Rapid Prototyping, Round one: Focus Group (Book)

11/10/2015
The project of becoming an author is one that is new and where there is a lot of information to be learned
and applied. The eBook plans to focus on the economic progression of people of color in America. I
decided to get a group of my colleagues together to discuss what all would be discussed in the book. A
group of 10 individuals banned together and I posed discussion questions and statements that aided in
guiding the brainstorming process. Below are a few of the guided discussion statements and questions:
The dollar circulates almost ten times within the Jewish community before it reaches the outside. The
dollar circulates almost six times within the Asian community before it reaches the outside. The dollar
circulates an infinite number of times within the White community; more than all other groups. Sadly, the
African American dollar does not even circulate one time within its own community. As a matter of fact,
the Black dollar only stays in the Black community less than six hours according to the Forward Times
online report. The Nielsen report found that if African Americans in the United States had their own
country, their over $1 trillion in annual buying power would make them the 16th largest country in the
world. What can be suggested to the black community to help them regain this economic power?
Response:
Awareness, some people dont know the impact of their decision to buy African American owned or
otherwise. What this does is perpetuate a cycle of ignorance that hinders the knowledge and progression
of the community as a whole. Bringing awareness to the issue is one of the central reasons of publishing a
book such as this one and there are a number of ways in which to inform the black community on the
alarming statistics, but the challenge comes when deciding the most widespread and effective way of
doing so. Perhaps the book should include things for readers to experiment with to get them to better
understand the power of their dollar. Possibly encourage them to research for themselves and not just take
the authors word for it. Also, one of the biggest complaints that Black businesses have is that Black
consumers dont support them. One of the biggest responses that Black consumers give is that they would
possibly support a Black business if they knew who they were and where to find them. Encouraging
readers to look-up and find local black business is an example of readers doing some homework of their
own to drive the point home.
From the corporate community to other ethnic groups, every community is enriched by Black spending
except the Black community. What is believed to be the reason for this effect?
Response:
Ignorance. Should we be proud of just making up 13% of the total population yet spending at a rate of
growth that outpaces the remaining population by 30 percent? This is a question from research posed
from the website politic365.com. One of the most powerful tools of power is knowledge. Another key
purpose of the book would be to inform readers; not to scare, but to inform in a way that will lead to a
domino effect of action so much so that there is a difference. The more people know, the more people will
grow if they choose to take what is learned and apply it.

Participants of the focus group: Steven Smith, Joshua Plummer, Dioni Stewart, Demese Ward, Jasmine
White, Jarett Johnson, James Rozier, Tatiyana Franklin, and Chelsea Jones.

Rapid Prototyping, Round two: Lincoln High School Visit

11/15/2015
The first round of prototyping was completed amongst a crowd of a mixture of parents, teachers, and
students. While the initial visit was for the Financial Aid Campus Liaison to inform students on the
process of work-study and to give information about the cost of attendance, I took this opportunity to
introduce Way With Words to the general body that I was speaking to. I directed questions to the students.
I asked questions such as the following:

1.
2.
3.
4.

What is you inspiration for pursuing a higher education?

What are some challenges you believe that you will have to potentially overcome?
What are some strengths you currently use to advance yourself in the face of opportunity?
If you could help someone you know struggling to reach an important goal, how would you help
them and why?

The responses from these questions were quite interesting. Below is the feedback translated from their
responses:
Question One: As you can imagine, the responses here varied form perspective to perspective ranging
from wanting to be financially set for a bright future to wanting to pursue higher education as a personal
life goal. What I noticed most, is that students kind of sunk in their seats as if the question had taken them
by surprise. Their responses helped me to translate that information into feedback. While working with
youth from urban areas, we can help them find what motives and inspires them.

Question two: Because this was more of a set and structural type of environment, the responses here were
not as liberal as I would have liked them to be. They generally stated how hard passing certain courses
might be. The feedback that was translated here was to determine the environment students are in and
monitor questions that are asked in this setting. Because parents were present, students might not have
been open.

Question three: This question was asked so that students could think about ways in which they use their
strength and if they do not know what that strength is, this question will help think about what it could be.
The responses ranged from I use my strength of communication to help others clearly understand what
Im saying to I use my strength of creativity to add value to whatever I might be involved in. This
helped me to get an idea of what teens believe their strengths to be.

Question four: Many of the responses here were redundant, such as it depends on what the goal is. I
then asked the question in a way that related to question three which was how would you use your
strength to help someone reach their goal?
Participants: Over 50 High School Seniors and juniors and Parents

Rapid Prototyping, Round three: Winter Park Community center Kids Night Out
11/23/2015
While home over the Thanksgiving break, I had the opportunity to voluntarily speak to a group of kids
ranged from 9-12 years old. I used to be employed at this community center so the faces were familiar
and the vibe was quite comfortable. I had the pleasure of speaking with them on the topic of
Thanksgiving. I separated the group into sub groups where they discussed things and people that they
considered important to them. We then reconvened openly discussed their answers. Because we were
dealing with a young audience, their responses were quite hilarious. They ranged from materialistic items
to family members. I then asked them what if what if you were no longer able to see. What if you were no
longer able to hear? What if you were no longer able to walk? What would happen if you were outside
and it was cold, but you didnt have anything to keep you warm? What if your best friend in the whole
wide world all of sudden left, or moved, and you hadnt been being very nice to them lately, how would
you feel? These questions were asked so that they could really understand the meaning of thankfulness.
What I learned most from speaking with the youth is that asking questions tailored to their understanding
helped get a richer response and it also helped the audience to be more engaged with the topic at hand.
This was learned from the first round of prototyping at Lincoln High School. Even though the questions
were good, the responses were not as engaging. This could be because of the age difference as well,
however I made it a point to tailor any questions or discussion to the age appropriate level of the audience
that I am engaging with. From the questions asked from the exercise, we compared what was written as
important to them and their responses to the questions that I posed and we reflected. The atmosphere got
really quiet and serious. And I could tell that they were thinking and evaluating and concluding. Finally
someone said, I am thankful for Ms. Chelsea and her helping me to see what thanksgiving is about. It was
at this time that I became very in the moment and it refreshed all of the reasons why Way With Words has
a purpose in the lives of youth.
Participants: 15 Afterschool program students ages 9-12 years old.