurath, von Mises, Oskar Morgenstern–established the Austrian School of free-market economics. There were theatrical circles (Peter Lorre, Hedy Lamarr, Max Reinhardt), and literary circles. The café was where things happened.

    The interdisciplinarity of the group posed real challenges of temperament and understanding. Personalities were often a challenge. Gödel was convinced people were trying to poison him. Architect Josef Frank depended on contracts for public housing, which Mises opposed as wasteful. Wittgenstein’s temper had lost him his job as a secondary school teacher, and for some of these years he maintained a detailed list of whom he was willing to meet. Neurath was eager to detect muddled thinking and would interrupt a speaker with a shouted “Metaphysics!” The continuing amity of these meetings was facilitated by the personality of their leader, Moritz Schlick, who would be remembered as notably adept in keeping disagreements from becoming quarrels.

    In the Café

    The Viennese café of this era was long remembered as a particularly good place to argue with your friends, to read, and to write. Built to serve an imperial capital, the cafés found themselves with too much space and too few customers now that the Empire was gone. There was no need to turn tables: a café could only survive by coaxing customers to linger. Perhaps they would order another coffee, or one of their friends might drop by. One could play chess, or billiards, or read newspapers from abroad. Coffee was invariably served with a glass of purified spring water, still a novelty in an era in which most water was still unsafe to drink. That water glass would be refilled indefinitely. 

    In the basement of one café, the poet Jura Soyfer staged “The End Of The World,” a musical comedy in which Professor Peep has discovered a comet heading for earth.

    Prof. Peep: The comet is going to destroy everybody!

    Hitler:  Destroying everybody is my business.

    Of course, coffee can be prepared in many ways, and the Viennese café developed a broad vocabulary to represent precisely how one preferred to drink it: melange, Einspänner, Brauner, Schwarzer, Kapuziner. This extensive customization, with correspondingly esoteric conventions of service, established the café as a comfortable and personal third space, a neutral ground in which anyone who could afford a coffee would be welcome. Viennese of this era were fastidious in their use of personal titles, of which an abundance were in common use. Café waiters greeted regular customers with titles too, but were careful to address their patrons with titles a notch or two greater than they deserved. A graduate student would be Doktor, an unpaid postdoc Professor.  This assurance mattered all the more because so many members of the Circle (and so many other Viennese) came from elsewhere: Carnap from Wuppertal, Gödel from Brno, von Neumann from Budapest. No one was going to make fun of your clothes, mannerisms, or accent. Your friends wouldn’t be bothered by the pram in the hall. Everyone shared a Germanic Austrian literary and philosophical culture, not least those whose ancestors had been Eastern European Jews who knew that culture well, having read all about it in books.

    The amiability of the café circle was enhanced by its openness. Because the circle sometimes extended to architects and actors, people could feel less constrained to admit shortfalls in their understanding. It was soon discovered that marble tabletops made a useful surface for pencil sketches, serving all as an improvised and accessible blackboard.

    Comedies like “The End Of The World” and fictional newspaper sketches or feuilletons of writers like Joseph Roth and Stefan Zweig served as a second defense against disagreeable or churlish behavior. The knowledge that, if one got carried away, a parody of one’s remarks might shortly appear in Neue Freie Presse surely helped Professor Schlick keep matters in hand.

    The End Of Red Vienna

    Though Austria’s government drifted to the right after the War, Vienna’s city council had been Socialist, dedicated to public housing based on user-centered design, and embracing  ambitious programs of public outreach and adult education. In 1934 the Socialists lost a local election, and this era soon came to its end as the new administration focused on the imagined threat of the International Jewish Conspiracy. Most members of the Circle fled within months: von Neumann to Princeton, Neurath to Holland and Oxford, Popper to New Zealand, Carnap to Chicago. Prof. Schlick was murdered on the steps of the University by a student outraged by his former association with Jews.  Jura Soyfer, who wrote “The End Of The World,” died in Buchenwald.

    In 1939, von Neumann finally convinced Gödel to accept a job in Princeton. Gödel was required to pay large fines to emigrate. The officer in charge of these fees would look back on this as the best posting of his career; his name was Eichmann.

    Design for Amiability

    An impressive literature recounts those discussions and the environment that facilitated the development of computing. How can we design for amiability?  This is not just a matter of choosing rounded typefaces and a cheerful pastel palette. I believe we may identify eight distinct issues that exert design forces in usefully amiable directions.

    Seriousness: The Vienna Circle was wrestling with a notoriously difficult book—Wittgenstein’s Tractus Logico-Philosophicus—and a catalog of outstanding open questions in mathematics. They were concerned with consequential problems, not merely scoring points for debating. Constant reminders that the questions you are considering matter—not only that they are consequential or that those opposing you are scoundrels—help promote amity.

    Empiricism: The characteristic approach of the Vienna Circle demanded that knowledge be grounded either in direct observation or in rigorous reasoning. Disagreement, when it arose, could be settled by observation or by proof. If neither seemed ready to hand, the matter could not be settled. On these terms, one can seldom if ever demolish an opposing argument, and trolling is pointless.

    Abstraction: Disputes grow worse when losing the argument entails lost face or lost jobs. The Vienna Circle’s focus on theory—the limits of mathematics, the capability of language—promoted amity. Without seriousness, abstraction could have been merely academic, but the limits of reason and the consistency of mathematics were clearly serious.

    Formality: The punctilious demeanor of waiters and the elaborated rituals of coffee service helped to establish orderly attitudes amongst the argumentative participants. This stands in contrast to the contemptuous sneer that now dominates social media.  

    Schlamperei: Members of the Vienna Circle maintained a global correspondence, and they knew their work was at the frontier of research. Still, this was Vienna, at the margins of Europe: old-fashioned, frumpy, and dingy. Many participants came from even more obscure backwaters. Most or all harbored the suspicion that they were really schleppers, and a tinge of the ridiculous helped to moderate tempers. The director of “The End Of The World” had to pass the hat for money to purchase a moon for the set, and thought it was funny enough to write up for publication.

    Openness: All sorts of people were involved in discussion, anyone might join in. Each week would bring different participants. Fluid borders reduce tension, and provide opportunities to broaden the range of discussion and the terms of engagement. Low entrance friction was characteristic of the café: anyone could come, and if you came twice you were virtually a regular. Permeable boundaries and café culture made it easier for moderating influences to draw in raconteurs and storytellers to defuse awkward moments, and Vienna’s cafés had no shortage of humorists. Openness counteracts the suspicion that promoters of amiability are exerting censorship.

    Parody: The environs of the Circle—the university office and the café—were unmistakably public. There were writers about, some of them renowned humorists. The prospect that one’s bad taste or bad behavior might be ridiculed in print kept discussion within bounds. The sanction of public humiliation, however, was itself made mild by the veneer of fiction; even if you got a little carried away and a character based on you made a splash in some newspaper fiction, it wasn’t the end of the world.

    Engagement: The subject matter was important to the participants, but it was esoteric: it did not matter very much to their mothers or their siblings. A small stumble or a minor humiliation could be shrugged off in ways that major media confrontations cannot.

    I believe it is notable that this environment was designed to promote amiability through several different voices.  The café waiter flattered each newcomer and served everyone, and also kept out local pickpockets and drunks who would be mere disruptions. Schlick and other regulars kept discussion moving and on track. The fiction writers and raconteurs—perhaps the most peripheral of the participants—kept people in a good mood and reminded them that bad behavior could make anyone ridiculous.  Crucially, each of these voices were human: you could reason with them. Algorithmic or AI moderators, however clever, are seldom perceived as reasonable. The café circles had no central authority or Moderator against whom everyone’s resentments might be focused. Even after the disaster of 1934, what people remembered were those cheerful arguments.

  • How Small Businesses Can Grow Their Own Talent

    How Small Businesses Can Grow Their Own Talent

    How Small Businesses Can Grow Their Own Talent written by John Jantsch read more at Duct Tape Marketing

    Listen To The Full Episode:   Episode Overview In this episode of the Duct Tape Marketing Podcast, John Jantsch interviews workplace futurist Alexandra Levit about her new book, Make Schoolwork: Solving the American Youth Employment Crisis Through Work-Based Learning. They explore how work-based learning, including apprenticeships, internships, and immersive real-world experiences, can bridge the growing […]

    How Small Businesses Can Grow Their Own Talent written by John Jantsch read more at Duct Tape Marketing

    Listen To The Full Episode:

     

    Alexandra LevitEpisode Overview

    In this episode of the Duct Tape Marketing Podcast, John Jantsch interviews workplace futurist Alexandra Levit about her new book,
    Make Schoolwork: Solving the American Youth Employment Crisis Through Work-Based Learning.

    They explore how work-based learning, including apprenticeships, internships, and immersive real-world experiences, can bridge the growing gap between employers struggling to find skilled workers and young people facing underemployment after graduation.

    As AI reshapes entry-level knowledge work and skilled trades face labor shortages, Alexandra makes the case that businesses of all sizes can build their own talent pipeline while strengthening their brand, culture, and community impact.

    This episode is a practical guide for small and mid-sized business owners who are tired of chasing ready-made talent and want a smarter, more sustainable workforce strategy.

    About Alexandra Levit

    Alexandra Levit is a workplace futurist, author, and CEO of Inspiration at Work. She has written extensively about the future of work, talent intelligence, and workforce trends.

    In Make Schoolwork, co-authored with GPS Education Partners, she outlines a scalable framework for work-based learning that connects students, employers, educators, and communities to address the American youth employment crisis.

    Learn more at: makeschoolwork.org

    What Is Work-Based Learning?

    Work-based learning is education that takes place in a real-world work environment. It typically includes:

    • Apprenticeships
    • Internships
    • One-to-one mentoring
    • Immersive, skills-based workplace experiences

    High-quality work-based learning is:

    • Authentic to the student’s interests
    • Immersive and hands-on
    • Structured with clear learning objectives
    • Designed to build both technical and interpersonal skills

    Students gain practical abilities, such as operating equipment, integrating AI technologies, or mastering skilled trades, while also developing judgment, communication, and problem-solving capabilities.

    The Youth Employment Crisis Explained

    Alexandra describes a growing mismatch between open positions in the workforce, employers struggling to find qualified candidates, and young people who are unemployed or underemployed, even after earning four-year degrees.

    Key contributing factors include:

    • A cultural push toward universal four-year college enrollment
    • Oversupply of graduates for traditional knowledge worker roles
    • Declining entry-level hiring due to AI automation
    • Persistent stigma around skilled trades

    Meanwhile, industries like plumbing, carpentry, manufacturing, and technical trades offer strong starting pay, family-sustaining wages, career stability, and lower automation risk.

    Work-based learning creates a direct pathway between students and real workforce demand.

    Why This Matters in the Age of AI

    AI is automating many entry-level knowledge jobs first. At the same time, roles that require complex physical movement, human-to-human interaction, skilled craftsmanship, and judgment and adaptability are far harder to replace.

    Alexandra emphasizes that students who begin learning AI tools and robotics early can grow alongside the technology, developing practical integration skills that many experienced workers are still trying to catch up with.

    Work-based learning does not compete with AI. It integrates AI into real workflows from day one.

    The Employer Advantage: Building a Talent Pipeline

    A Reliable Talent Pipeline

    Instead of competing for scarce, ready-made talent, businesses can bring students in early, train them in company-specific processes, and develop loyalty and cultural fit.

    Stronger Employer Branding

    Participating businesses are seen as investing in their community, supporting local youth, and creating meaningful career pathways.

    Improved Employee Engagement

    Employees often thrive in mentorship roles. Acting as mentors increases engagement, develops leadership skills, and strengthens internal culture.

    Long-Term Retention

    Contrary to popular belief, young workers can be loyal when given clear growth opportunities, meaningful work, and competitive wages.
    Many students who start at 16 or 17 through structured programs go on to build full careers with the same employer.

    How Small Businesses Can Start

    You do not need a complex corporate program to begin.

    Step 1: Define the Outcome

    Ask:

    • What skills do we need long-term?
    • What would success look like 2 to 3 years from now?

    Step 2: Partner With a School or Program

    Establish relationships with:

    • Local high schools
    • Community colleges
    • Universities
    • Work-based learning intermediaries (like GPS Education Partners)

    Step 3: Avoid Random Acts of Work-Based Learning

    Tours and one-off talks are helpful, but not enough. Create a structured plan with clear skill objectives, defined responsibilities, and a measurable timeline, such as a 10-week paid micro-internship.

    Step 4: Leverage Existing Certifications

    Use third-party certification programs to standardize skill acquisition, measure progress, and provide recognized credentials.

    Addressing Concerns: Supervision, Liability, and Compliance

    Common employer concerns include:

    • Labor laws, especially for minors
    • Transportation and scheduling
    • Academic credit coordination
    • Insurance and liability

    Alexandra recommends working with experienced intermediaries, especially those familiar with local regulations, to avoid reinventing the wheel and ensure compliance.

    Measuring Success

    Key metrics for evaluating work-based learning initiatives include:

    • Skill acquisition and certifications earned
    • Retention rates post-program
    • Conversion to full-time employment
    • Employee engagement among mentors
    • Workforce readiness improvements

    Skill development is the most powerful and measurable indicator of success.

    Key Takeaways

    • The youth employment crisis is a mismatch problem, not a talent shortage.
    • Four-year degrees are not the only path to meaningful, high-paying work.
    • AI is reshaping entry-level jobs, increasing the need for adaptable, skills-based workers.
    • Work-based learning builds loyalty, culture, and long-term workforce stability.
    • Small businesses can start small, but must define outcomes clearly.
    • Mentorship benefits existing employees as much as students.

    Great Moments From the Episode

    • 00:54 What work-based learning really means
    • 02:25 The root cause of the youth employment crisis
    • 04:19 The stigma around skilled trades
    • 06:31 The human advantage over automation
    • 08:45 Real-world success stories from GPS Education Partners
    • 11:41 Why work-based learning builds loyalty
    • 15:12 The underrated power of mentorship
    • 19:55 Measuring skill acquisition as a success metric
    • 22:21 Why AI integration must start early

    Pulled Quotes

    We don’t want random acts of work-based learning.

    If you’re small and don’t have brand name recognition, this is how you build your own talent pipeline.

    It’s as important to know what you don’t want to do as what you do.

    Resources

     

    John Jantsch (00:01.566)

    If you’re tired of hiring ready-made talent that doesn’t actually exist, today’s episode will show you how to build your own pipeline through something called work-based learning that strengthens your business and your brand at the same time. Hello and welcome to another episode of the Duct Tape Marketing Podcast. This is John Jantsch and my guest today is Alexandra Levitt. She is a workplace futurist, author and CEO of Inspiration at Work. She’s written extensively about

    how work is changing. And today we’re going to talk about her new book, Make Schoolwork Solving the American Youth Employment Crisis Through Work-Based Learning. So, Alexandra, welcome back to the show.

    Alexandra Levit (00:42.862)

    Thanks so much for having me, John. It’s good to see and hear you.

    John Jantsch (00:45.634)

    Likewise, likewise. So let’s break down a couple of things in the title. What is work-based learning?

    Alexandra Levit (00:54.702)

    Work-based learning is the most simple explanation for it is that it is work, is learning that takes place in a real world work environment. And that typically includes things like apprenticeships, internships, one-to-one mentoring. And we refer to high quality work-based learning as being a fully immersive experience that’s authentic to the individual in terms of the things that they are passionate about.

    John Jantsch (01:04.0)

    Yeah, yeah.

    Alexandra Levit (01:23.902)

    and that provides a tangible opportunity to spend a good degree of time learning skills that will make you career ready. So these can be anything from learning judgment and interpersonal relations to problem solving. But also it, lot of times gives students a very concrete group of skills about how to work a set of equipment. For example, it depends on where you’re doing work-based learning. But if it’s in a manufacturing setting, for example, you could very well be

    John Jantsch (01:47.479)

    Yes.

    Alexandra Levit (01:53.044)

    literally on the front lines of learning how to integrate AI-based technologies into existing robotics or existing equipment. And that’s a very valuable skill set in today’s workforce.

    John Jantsch (02:04.61)

    I would suggest far more valuable than, I don’t know, AP calculus.

    Alexandra Levit (02:09.87)

    For sure.

    John Jantsch (02:12.308)

    I suppose it depends. All right. So, so the other part of the title I wanted to break out, how would you describe, I mean, you use the word youth employment crisis. How would you describe what you’re trying to convey there?

    Alexandra Levit (02:25.518)

    Well, I think the important thing to recognize from my perspective, at least when I look at my own trajectory, is that there has been this mismatch or this gap for quite some time between the positions that are available in the workforce and the length of time that it takes employers to find the right talent and the number of young people who are unemployed or underemployed. And you would think if there’s just a way to match

    John Jantsch (02:55.17)

    Mm-hmm.

    Alexandra Levit (02:55.186)

    the students who are looking for work with the organizations that are needing to fill positions that that would be a good way to go. Unfortunately, the way our current educational system is structured, it doesn’t exactly operate that way in that over the last couple of decades, we really pushed, especially here in the US, toward every student should go to a four year college.

    John Jantsch (03:20.13)

    Yeah.

    Alexandra Levit (03:20.652)

    the be all end all, it doesn’t matter what you’re really interested in, whether you have the aptitude for post-secondary education, whether you have the desire, that’s the outcome that both students and their parents expect that they’re going to do. And so as a result, we have more people graduating college than we ever have had before, which is good that we are providing opportunities for education and especially education that was unaffordable to some prior to the last couple of decades.

    because we have so many college students graduating, the jobs that are available on the knowledge worker front are not as prolific. And this is especially relevant in the last year or so where entry-level hiring has taken a massive dip due to the integration of AI-based technologies into the workforce. Some of those jobs have been the first to be automated. So what we really still see is there’s a tremendous skills gap in jobs that

    John Jantsch (03:58.273)

    Mm-hmm.

    John Jantsch (04:10.849)

    Yeah.

    Alexandra Levit (04:19.34)

    don’t necessarily require a four-year college degree, but there’s a glut of students on the other side who’ve gotten all this education and don’t know what to do with it. So work-based learning is what we feel is the solution to that employment crisis that’s happening.

    John Jantsch (04:33.962)

    Well, and you take it from the headlines. mean, Amazon lays off, I don’t know what the number was, 20,000 people or something like that. We have, in my agency, we have a lot of home service businesses that we do work for and finding skilled labor right now for jobs like plumbing and carpentry and things. There’s a real need for that and consequently, they’re paying a lot for those positions now. And so I see, do you see a real shift where

    Alexandra Levit (04:58.467)

    Yes.

    John Jantsch (05:03.391)

    AI is probably a ways away from being able to do plumbing and carpentry.

    Alexandra Levit (05:08.162)

    That’s exactly how I see it. And I see that these, there is this strange stigma that I don’t really know where it came from, but ever since I’ve been in this line of work, it’s that, you want to have a career that requires a four year college degree. You don’t want to go into manufacturing or plumbing or carpentry because that’s not a desirable career path. Well, if you look at what is a desirable career path, it’s something that allows you to earn a family sustaining wage.

    John Jantsch (05:09.622)

    Yeah.

    Alexandra Levit (05:36.567)

    and something that you enjoy doing. So to me, that’s a pretty broad definition and it depends on who you are, what you might find rewarding and meaningful. And as you mentioned, these jobs pay astronomically well, way better out of the gate than a lot of knowledge worker jobs or what we used to call knowledge worker jobs. And so I think that that’s, but there’s this strange stigma. I do see a little bit of a shift though. And I think part of that is

    everyone is starting to wake up to the impact of AI and realize we need to go back to what humans can do in our unique way. And that’s things, I remember there was one study that showed that the robotics couldn’t do simple things like clean a house because there were too many complex motions that they would have to program and it was just physically incapable of doing it. And there’s a lot of things like that. And a lot of times too, these,

    John Jantsch (06:20.458)

    Mm-hmm.

    Alexandra Levit (06:31.95)

    trade occupations, they are really human to human and they’re very interpersonal in nature. And so sometimes you don’t, maybe you don’t want an AI plumber coming to your house. Maybe you have your same plumber that you’ve worked with for 10, 15 years and now you’re getting to know his or her son or daughter because they’re taking over the family business. I mean, this is how we worked for most of human history. And I think we’re starting to see that there was some value in that.

    John Jantsch (06:57.92)

    Yeah, just look at their Google reviews of these kinds of businesses. They hardly ever mentioned the company. It’s Rusty, you know, who fixed my boiler. Right. So I think you’re absolutely right. You had, I don’t want to spend too much time on this, but you co-authored this with GPS Education Partners. Was there a research component that they participated in?

    Alexandra Levit (07:04.77)

    Yeah. Yeah.

    Alexandra Levit (07:20.622)

    It’s a great question. And the answer is that I was looking for the solution to this problem for many, many years. The fact that we again have so many open positions and so many young people that aren’t filling them. And I didn’t really know what the solution was. I did a book a couple of years ago on talent intelligence, hoping that AI could help us with seeing the potential and adjacent skills of people. And that is one solution. But when GPS education partners came to me and they talked about their solution,

    which is to convene a group of parties, it depends on what your unique situation is, but it could be a school district with a set of employers, with policymakers, with nonprofits who have an interest in the community. You get everyone together and you say, is the problem we’re trying to solve here? Are we trying to get our local students into our local employers? And a lot of times that is the objective. But how can we all work together to come up with a common…

    not only a goal, but also a plan of attack for mapping that directly, your local students to the jobs that are available in your community. And they have successfully done this over 25 years in many places in the US, but in particular in the Midwest here in Wisconsin, Illinois, Minnesota, and they have had astronomical success. And one of the things that I love about their story is that you hear these

    John Jantsch (08:31.266)

    Hmm.

    Alexandra Levit (08:45.838)

    crazy things like a kid would go into an employer at 16 years old, start working. And then the kid, I was able to talk to 10 years later, you know, he’s 28 years old or 20, 26 years old. And he’s now like a master welder at this organization. He built an entire career off one work-based learning experience. And so that’s when I was like, we got to get the word out. We’ve got to figure out how to scale this because this is to me kind of a no brainer solution to a very, very significant problem that we are having.

    John Jantsch (08:51.01)

    Thanks.

    John Jantsch (09:15.276)

    So in the school, know, a lot of schools have had like intern programs that are part of a department and I’m thinking of colleges, but I’m sure high schools do this too. you know, the department has like some employers that they work with and there’s internships and things. I mean, is this more on the school to actually make a curriculum that they can, you know, so like I can get three hours of credit or something for going and doing this work-based learning and the employer gets

    You know, something that they’ve designed. mean, is that, is that the start of how it works?

    Alexandra Levit (09:49.217)

    Yes, and the curriculum is a lot of times co-created between the school and the employer with GPS Education Group, GPS Education Partners acting as an intermediary that understands the different objectives of the different parties. And in an ideal world, these practical experiences where a kid goes into a learning center and is doing a couple hours of schoolwork that pertains

    John Jantsch (09:57.452)

    Mm-hmm.

    Alexandra Levit (10:18.328)

    pretty closely to the work-based learning experience and then is going out on a shop floor, for example, and doing the very practical. So they might be getting certified in certain manufacturing areas. So while they’re getting the very, I don’t know, I guess you would say, hardcore on the ground experience, they’re also getting some of that background educational knowledge that is essential to continue to pursue that career.

    John Jantsch (10:29.878)

    Mm-hmm.

    Alexandra Levit (10:46.924)

    And that’s what I love about it is that it’s education for a purpose. It’s not just, well, we’re going to go do this for your degree. We don’t know if we’re actually going to use it for anything, but we’re going to do it. And this way, I feel like with work-based learning, you have a really educated determination about whether further education makes sense for something that you have learned you either want to do or don’t want to do. We love to say with work-based learning that that’s as important to know what you don’t want to do as what you do.

    John Jantsch (11:06.144)

    Mm-hmm.

    John Jantsch (11:17.058)

    So I 100 % get the value for the students and for the schools really frankly. Let’s talk about the employer for a minute. Is the employer, is the real goal of the employer is to actually entice this person to come and see how awesome we are and they’re gonna eventually wanna work for us or is it to get cheap labor or what, how should an employer look at the value for them?

    Alexandra Levit (11:21.23)

    Mm-hmm. Yeah. Yep.

    Alexandra Levit (11:41.741)

    I think employers can look at it simply as a pipeline of talent. And the way that I’ve heard a lot of employers discuss this, it almost is like a CSR initiative, corporate social responsibility, where they want to be perceived as adding value to the community in general so that the community can prosper, employer can prosper, and the whole system works. And that is one objective. But I would also suggest that it’s much simpler than that even, which is that where

    John Jantsch (12:06.754)

    Thank

    Alexandra Levit (12:11.234)

    Particularly, I know you have a lot of small businesses as your listeners. It’s like if you’re small business without brand name recognition, it’s really hard to get talent. It’s hard to get talent anyway, but it’s especially hard if you don’t have that name recognition and having a way to reliably get students in the door, train them on what they need to do, teach them how to be good workers. And then I think if you do a good job with this,

    they do stay with you. I mean, we see that over and over again, and people say young people aren’t loyal. I don’t think that’s true. I think it depends on the environment. And if they are provided an environment where they feel like they’ve gotten an amazing experience and they want to continue and they know they can earn a family sustaining wage if they keep going, and it makes sense, I think they are likely to stay with that employer. So to me, yes, it’s a socially responsible thing to do.

    But also, I think it literally gets people in the door. even if though not every single kid who goes into work-based learning is going to become a full-time employee. ideally, you have a few every year. And I think that that would be a really important benefit for organizations that are having trouble getting people.

    John Jantsch (13:23.468)

    So how would I, if I’m a business and I don’t know, I’m a 20 person firm, I’m not, you know, I’m not a lawyer. mean, social responsibility is nice, but it’s also, it’s also down, probably somewhat down the list of all the other stuff I have to manage, right? So how do I start small? How do I look at, you know, obviously I need to, I probably need to find a school maybe that’s got this program already, right? But how do, so how do I start small?

    Alexandra Levit (13:29.166)

    Okay.

    Alexandra Levit (13:36.908)

    Yep.

    Alexandra Levit (13:49.239)

    I recommend it because I actually did this myself. So I have an even smaller business than you. But what I did is I got some Northwestern students because I’m in Chicago and I had my own little work-based learning program for these Northwestern students. Some of them are still working with me today in different capacities. And so I think that’s really it. It’s establishing a relationship with a school that has the type of student that you think would be effective working in your organization. And then

    You got to come up with a plan with the school to understand like, they going to be getting credit? What kind of credit are they going to be getting? are the other components of this besides they’re coming to your location to work? When they are coming to your location to work, what does that look like? What is the experience going to entail? Because one of my favorite things I heard Stephanie Locke, one of my co-authors say is,

    We don’t want to encourage random acts of work-based learning where, you know, we do like a tour of our facility for a bunch of students or somebody comes and talks. It’s like those things are nice. They’re important for exploration, but ideally there would be a really concrete plan about what that student is going to learn, what they’re going to do, and how the different parties are going to benefit, as you said, because employers are putting themselves out there trying to do something that they haven’t done before. And therefore,

    John Jantsch (14:45.238)

    Yeah, yeah, yeah. Right. Yeah.

    Alexandra Levit (15:12.224)

    It does require some degree of effort and some degree of willingness to change and do things a little bit differently. And the other thing that I’d point out that is a real benefit, I think for any size business is that employees love to be in the mentorship position. It really goes a long way toward their own engagement when they are able to take a student under their wing and teach them things.

    John Jantsch (15:30.368)

    Mm-hmm.

    Yeah, that’s true.

    Alexandra Levit (15:39.148)

    And I think that’s kind of an underrated benefit. We people think, or leaders think, employees don’t have time for this. They don’t want to bother. And it’s actually the opposite, I found. When it’s done correctly, this is really rewarding for employees and allows them growth opportunities as well.

    John Jantsch (15:53.858)

    And I suspect, and again, I’m just thinking myself, you know, I suspect the way to do this is to actually, I mean, it’s like a lot of things start with what’s the outcome you want, then back it into like, okay, we’re to make this a 10 week paid micro internship or something. I mean, just really define it. Even have like down to the level of having checklists of what we want that person, you know, to accomplish and what we hope the outcome can be from that. Because I think if

    Alexandra Levit (16:04.27)

    Yep.

    John Jantsch (16:20.63)

    I think a lot of mistakes, a lot of times, and this goes with hiring in general, a lot of times people, I need a VA or I need an executive assistant or I need, you know, whatever. And then they really don’t define the position and they don’t define the outcome. so then it just becomes babysitting.

    Alexandra Levit (16:37.59)

    Yes, absolutely. And actually, that’s the value that GPS Education Partners brought to me and my desire to solve this problem. They’ve got a really well thought out six part process that takes you literally through what you do first, second, third, fourth, and fifth. And it allows you to be creative in the sense if you want to do a smaller program or you want to pilot something, like you can still use that framework. It’s just a matter of how

    John Jantsch (16:42.956)

    Yes.

    John Jantsch (16:49.654)

    Right.

    Alexandra Levit (17:04.472)

    complex it needs to be at the beginning. And the answer is it probably doesn’t need to be super complex at the beginning. And it does, but it does give that blueprint. And of course, if you need help and make schoolwork has a lot of detail in it about how to do these different steps, but you can always call them or a group like them for help in setting something like this up. I don’t, it’s not super expensive to do. It’s just a matter of feeling passionately about it, that this is a viable solution for your business.

    John Jantsch (17:34.516)

    And, and, and I, I’m again, I’m thinking like business owners, time supervision liability. mean, are there things, concerns, you know, beyond just like getting the work done, but other, concerns of bringing a work-based learning might be a teenager, you know, that, you’re bringing into an environment that you’ve not had teenagers in. you know, are there other considerations like, you know, supervision and liability?

    Alexandra Levit (18:00.694)

    Yeah, I mean, there are. And that’s one of the reasons if I was doing it myself, I would definitely be consulting with a group that’s done this before, because there’s all sorts of things. And there’s even the fact that if they’re getting a high school degree while trying to do this, well, how are they going to be transported? How is credit going to work? There are just a lot of things like that, where once you dig into the weeds, you’re like, well, actually, there’s a lot of factors and things to consider.

    John Jantsch (18:08.054)

    Yeah.

    John Jantsch (18:19.734)

    Right.

    Alexandra Levit (18:30.21)

    That’s not to say that these are deal breakers, but they are things where I personally, if I was gonna do this, would be consulting someone who’s done it before, especially in my geography, because we do find that those labor laws differ by state. So you want somebody who’s done this kind of thing in your state and who understands like these are the boxes we have to check for different, we wanna be in compliance of all of the things we need to get, just like with any employee, you wanna be in compliance.

    John Jantsch (18:33.442)

    Mm-hmm.

    John Jantsch (18:44.042)

    Mm-hmm.

    John Jantsch (18:54.743)

    Yeah.

    John Jantsch (18:58.146)

    Yeah. So, so another, whether it’s GPS or somebody else, mean, another kind of, um, check mark for, um, going with somebody that’s figured all that part of it out. Right. So, so you’re not at a surface.

    Alexandra Levit (19:10.478)

    Yes, yes, exactly. It’s going to be, I think the part that you mentioned, which is answering the why and what do we want the outcome to be. I mean, that part is the thing the employer has to think really, really carefully on and no one can do that except for the employer themselves and their leadership. But some of this other stuff, I think, why not? Why try to reinvent the wheel? Why not work with someone who’s already done it a bunch?

    John Jantsch (19:34.594)

    So, and a lot of business owners think this way as well. How do I measure the success of this if I’m going to do this? What are some kind of common metrics you mentioned? Obviously the social impact is one that I think people want. It’s a little harder to measure, but what are some of the things that people might measure?

    Alexandra Levit (19:55.746)

    My there’s a whole bunch of things that people can measure and we do talk a lot about this in the book, but I would say my favorite measurement is skill acquisition and it’s understanding. All right, you come in and work for me. What what literal skills are you going to come out with and how do we measure whether you’ve acquired them or not? So having certification programs that are tied to this, for example, there’s a lot of certification programs that already exist in different industries that were established by.

    John Jantsch (20:21.59)

    Mm.

    Alexandra Levit (20:23.119)

    third party organizations or nonprofits that you can piggyback on. And you make that a priority for them to acquire certain skills. And by the way, we are in the middle right now of this massive workforce wide upskilling in the area of AI. AI is being integrated into literally everything. So having that as part of your work-based learning initiative, well, not only are you going to be helping students, but again, you’re gonna be helping all the employees.

    John Jantsch (20:40.055)

    Mm-hmm.

    Alexandra Levit (20:52.367)

    who need to learn this stuff as well. And what I love is that if you have a 16, 17 year old student on the front lines of learning these technologies, they can grow up with the technology. And as the technology evolves and changes, the student is keeping up with it. And that’s something that we, those of us who’ve been in the workforce a while, we’re just trying to play catch up here. And we’ve done things a different way for a very long time. And I love the idea of starting students

    John Jantsch (20:52.544)

    Mm-hmm. Yeah.

    John Jantsch (21:06.7)

    Yeah.

    Alexandra Levit (21:21.355)

    in robotics, like what can the robots do right now? What can they do next year? How is this going to evolve? And what are the very practical things we need to do to make sure that we are deploying AI ethically, responsibly, and efficiently? Well, this is stuff we all need to learn.

    John Jantsch (21:37.844)

    Well, and you know, one of the things I think is interesting and, know, when social media came along, all of our clients would like, just go get a teenager. Like they use all this stuff all the time. They know what to do. They didn’t know how to apply it. They didn’t know actually that they didn’t know actually the practical use of it in, the environment, that, that they were being put in. And I think that that’s a, an element that, you, a business owner or a business person can certainly bring to.

    Alexandra Levit (21:50.979)

    Yeah, that’s not true.

    John Jantsch (22:07.638)

    Yeah, okay, they understand all these and they have no fear of playing with all these tools, but how they actually put them in context of a good use in a business situation, I think is something that is an invaluable skill they’re never gonna learn in school.

    Alexandra Levit (22:21.657)

    you’re exactly right. And that gets to the heart of what the problem is workforce wide, which is that nobody knows how to integrate these things into their existing business processes and workflows. And so we’re finding that AI is a lot of hype right now without a lot of ROI precisely for that reason. So if we can teach students that at a very young age and get them used to, okay, every time a new technology comes down the pike.

    I had to figure out what’s the best use of that. How do we deploy that in a sensible way? That’s going to be incredible because these things are only going to keep evolving. We are not going to stop and it’s only going to get faster.

    John Jantsch (22:57.462)

    No. Yeah, absolutely. Well, Alexander, I appreciate you taking a few moments to stop by. Where would you invite people to connect with you and find out more about Make School Work? And I think you also have a makeschoolwork.org organization.

    Alexandra Levit (23:12.823)

    Yes, our website, MakeSchoolWork.org has obviously the book, but it’s going to continue to have resources for how you can assess your own readiness to start work-based learning, just some additional things to think about. This is not an easy thing to do, but it’s also, when it goes well, it’s extremely rewarding. And I think we’re going to see more and more of this as we just come to terms with the fact that…

    John Jantsch (23:32.076)

    and

    Alexandra Levit (23:38.179)

    The current education system here in the US is not really doing its job to prepare all students for the world of work. We’ve got kind of a narrow approach that I think deserves to be widened and further considered.

    John Jantsch (23:49.568)

    Yeah, awesome. Well, again, thanks for stopping by the show and hopefully we’ll run into you one of these days out there on the road.

    Alexandra Levit (23:56.374)

    You’re welcome. Thanks for having me, John. It’s good to see you again.

    John Jantsch (23:59.222)

    Likewise.

    powered by

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    }).render(“0270c398a82f44f49c23c16122516796”);
    });

    Most of all, the trailer for Lee Cronin’s The Mummy features kids being dead and/or scary. Creepy kids and child endangerment aren’t exactly new to cinemas: after all, Frankenstein’s Monster tossed a little girl into a lake in 1931 and eight-year-old Rhoda Penmark terrified her mother in The Bad Seed in 1956.

    But lately, moviegoers have taken a renewed interest in seeing kids come to terrible ends on screen, and sometimes return to do new terrible things. The It franchise and its TV spinoff Welcome to Derry, the Terrifier series with its exploding child bits and creepy Art the Clown girl, the tykes with mutilated faces in Talk to Me and Bring Her Back, and the midnight runners of Weapons have ignored all taboos to enjoy critical acclaim and/or big box office returns.

    One might feel that Cronin is jumping on a bandwagon for his kid-centric take on the mummy, if the concept didn’t seem like something that fits the premise. As outrageous as the imagery gets, the trailer promises to ground the horror in emotional fears of the parents. That very real anxiety gives Cronin and other filmmakers room to go a little harder with the horror.

    And if Evil Dead Rise is any indication, Cronin certainly will go hard with The Mummy, reanimating the tired old monster and making him something all too terrifying.

    Lee Cronin’s The Mummy arrives in theaters on April 17, 2026.

    The post Lee Cronin’s The Mummy Makes Ancient Egypt Spooky Kid Scary appeared first on Den of Geek.

  • Vintage Pics of Arcades Being the Place to Be on a Sunday

    Vintage Pics of Arcades Being the Place to Be on a Sunday

    If you were a teenager in the 1980s, there was no other place to be on a Sunday afternoon than the arcade. The spectacle created a world apart from school and chores, and friends competed for high scores, while others hung out near the snack counter or plotted their next game. Before smartphones and streaming, Sundays were for arcade culture. Step inside, and it’s easy to see why kids couldn’t stay away.

    The post Vintage Pics of Arcades Being the Place to Be on a Sunday appeared first on Den of Geek.

    Is there a classic monster more outdated than the Mummy? Sure, it’s scary to be covered in bandages and buried alive. But as the Orientalism that made the idea of a mummy’s curse so scary to Westerners fades (or at least mutates), it’s harder and harder to sell a beastie that’s essentially a zombie covered in gauze. If you can’t go the adventure route used for the Brendan Fraser movies, how do you make the mummy interesting to modern audiences?

    If you’re Lee Cronin, you use that most cutting edge of horror tropes: scary, probably dead, kids. Spooky youngin’s are all over the latest trailer for Lee Cronin’s The Mummy, which introduces us to two loving parents played by Jack Reynor and Laia Costa, who learn that their missing daughter has been found. It turns out that Katie has been gone for eight years, and she was discovered within an ancient Egyptian sarcophagus. Worse, she looks less like a darling little girl and more like, well, like someone who has spent eight years inside an ancient Egyptian sarcophagus.

    Where the classic Universal Mummy was a romantic whose love transcended the bounds of death, and where Fraser’s Rick O’Connell battled a supervillain version of the mummy, Cronin is drawing inspiration from his most recent film, Evil Dead Rise. The trailer is filled with not just the types of audacious split diopter shots that Sam Raimi would love, but also with icky bits like gooey bandages, bloody teeth, and limbs that creak as they twist into unnatural configurations.

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    Most of all, the trailer for Lee Cronin’s The Mummy features kids being dead and/or scary. Creepy kids and child endangerment aren’t exactly new to cinemas: after all, Frankenstein’s Monster tossed a little girl into a lake in 1931 and eight-year-old Rhoda Penmark terrified her mother in The Bad Seed in 1956.

    But lately, moviegoers have taken a renewed interest in seeing kids come to terrible ends on screen, and sometimes return to do new terrible things. The It franchise and its TV spinoff Welcome to Derry, the Terrifier series with its exploding child bits and creepy Art the Clown girl, the tykes with mutilated faces in Talk to Me and Bring Her Back, and the midnight runners of Weapons have ignored all taboos to enjoy critical acclaim and/or big box office returns.

    One might feel that Cronin is jumping on a bandwagon for his kid-centric take on the mummy, if the concept didn’t seem like something that fits the premise. As outrageous as the imagery gets, the trailer promises to ground the horror in emotional fears of the parents. That very real anxiety gives Cronin and other filmmakers room to go a little harder with the horror.

    And if Evil Dead Rise is any indication, Cronin certainly will go hard with The Mummy, reanimating the tired old monster and making him something all too terrifying.

    Lee Cronin’s The Mummy arrives in theaters on April 17, 2026.

    The post Lee Cronin’s The Mummy Makes Ancient Egypt Spooky Kid Scary appeared first on Den of Geek.

  • 15 Actors Your ’70s Parents Are Still Thinking About

    15 Actors Your ’70s Parents Are Still Thinking About

    The 1970s produced plenty of actors who left a mark that lasts to this day. From iconic film roles to unforgettable TV appearances, these stars ushered forward the decade’s style, drama, and humor. Parents remember their faces, their voices, and the way the characters made them feel. Some became leading men and women in Hollywood, while others turned supporting roles into the most quotable moments in cinema history. Here’s a look at 15 ’70s actors your parents are still talking about to this day.

    The post 15 Actors Your ’70s Parents Are Still Thinking About appeared first on Den of Geek.

    Is there a classic monster more outdated than the Mummy? Sure, it’s scary to be covered in bandages and buried alive. But as the Orientalism that made the idea of a mummy’s curse so scary to Westerners fades (or at least mutates), it’s harder and harder to sell a beastie that’s essentially a zombie covered in gauze. If you can’t go the adventure route used for the Brendan Fraser movies, how do you make the mummy interesting to modern audiences?

    If you’re Lee Cronin, you use that most cutting edge of horror tropes: scary, probably dead, kids. Spooky youngin’s are all over the latest trailer for Lee Cronin’s The Mummy, which introduces us to two loving parents played by Jack Reynor and Laia Costa, who learn that their missing daughter has been found. It turns out that Katie has been gone for eight years, and she was discovered within an ancient Egyptian sarcophagus. Worse, she looks less like a darling little girl and more like, well, like someone who has spent eight years inside an ancient Egyptian sarcophagus.

    Where the classic Universal Mummy was a romantic whose love transcended the bounds of death, and where Fraser’s Rick O’Connell battled a supervillain version of the mummy, Cronin is drawing inspiration from his most recent film, Evil Dead Rise. The trailer is filled with not just the types of audacious split diopter shots that Sam Raimi would love, but also with icky bits like gooey bandages, bloody teeth, and limbs that creak as they twist into unnatural configurations.

    cnx.cmd.push(function() {
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    playerId: “106e33c0-3911-473c-b599-b1426db57530”,

    }).render(“0270c398a82f44f49c23c16122516796”);
    });

    Most of all, the trailer for Lee Cronin’s The Mummy features kids being dead and/or scary. Creepy kids and child endangerment aren’t exactly new to cinemas: after all, Frankenstein’s Monster tossed a little girl into a lake in 1931 and eight-year-old Rhoda Penmark terrified her mother in The Bad Seed in 1956.

    But lately, moviegoers have taken a renewed interest in seeing kids come to terrible ends on screen, and sometimes return to do new terrible things. The It franchise and its TV spinoff Welcome to Derry, the Terrifier series with its exploding child bits and creepy Art the Clown girl, the tykes with mutilated faces in Talk to Me and Bring Her Back, and the midnight runners of Weapons have ignored all taboos to enjoy critical acclaim and/or big box office returns.

    One might feel that Cronin is jumping on a bandwagon for his kid-centric take on the mummy, if the concept didn’t seem like something that fits the premise. As outrageous as the imagery gets, the trailer promises to ground the horror in emotional fears of the parents. That very real anxiety gives Cronin and other filmmakers room to go a little harder with the horror.

    And if Evil Dead Rise is any indication, Cronin certainly will go hard with The Mummy, reanimating the tired old monster and making him something all too terrifying.

    Lee Cronin’s The Mummy arrives in theaters on April 17, 2026.

    The post Lee Cronin’s The Mummy Makes Ancient Egypt Spooky Kid Scary appeared first on Den of Geek.