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Apprenticeship
BOS
Curriculum overview
Curriculum Title Sector Crack the case Business and Finance Students will learn about consulting by solving one of Ben & Jerrys toughest problems: which new ice cream flavor to introduce. Students will examine both the popularity and profitability of different flavors using a survey and interviews. Based on their primary research, students will come up with a recommendation for the new ice cream flavor and present it to Ben and Jerry's Board of Directors.
Curriculum Description
WOW! Description
At the Crack the case WOW!, students will present to Ben and Jerrys Board of Directors their recommendation for which new ice cream flavor to introduce. Students will present in the Bain Boardroom. They will explain to the client the justification for the flavor they chose, keeping in mind both the popularity and profitability of the flavor. Students will use posters that they created as props. After the presentation, students will answer questions from the client. At the end, everyone will get to sample the new ice cream flavor!
BOS
Curriculum overview
Introduce students to consulting as a career
Key questions to answer: 1. What are the top 3 most popular new ice cream flavors? 2. Which of the top 3 flavors would be the most profitable?
3
BOS
Week 1 2 Question 1 3 4 5 6
Topic Introduction to consulting and the case Professionalism/Meet the client! Write a survey Analyze survey results Revenue Costs Profitability
Question 2
7
8 9 10
Field Trip
Practice for Presentation Practice for Presentation Final update (WOW!)
Hannah
Same as 7 Same as 7 Same as 7
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WEEK 1
WOW
(WEEK 10)
WEEK 3
WEEK 2
Lesson objectives
Learning objectives
Understand the difference between acceptable & unacceptable classroom behavior Provide a high level explanation of what it means to be a business consultant Identify the problem with which Ben & Jerry need their help 1. 2. 3. 4. 5. 6. 7. 8. Welcome/opening ritual Overview apprenticeship & the days agenda Classroom Expectations: Whats cool & Whats not Who needs a consultant? Snack/Break Ben & Jerrys big dilemma Ben & Jerrys history movie & worksheet Check for understanding/closing 10 minutes 10 minutes 10 minutes 15 minutes 5 minutes 10 minutes 15 minutes 5 minutes
Agenda
Vocabulary
Strategic Consulting: Helping organizations to improve their performance in the marketplace Flash cards with pairs of Ben & Jerrys ice cream flavors 10 days to the WOW handouts (for students to keep at home)
Materials
Presentation of unacceptable behavior pictures for classroom expectations activity Worksheet for Ben & Jerrys history movie (Appendix B) Sprint wireless card in the event that school doesnt have a wireless connection
BOS
Welcome/opening ritual
BOS
Description
Respect yourself & your classmates Show up on time Always raise your hand when you have questions & wait to be called on Do your best Have fun!
BOS
Description
I need a new hairdo because mine is way out of style I want to take a cool vacation but dont know where to go or what to do.
Have the students find their match and ask each pair to share the results with the class Propose the following question to the class: Im a business owner that has run into a problemIm losing moneyMy employees are unhappyIm not as popular as my competition Where do I turn for help?? Provide an overview of strategic consulting Introduce Bain & Co
BOS 121211 Crack the case Apprenticeship - LW
Description
Re-emphasize the WOW!!! The students will work to figure out what the best option will be and will present to Ben & Jerrys Board of Directors (and their family, friends and other consultants at the Bain Boardroom).
BOS 121211 Crack the case Apprenticeship - LW 10
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Interpersonal Skills: Students will practice leading a group of peers and will demonstrate the ability to work as a member of a team By the end of this lesson, the students will be able to: Distinguish between professional and unprofessional behavior Make a good first impression when meeting the client 1. 2. 3. 4. 5. 7. Welcome/opening ritual Overview of days lesson Professional or not?! Break/snack Nice to meet you Check for understanding/closing 10 10 20 10 20 10 minutes minutes minutes minutes minutes minutes
Agenda
First impression: The first feeling or belief you get about a new person that you meet
Vocabulary
Client: The person or company who hires a consultant Confidential: information that you are given that you should not share with others Blank business cards
Materials
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Welcome/opening ritual
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Professional or not?!
To practice professional behavior In this activity were going to learn about professional behavior. Create flashcards or visuals that show professional and unprofessional behaviors, including:
- Showing up on time vs. showing up late - Wearing a dress pants/skirt and dress shirt vs. jeans and sneakers - Listening patiently vs. interrupting - Ignoring cell phone calls vs. answering them in a meeting - Not chewing gum vs. chewing gum - Saying please and thank you vs. not using polite language - Calling the client by their name vs. by Dude or woman - Keeping confidentiality vs. not keeping confidentiality
Description
Each pair of students will briefly act out the scenarios on their pair of cards. After each brief pair of 1-2 min skits is done, the rest of the class will decide what skit reflected professional behavior and what skit was not professional. If theres extra time, ask students what other kinds of behavior they think is professional
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Description
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Information Skills: Students will use a range of communication tools to gather information about a topic By the end of this lesson, the students will be able to: Develop a customer survey to help answer a business question 1. 2. 3. 4. 5. 6. 7. 8. Welcome/opening ritual Overview of days lesson Quantitative analysis Open-ended questions Break Biases: demographics Take the survey Check for understanding/closure 10 minutes 10 minutes 15 minutes 10 minutes 5 minutes 10 minutes 10 minutes 10 minutes
Agenda
Survey: A list of questions that a company asks a customer to get their opinion
Vocabulary
Quantitative questions: Survey questions that allow you to get numbers from survey participants to analyze Open-ended questions: Survey questions that allow you to get emotions and opinions from survey participants, such as why they like chocolate best
Materials
Survey for students to take at the end of class Blank note cards for end of class check for understanding
BOS
Welcome/opening ritual
Each student will introduce themselves to the class professionally and say one thing important thing they learned from the previous class on professionalism Write overview of the days lesson on the board Introduce students to the first vocabulary word (survey); the other words will be introduced as the class progresses Survey: Ask students: What is a survey? Explain what a survey is
Ask students: Why would a company do a survey? What could they use it for? Explain the importance of asking customers about their preferences
- Ben & Jerrys doesnt want to introduce a flavor that nobody likes - If that happens, customer might go to another ice cream shop instead - Customers like when people ask for their opinions - Both groups win!
Tie back to the WOW! a survey will help us understand which ice cream flavor will be most liked by customers
BOS 121211 Crack the case Apprenticeship - LW 19
Provide 2 examples of quantitative questions about other things (write these up on the board) and what you can do with them
- You can do things like take an average of the results and see which is more popular Example questions:
- On a 1-5 scale, how likely would you be to buy each type of candy? (1 = Yuck, Never!, 5 = I would LOVE this type of candy right now!) Skittles: ____ Starburst: ____ M&Ms: ____ - Pick your top three favorite classes (1= first favorite, 2 = second favorite, 3 = third favorite) Language arts: ____ Science: ____ Math: ____ History: ____ Music: ____
Description
Have students break into pairs and give each group paper Tell the students to each think of 2 quantitative questions to ask about Ben & Jerrys and these new ice cream flavors Have one group read out their two questions; ask other groups if they wrote different questions and have others share
BOS 121211 Crack the case Apprenticeship - LW 20
Open-ended questions
To learn how to design open-ended survey questions Explain the concept of open-ended questions Appendix C
- Survey questions that allow you to get emotions and opinions from survey participants, such as why they like chocolate best - Help you learn about more than just the numbers
Provide 2 examples of open-ended questions about other things (write these up on the board) and what you can do with them
- You can get a bunch of responses that can be used to get inside the head of the customer quotes from them - Quotes are really powerful imagine being able to show Ben & Jerrys that customers said I would buy ice cream every day if you have double fudge chip ice cream! or That flavor sounds disgusting! Example questions: - What is your favorite class and why? - What words would you use to describe your favorite class?
Description
Have students break into pairs and give each group paper Tell the students to each think of 2 open-ended questions to ask about Ben & Jerrys and these new ice cream flavors Have one group read out their two questions; ask other groups if they wrote different questions and have others share
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Demographic questions
To learn about biases and how to design demographic survey questions Explain the concept of demographics and biases Appendix C
- Demographics are things like age and gender - Ask the group: Why would these matter? (Response should move towards older people might like different flavors than younger people. Or girls and boys might like different flavors) - Demographic questions help make sure your survey isnt biased What is the survey was all 80 year old women? Would the results be the same?
Description
Have students break into pairs Tell the students to each think of 2 demographic questions to ask about Ben & Jerrys and these new ice cream flavors (in addition to age and gender) that might impact ice cream opinions Have one group read out their two questions; ask other groups if they wrote different questions and have others share
BOS
Connection to the WOW!: Remind students that their WOW! will be presenting to Ben and Jerry their recommendation on which new ice cream flavor to introduce. A big component of which flavor will be customers preferences, which well understand from this survey. Next week, well analyze data and have an interim update to Ben & Jerrys about what flavors customers like. Exit ticket: Give each student a note card and have them answer the following questions:
- Why do companies use customer surveys? - Define the following in your own words: quantitative questions, openended questions, demographics
BOS
Lesson objectives
Information Skills: Students will display and communicate data in tables and charts Critical Thinking Skills: Students will demonstrate the ability to use reasoning processes to evaluate By the end of this lesson, the students will be able to: Analyze survey results and summary implications Present findings to a client and answer questions the client has 1. 2. 3. 4. 5. 6. 8. Welcome/opening ritual Overview of days lesson Analyze the analysis Break Graph survey data Develop the recommendation Check for understanding/closure 10 minutes 10 minutes 20 minutes 5 minutes 20 minutes 10 minutes 5 minutes
Learning objectives
Agenda
Vocabulary
Analysis: Doing research to answer a question. For example, doing a survey and then calculating numbers from peoples responses Recommendation: The advice you give someone based on data and analysis. Figuring out the so what? 2 pieces of graph paper and 1 piece of plane paper per group; poster boards to begin creating final presentation, glue, markers, rulers Copies of blank survey, raw survey data, and calculation sheet (Appendix E) Blank note cards for end of class check for understanding
Materials
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Welcome/opening ritual
CT and teaching fellow will have pre-selected teams of 3-4 students that will work in groups during the class. If any other volunteers are present, divide the teachers/volunteers among the groups of students to help guide them through each exercise.
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Description
Give the groups ~15 minutes to calculate responses and then review them.
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Draw out blank graphs on the board (see the next slide)
- Ask if theyve made graphs before go gauge level of detail of explanation - Explain the data, y-axis (the title of the graph), and x-axis (ask what should be on each y-axis as you draw it out) - Encourage them to write their favorite quotes on a piece of paper to make the data more interesting and to show the emotions of customers
Description
Hand out graph paper + blank paper to each team and poster board (explain that were going to start preparing the presentation for our client) Give the groups ~20 minutes to create the graphs and then review them
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Description
Have each group write the recommendations in their own words on their piece of paper; paste the graphs + recommendations onto their poster board
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Exit ticket: Give each student a note card and have them answer the following questions:
- Define the following in your own words: analysis, recommendation - Write down the recommendation you developed today - Summarize what you will be doing for your WOW! Presentation
BOS
Agenda
Vocabulary
Revenue: The amount of money a company collects for selling an item or a service
Cost: The amount of money that is required to produce something or provide a service Note cards (2 per student) Restaurant Co. Income Statement projection or poster Computer/Projector Cow to Cone worksheets (1 per student) Envelopes with Income Statement line items cut up (3 envelopes/team) Colored Construction paper on which to glue Income Statements to (3 sheets pet team) Glue sticks (1-2 per team) Sprint card in the event that school doesnt have an internet connection
Materials
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Welcome/opening ritual
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Description
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Objectives
Description
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Cow to Cone
Understand how several different steps are involved in the production and sale of ice cream Explain that making ice cream is complicated. Hand out Steps to Ice Cream Making sheet. Explain that students will watch a movie and record the steps in ice cream making. Click through Ben and Jerrys Cow to Cone video while students record steps. http://www.benjerry.com/flavors/from-cow-to-cone/ You can project on any white wall, or cover the blackboard with a few sheets of chart paper if there is no white wall.
Description
BOS
Description
Pass out materials (each team gets: 3 envelopes, one per flavor; one glue stick)
Circulate while students work in groups (works well if you can assign on adult to each group of students)
Share as whole group: how much does it cost to make each flavor? Compare against initial voting results.
BOS
Vanilla
Peppermint
$4.00
$1.00 $0.30 $1.00 $0.50
$4.00
$1.00 $0.30 $0.30 $1.10 $0.50
Cookie Dough Revenue Costs Milk/Cream Cookie Dough Container Labor Delivery $6.00 $1.00 $0.50 $0.30 $1.50 $0.50
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Week 6: Profitability
By the end of this lesson, the students will have learned the following 21 st Century skills:
Lesson objectives
Critical Thinking: Students will use a problem solving process to approach an issue systematically By the end of this lesson, the students will be able to:
Learning objectives
Agenda
Vocabulary
Profit: Revenue minus total cost Profit Margin:(Net Income / Revenue) x 100 Cards labeled with lemonade stand costs
Materials
Bring in sets of Ben & Jerrys individual flavor IS created during lesson 5
4 calculators for students to share in groups
BOS
Welcome/opening ritual
Review the days agenda and write the following formula on the board: REVENUE COST = _____________. If the students have an idea of what the answer is, great! If not, explain that this is the concept were going to investigate today in order to future help Ben & Jerry arrive at the answer they need.
BOS
Week 6: Profitability
Activity 1 Objectives Turning lemons into lemonade! Learn how to calculate profit & profit margin By a show of hands, ask the students who has run a lemonade stand in their local neighborhood? of class will receive a card with an item on it (lemons, sugar, cups) of class will receive a card with a price on it. One student at a time will paste their item on the board and the those with price cards will debate what price seems appropriate when all items and prices are on the board the students will have created a piece of an IS (leave a space for revenue: total units sold * price per unit) Description When all costs are compiled ask the students how much $$ they think is reasonable to ask for 1 cup of lemonade when they agree on a price, ask the students how many cups of lemonade theyll need to sell in order to make money. Fill in total units and cost per unit at the top of the IS. Explain that PROFIT = revenue - cost when a company is profitable it means they are making more money than it costs to operate the business Ask groups to calculate the new profit if 25 cups of juice are sold Final calc (complete as a class):
profit margin= (profit/revenue)*100
BOS
Week 6: Profitability
Activity 2
Objectives
Ask the class: What is better? A large profit margin or a small profit margin? Why? Description Using the same IS from the Lesson 5, split class in the same groups as prior lessons and ask that they recalculate both the profit & the profitability ratio for each of the flavors we are now considering Share results with class What new flavor will generate the highest profit?? Connect these result with the results from the surveys completed in lesson #4
BOS
Week 6: Profitability
Activity 3
Objectives
Description
When everyone has thought of something, ask them to think about the wide range of costs weve discussed over the past few weeks (labor, marketing, raw goods). What were the costs that they encountered in their effort to make/raise money? Ask volunteers to share w/class. Which of these ventures likely had the smallest/largest profit margins? As they class if they can think of different business ideas that would be very profitable (products/services with low cost and high prices). A white t-shirt sold by a top designer could cost $100+ but probably only costs the company < $1 to make. The designer will make a large profit on each shirt sold but might not sell many (the value is in the brand). If you go to Walmart, a white t-shirt will probably cost $5 - $10. The profit per t-shirt is much smaller BUT at such a low price, Walmart is likely going to sell many more t-shirts the value is in the volume.
121211 Crack the case Apprenticeship - LW 45
BOS
Week 6: Profitability
Connection to the WOW!: After week 6, the students will have all of the information they need to begin their final Ben & Jerrys proposal. Discuss next steps before the WOW!... How will the students be involved in the final presentation? Will everyone need to participate? Are some speaking parts smaller/larger than others? Closing Activity
- Pass out another index card to each student - Ask them to write down what profitability means to them?
BOS
Lesson objectives
Critical Thinking: Students will use a problem solving process to approach an issue systematically Interpersonal Skills: Students will demonstrate an ability to work as a member of a team By the end of this lesson, the students will be able to:
Learning objectives
Answer Ben & Jerrys initial question which ice cream flavor should be released and why? Understand what a good presentation looks like and the skills necessary to give a good presentation 1. 2. 4. 5. 6. Welcome/opening ritual Key takeaways What is a pilot test? Field trip to Ben & Jerrys store (may be reserved for 1 class) Check for understanding/closing 10 minutes 20 minutes 10 minutes 25 minutes 5 minutes
Agenda
Vocabulary
Pilot Test: a controlled environment where a company can test out a new change to identify whether the results are as expected or not
Materials
Set up with local Ben & Jerrys where kids will all get an ice cream and the store staff will play along with our apprenticeship set up
BOS
Welcome/opening ritual
We will be going on a field trip today to see a real live pilot test; explain to students the type of behavior expected on a field trip Overview of days lesson
- This is a chance to practice professionalism - Everyone should remember that this will be a visit to the client site and they must conduct themselves professionally - Indoor voices should be used - Please and thank you should be used
BOS
Description
Pass around a key takeaway handout and ask students to write down their key takeaways for the survey and profitability analysis
Call on 3 or 4 students to share their key takeaways Write the final key takeaways on the board
- The three most popular flavors are: XX, YY, ZZ - Of these three most popular flavors, the most profitable is XX
BOS 121211 Crack the case Apprenticeship - LW 49
Description
Field trip time!! Note that Activity 1 & Activity 2 may require their own class. These concepts could also be explained on the bus ride to the Ben & Jerrys store.
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Interpersonal Skills: Students will practice leading a group of peers and will demonstrate the ability to work as a member of a team
By the end of this lesson, the students will be able to: Know what skills are required to give a good presentation Feel prepared for the first half of their WOW! Presentation 1. 2. 4. 5. 6. 6. Welcome/opening ritual Oral presentation skills Remind students about the survey analysis Break/snack Practice the first half of the WOW! Set expectations for WOW/closing 10 minutes 20 minutes 10 minutes 10 minutes 25 minutes 5 minutes
Agenda
Oral presentation: delivering a speech or talk to an audience Oral presentation skills Vocabulary
- Speak Loudly: make sure that everyone in the room, even people in the back, can hear you - Speak Clearly: make sure that you carefully speak each work - Speak Slowly: remember that you are the expert, but your audience will be hearing everything for the first time and will be slow to process information Guest presenter Presentation Expert (should wear a suit and tie and glasses if possible) Blow Pop lollypops as prizes Print out of scripts and roles for students (adjust as you see fit for students & class) Paper to pass out for key takeaway exercise
Materials
BOS
Welcome/opening ritual
Today we will be thinking about what we want to share with Ben & Jerry at our WOW! Event Overview of days lesson We want to make sure that Ben & Jerry get a clear message of what our recommendation is and why we are recommending XX flavor above the others Ask students, what factors do you think will be important in delivering a good presentation to Ben & Jerry? Talk about how our recommendation will be a strategy for Ben & Jerrys business
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Description
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Explain to students that during the WOW! a group will present each of these graphs to Ben & Jerry and another group will deliver the first half of the recommendation i.e. which 3 flavors to look at in depth.
Description
Practice!
Split up the whole class into 4 groups 3 of these groups will be responsible for the graphs and the fourth group will be responsible for articulating the key takeaways that all three graphs illustrate
Pass out the scripts to students in each group (have the groups preassigned if possible) Teacher and CS representative should walk around to make sure that students are practicing and to watch and provide feedback
BOS
Student Name
Graph 1: Student C
Graph 1: Student D Graph 1: Student E Graph 1: Student F Graph 2: Student G Graph 2: Student H Graph 2: Student I Graph 2: Student J Quote Wall: Student K Quote Wall: Student L Quote Wall: Student M
121211 Crack the case Apprenticeship - LW 56
BOS
Student A: [At beginning of presentation] Hello everyone and thank you for coming to our class WOW! Id like to introduce all the members of our team before we get started (introduce each member of the class to the boardroom) Student A: Thank you for taking the time to meet with us today. begin selling the new Peanut butter & Jerry flavor nation-wide. conducted a survey and a profitability analysis in order to develop me hand it over to the survey group to explain the key takeaways We recommend that you As you know, our team this recommendation. Let we found there.
------ survey group presents graphs 1 and 2 as well as the quote wall ------Student B: [After the survey presentation] Thanks survey group. Id like to reiterate what we learned from the survey group. Our team recommends flavors XX, YY and ZZ as the top three candidates for a new flavor because these are the most popular flavors among consumers. Student B: A lot went into our recommendation that Ben and Jerry produce flavor X nation wide. We wanted to determine not only the most popular flavor, but also the flavor that would make your company the most bang for the buck.
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Agenda
Vocabulary
Plan to hand out a list of all the vocabulary learned during the apprenticeship.
Materials
Print out of scripts and roles assigned to students (adjust as you see fit for students and class) Blank invitations for students to write in
BOS
Confidential: information that you are given that you should not share with others
Survey: A list of questions that a company asks a customer to get their opinion Quantitative questions: Survey questions that allow you to get numbers from survey participants to analyze Open-ended questions: Survey questions that allow you to get emotions and opinions from survey participants, such as why they like chocolate best Demographics: Facts about someone like age and gender
Analysis: Doing research to answer a question. For example, doing a survey and then calculating numbers from peoples responses
Recommendation: The advice you give someone based on data and analysis. Figuring out the so what? Revenue: The amount of money a company collects for selling an item or a service Cost: The amount of money that is required to produce something or provide a service Profit: Revenue total cost Key Takeaway: the most important message Pilot Test: a controlled environment where a company can test out a new change to identify whether the results are as expected or not Oral presentation: delivering a speech or talk to an audience Oral presentation skills
- Speak Loudly: make sure that everyone in the room, even people in the back, can hear you - Speak Clearly: make sure that you carefully speak each work - Speak Slowly: remember that you are the expert, but your audience will be hearing everything for the first time
BOS 121211 Crack the case Apprenticeship - LW 63
Welcome/opening ritual
BOS
Description
Explain to students that during the WOW! a group will present each of these income statements to Ben & Jerry and another group will deliver the second half of the recommendation i.e. of the 3 most popular flavors, which is most profitable Practice!
Split up the whole class into 4 groups 3 of these groups will be responsible for the income statements and the fourth group will be responsible for articulating the key takeaways that all three income statements illustrate
Pass out the scripts to students in each group (have the groups preassigned if possible they should match lesson 8) Citizen Teacher and CS fellow should walk around to make sure that students are practicing and to watch and provide feedback
BOS 121211 Crack the case Apprenticeship - LW 65
Student Name
Graph 1: Student D Graph 1: Student E Graph 1: Student F Graph 2: Student G Graph 2: Student H Graph 2: Student I Graph 2: Student J Quote Wall: Student K Quote Wall: Student L
Student A: Of the three most popular flavors, flavor X should be sold nation wide because it is the most profitable. Our profitability analysis team will explain the key takeaways from the profitability analysis that we did for each of the top three ice cream flavors. ------ profitability group presents profitability analysis for three ice cream flavors------Student B: [After the profitability presentation] Thanks profitability group. Id like to reiterate what we learned from the profitability group. Our team recommends that Ben & Jerrys begin producing Flavor X nation-wide because is the most profitable of the flavors customers like best. Student B: Thank you Ben & Jerry and thank you to all the rest of the Ben & Jerrys staff for coming out to hear our presentation! If any audience members have questions, please ask them now. Student B: Thanks again. And now, time to celebrate. Weve brought enough of the new flavor for everyone to try a taste!
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Student H: I will explain the key takeaway here. The profit margin on Peppermint ice cream is XYZ% Student H: I will orient you here. We are looking at the Peppermint ice cream flavors production costs in comparison with the price that Ben and Jerrys can charge. Student H: I will point out to you an interesting fact we learned. We learned that labor for this flavor is more expensive than for the vanilla flavor.
Student H: I will explain how this fits with the next flavor we analyzed. This was the least popular flavor among customers, and it was middle of the road in terms of profitability.
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Cookie Dough Revenue Costs $6.00 $1.00 $0.50 $0.30 $1.50 $0.50
Student I: I will explain the key takeaway here. The profit margin on Cookie Dough ice cream is XYZ% Student I: I will orient you here. We are looking at the Cookie Dough ice cream flavors production costs in comparison with the price that Ben and Jerrys can charge. Student I: I will point out to you an interesting fact we learned. We learned that the price Ben and Jerrys can charge for cookie dough is much higher than for the other flavors.
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Student J: I will explain the key takeaway here. The profit margin on Vanilla ice cream is XYZ% Student J: I will orient you here. We are looking at the vanilla ice cream flavors production costs in comparison with the price that Ben and Jerrys can charge. Student J: I will point out to you an interesting fact we learned. We learned that labor and delivery for this flavor are more expensive than the ingredients.
Student J: I will explain how this fits with the next flavor we analyzed. This was the most popular flavor among customers, but the least profitable.
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Appendix A:
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Classroom Expectations Crack the Case Remember to always display Citizen Schools values: Courage, Respect, Pride, Teamwork, Tenacity, Leadership Display STAR: Sit Up, Track the Speaker, Actively Listen, and Respond Pay attention and stay on task
If you can hear my voice clap once, if you can hear my voice clap twice
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(1) Be on time to class (_____pm in room ____ ) (2) No cheating do not copy one anothers work (3) Pay attention (no sleeping in classzzzzzz) (4) No talking above your classmates or your teachers
(If you have a question/comment always raise your hand)
(5) Have FUN!!!!! (6) No bad words (7) Respect everyone (8) Be on your best behavior
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Appendix B:
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Appendix C:
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Quantitative Questions
- On a 1-5 scale, how likely would you be to buy each type of candy? (1 = Yuck, Never!, 5 = I would LOVE this type of candy right now!) Skittles: ____ Starburst: ____ M&Ms: ____ - Pick your top three favorite classes (1= first favorite, 2 = second favorite, 3 = third favorite) English Language Arts: ____ Science: ____ Math: ____
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Demographic Questions
- Please select your age range: 5-15: ______ 16-25: _____ 26-40: _____ 41-75:_____ - Please select your gender: Male / Female - Please select your race: Latino: ______ Asian: _____ African American: _____ Caucasian:_____ Other:______
- Please select your Occupation: Student: ______ Businessman/woman: _____ Lawyer: _____ Engineer:_____ Government employee:_____ Teacher:_____ Scientist:_____ Musician:_____ Other:________
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(1) How would you describe your best friend? (2) How often do you ride your bike to school? (3) What is your age? (4) On a scale of 1 10 (1 being awesome and 10 being awful), rate your summer vacation. (5) What words come to mind when you think of Halloween???
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Appendix D:
Survey
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Appendix E:
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Appendix F:
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Send milk and cream to Ben & Jerrys factory and keep at cold temperature until ready to make ice cream
The Mix Master makes the ice cream base using cream, milk, eggs and sugar
Flavor the ice cream mix and the freeze the ice cream
Incorporate delicious chucks into the ice cream via the Chunk Feeder
Freeze completed pints of ice cream to 10 degrees below zero through the spiral hardening tunnel
Professional taste tester makes sure that the quality of ice cream is good before shipping to store
Appendix G:
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True or False?
(1) Ben & Jerry met in college and decided to go into business together in 1977 when they moved to Vermont.
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True or False?
(2) Before they started making ice-cream, Ben & Jerry originally thought that starting a cookie business would be a good idea.
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Appendix G:
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True or False?
(3) Business consultants help organizations to improve their performance in the marketplace
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True or False?
- Please select your age range: 5-15: ______ 16-25: _____ 26-40: _____ 41-75:_____ - Please select your gender: Male / Female
- Please select your Occupation: Student: ______ Businessman/woman: _____ Lawyer: _____ Engineer:_____ Government employee:_____ Teacher:_____ Scientist:_____ Musician:_____ Other:________
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True or False?
(5) A strong handshake is a key part to a professional introduction when meeting a new client.
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True or False?
(6) Answering a cell phone call in the middle of an important client meeting is a good example of professional behavior.
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True or False?
(7) When surveying customers, its a good idea to only survey a couple people rather than survey a large population.
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True or False?
(8) Open-ended questions allow you to get emotions and opinions from survey participants
BOS 121211 Crack the case Apprenticeship - LW110
True or False?
(9) Bar graphs are a horrible way to present survey results to clients viewing information as a picture rather than a group of numbers is much more difficult to understand.
BOS 121211 Crack the case Apprenticeship - LW111
True or False?
(10) This group of business consultants has what it takes to help Ben & Jerry figure out what new flavor of ice cream to start selling!
BOS