Bain - Crack The Case Curriculum

Crack the Case Bain & Co.
Apprenticeship
BOS
121211 Crack the case Apprenticeship - LW
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
Teach students to solve problems in a structured way

Objectives Provide students with the opportunity to practice communication Introduce students to data and how to analyze it Introduce students to primary research/interviews Teach students how to behave in a professional setting Ben and Jerry, the famous and fabulous ice cream makers, are planning to introduce a new ice cream flavor at the end of this semester. Their 20 wacky scientists have been hard at work day and night, eating gallons of ice cream and crafting new delicious flavors. Case situation Only one problem Ben and Jerry dont know which of the 10 new flavors to pick. They have heard that your class has worked with ice cream before and they decide to call you in as their expert consultants on this matter. Ben and Jerry need your to help them decide which flavor will be both popular and help them earn the most bang for their buck!
Key questions for students to answer
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
Ten week plan
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
Key materials/guest speakers Set classroom expectations
Bain Owner Lindsey Dara Liana Liana Emily Smith Lindsey
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
BOS
Crack the Case- 10 weeks to the WOW!

WEEK 4 WEEK 5
WEEK 1
WOW
(WEEK 10)
WEEK 3
WEEK 6 Presentation in Bains Boardroom
WEEK 2
WEEKS 8&9 WEEK 7

BOS 121211 Crack the case Apprenticeship - LW
Week 1: Intro to Consulting & the case

By the end of this lesson, the students will have learned the following 21st Century skills:
Interpersonal Skills: Students will demonstrate an ability to work as a member of a team
Lesson objectives
By the end of this lesson, the students will be able to:
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
Strategy: a plan of action designed to achieve a particular goal
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

Introductions to class & to apprenticeship. Consultants & CS Teaching Fellow will give a brief intro before the icebreaker. Teachers will randomly pass out pairs of Ben & Jerry ice cream pictures. Students need to find their match and stand next to that person in the circle. Everyone will play the memory name game: first student states adjective that begins w/letter of their first name, followed by first name (Crazy Chris, Lucky Lindsey, etc), second student repeats all prior students names followed by their ownand so on... Write overview of the days lesson on the board and pass out the 10 weeks to the WOW picture/doc to explain Introduce students to the days vocabulary words: Strategy: Ask students: What does strategy mean? relate the concept to a sports team Define strategy and write definition on the board Ask students: Think of a time when you needed use strategy? and Why would a business want to focus on strategy? Ben & Jerrys strategy unique ice cream names (Obama Yes, Pecan & Cherry Garcia), giving back to their local community
Welcome/opening ritual
Overview of days lesson
BOS

Activity 1 Objectives
Classroom Expectations: Whats cool & whats not??

Establish the rules for the class Quick power point survey w/funny pictures illustrating bad classroom behavior See Appendix A Students will have 30 seconds per slide to figure out what the rule is (opposite of what they see on the slide) Review results with class At the end of the activity, ask students if they think the list is fair or if they think anything should be added RULES OF THE CLASS:
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

Activity 2
Objectives
Who needs a consultant???

Understand what a business consultant does for work What does it mean to be an expert in a professional field?? Pass out pairs of flashcards composed of a question/problem and a picture of the expert who will help lead to the answer:
Question/Problem
My stomach & head hurt a lot and I dont know whats wrong. I want to build a house but Im not sure what I want it to look like. I have a legal problem but Im not sure what my rights are.
Professional who can help

DOCTOR ARCHITECT LAWYER HAIR DRESSER TRAVEL AGENT
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

Ben & Jerrys big dilemma

Understand Ben & Jerrys problem with which they need help Introduce the problem Ben & Jerry are losing $$$ and market share to Eddys, Breyers and Hood They are not as popular as they used to be among kids and adults and are confident that releasing a new flavor of ice cream nationwide will help them get back on course Have students pair up with their original Ben & Jerrys flavor partner (from the ice breaker) and ask each other the following questions: (1) How often do you eat ice cream? (2) What matters to you when youre deciding what kind of ice cream to buy? (flavor, popularity, cost) Ask students to share their answers with the class Introduce the 10 new flavors that the scientists have proposed to Ben & Jerry for their re-launch (alternative: have students come up with 10 new flavors that will be incorporated into the survey)
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

Activity 4 Objectives Ben & Jerrys History movie & worksheet Understand the origins of Ben & Jerrys brand and business Pass out worksheet to students (Appendix B) Show the movie 1-2 times. Select any brief video (5-7 min) that covers the history of Ben & Jerrys ice cream. May need to copy the movie to laptop in the event that one is unable to obtain a Sprint wireless card or if YouTube is blocked on the schools network. Walk through questions and answers with students http://www.youtube.com/watch?v=AegvmmK0p9w Description
BOS
121211 Crack the case Apprenticeship - LW 11

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.
Check for understanding / Closing Exit ticket: Give each student a note card and have them answer the following questions:
- Define the following in your own words: strategy - Summarize what you will be doing for your WOW! presentation
BOS
Week 2: Professionalism/Meet the client!

Lesson objectives Learning objectives
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
Flash cards with professional vs. not professional visuals
BOS

Each student will introduce themselves to the class. Have students sit in a circle. Instruct each student to stand up, make eye contact with the class, and say, Hi, my name is John. My favorite ice cream flavor is mint chocolate chip.
Write overview of the days lesson on the board Introduce students to the days vocabulary words example below: First impression: Ask students: What is a first impression? Overview of days lesson Define first impression and write definition on the board Ask students: Think back to the first time you walked into an ice cream store. What was your first impression of the store? Explain the importance of first impressions
- They leave a lasting feeling about a person/company/product - For businesses like Ben & Jerrys, that lasting feeling can cause people to buy more or less ice cream - For consultants, that lasting feeling can make a client like or dislike their work
BOS

Activity 1
Objectives
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
BOS

Activity 2
Objectives
Nice to meet you

To learn how to make a proper first impression Give each student five blank business cards and instruct them to write their names neatly on the cards. Split students into two groups: consultants and clients. There will be two rounds (5 minutes each) of the game so that each student can try both roles. Tell students that they have been invited to dinner with the client. Their job is to try to meet as many clients as possible and to give away all of their business cards. Heres the catch the client will only take their business card if they feel that the consultant is professional. Clients need to make a strong impression by making eye contact, having a strong handshake and speaking professionally. If the client does not think that the consultant is professional, they should politely say, No, thank you. Im not interested at this time. At the end of the two rounds, tally up the cards that each student has remaining to see who gave out the most cards.
Description
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. During the presentation, it will be very important to use professional behavior.
Check for understanding / Closing Exit ticket: Ask each student to invent a new ice cream flavor and write the name down on a note card. Each student must be able to describe what main ingredients are included. Collect all note cards and have the students vote (students may not vote for their own flavor). Include the top 2 choices in the survey next week.
BOS
Week 3: Write a survey

By the end of this lesson, the students will have learned the following 21 st Century skills:
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
Demographics: Facts about someone like age and gender

Blank paper for students to write their questions (3 for each group)
Materials
Survey for students to take at the end of class Blank note cards for end of class check for understanding
BOS
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

Activity 1 Objectives Quantitative questions To learn how to design quantitative survey questions Explain the concept of quantitative questions Appendix C
- Survey questions that allow you to get numbers from survey participants to analyze
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

Activity 2
Objectives
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
BOS

Activity 3
Objectives
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

Distribute survey and have students take them Appendix D
Take the survey
- Teachers will aggregate the results for next weeks lesson (survey analysis) - Allows students to be familiar with the survey theyll be analyzing next week
Check for understanding / Closing
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
Week 4: Analyze survey results & interim client update

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
BOS

Name game from Week 1 include motions/gesture for each student that should be repeated in the circle when stating each students name.
Write overview of the days lesson on the board: We will be analyzing the results of our customer survey to figure out which flavors are most popular Introduce students to the vocabulary words
- Ask students: What is analysis? Give me an example. - Explain what analysis is - (Repeat for recommendation) - Tie back to the WOW! this analysis will help us understand which ice cream flavor will be most liked by customers
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.
BOS

Activity 1
Objectives
Analyze the survey

To practice math skills by analyzing survey results Hand out the original survey and base data. Explain that each respondent represents 1 row (Appendix E) Discuss the analysis well do
- Ask the group: what kind of analysis should we do? What question should we answer? Write responses on the board - Then hand out the analysis template. Go over each question. Ask what it will get us. Remind the group of biases (male/female could help us think about marketing).
Description
Give the groups ~15 minutes to calculate responses and then review them.
BOS

Activity 2
Objectives
Graph the analysis

To practice displaying data graphically Explain that we often use graphs instead of just numbers. Ask the students why we use graphs.
- Answer: Sometimes its easier to think about the so what recommendation when you can see something visually
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
BOS
Week 4: Graphs to be drawn on the board

Graph 1 Graph 2 On third piece of paper
Add your favorite quotes to show customer emotions
BOS

Activity 3
Objectives
Develop the recommendation

To translate data into what it means Ask the group: So what does this data mean? What should we tell Ben & Jerry?
- Write answers on the board - Should lead towards: 1) The most popular flavors would be X, Y, Z and 2) Boys are more likely to change their behavior so you might want to market to them first
Description
Have each group write the recommendations in their own words on their piece of paper; paste the graphs + recommendations onto their poster board
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.
- Weve now finished analyzing which flavors are most popular with customers and narrowed the decision down to 3 flavors (write them on the board) - Next week, we will look at other considerations to help narrow down to the best choice for Ben & Jerry
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
Week 5: Revenue and Cost

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: Distinguish between revenue and cost items. Name the main revenue and cost drivers for an ice cream flavor. 1. 2. 3. 3. 4. 5. 6. 7. Welcome/opening ritual Overview of todays class Cost Drivers warm up Restaurant Co. Break/snack Cow to Cone Build an Income Statement Check for understanding/closure 5 minutes 5 minutes 10 minutes 10minutes 10 minutes 15 minutes 20 minutes 5 minutes
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
BOS

Explain to students that they have done an excellent job of figuring out which ice cream flavors will be most popular among customers. Ben and Jerry needed to know that information. However, Ben and Jerry will also want to know how producing each new flavor will impact their business will it make them money? Today the class will help figure out the answer to that question. Write overview of the days lesson on the board: We will be learning about all of the different factors (costs) that go into making a product or providing a service before it can be sold and delivered to the customer Introduce students to the vocabulary words
- Ask students if they can define COST they will likely think of this in terms of their experience as a customer (i.e. it costs me $2.50 to by an ice cream) remind students that, as business consultants, we need to think about COST from the business owners perspective. - Repeat for REVENUE explain how a business will ask customers to pay a specific price for an item. If we multiply the price * total items sold the resulting figure is total revenue. - Tie back to the WOW! understanding these two concepts will help us determine which new ice cream flavor will help Ben & Jerry make the most money
BOS
Week 5: Revenue & Cost

Activity 1
Objectives
Cost drivers warm-up

Understand the concept of cost from a business perspective Give each student a blank note card Ask each student to answer the question (written on the board): How much does it cost McDonalds to make a supersize french fries?
Description
Write your estimate on your index card.

Write 3 sentences to explain how you made your estimate. Ask students to share estimates and reasoning. Write each estimate on the board to develop a range. Keep a list of cost drivers that students develop Lead discussion to a comprehensive list of costs (students will likely come up with the cost of the potato but might need help getting to indirect costs like the rent for the building, part of the frying oil, labor/supervision, etc.)
BOS

Activity 2 Understanding Revenue Restaurant Co.
Objectives
Understand the concept of revenue

Introduce Income Statement and explain that an income statement shows how a business makes money; it can be for a whole company or just a few products Hang up or project Income Statement for Restaurant Co.s WOW! Burger Ask students to point out costs that they had come up with for McDonalds that Restaurant Co. has as well Ask if any student knows what Revenue means If no one knows, define revenue on the board (The amount of money a company collects for selling an item) Ask: Is Restaurant Co. making money on this item? Lead students to see that they are making money because revenue is greater than cost. (Walk through adding costs) Ask: Do you think all of Restaurant Co.s menu items have the same cost? Why or why not? Solicit answers for different costs such as more expensive ingredients, more labor, etc. Explain that Ben and Jerrys has flavors with different costs. We are going to analyze three flavors: Vanilla, Cookie Dough, and Peppermint (use top 3 from survey in previous class) Have students write down what flavor they think would be the most expensive to make(Vanilla, Cookie Dough or Peppermint)
Description
Week 5: WOW! Burger Income Statement
Revenue Cost Ingredients Labor Rent Ingredient delivery
$12.00 $2.00 $3.00 $5.00 $0.50
BOS

Activity 3
Objectives
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
If running out of time, skip a few steps.

Ask if anyone has changed his or her vote for most expensive ice cream to make. Revote as a class and record new voting results
BOS
Week 5: Cow to Cone!

Fill in the 14 steps to make ice cream.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.


Activity 4
Objectives
Build an income statement

Calculate revenue and cost for each of the three potential Ben & Jerrys flavors Divide students into groups of 2-3 Explain activity:
1. 2. 3. Students will take envelopes with income statement line items and arrange them into income statements Demonstrate with a large line item from Restaurant Co. Explain teams need to find which ice cream makes the most money
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
Week 5: Income Statements

Note: Blow up one IS for each flavor up to poster size to go through together. Have students do math to calculate the profit margin on each and add that to the poster. Update to reflect the top three flavors that survey respondents selected per the survey results.
Vanilla
Peppermint
Revenue Costs Milk/Cream Container Labor Delivery
$4.00
$1.00 $0.30 $1.00 $0.50
Revenue Costs Milk/Cream Peppermint Container Labor Delivery
$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
BOS

Connection to the WOW!: This exercise will ultimately help us select what new ice cream flavor Ben & Jerry should begin producing/selling
Check for understanding / Closing Closing Activity
- Pass out another index card to each student - Ask them to write three sentences answering: If some ice cream flavors cost more to make but they all cost the same in the store, why dont ice cream stores just sell the one that is cheapest to make? - Let students share answers in pairs.
BOS
Week 6: Profitability
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
Define profit and be able to calculate the profitability ratio

Determine what new Ben & Jerrys flavor will be the most profitable 1. 2. 3. 4. 7. 8. Welcome/opening ritual Overview of days lesson Turning lemons into lemonade profitability into Break (bring in lemonade & snack) Profitability ratios applied to our top 3 flavors Check for understanding/closure 15 10 25 10 20 10 minutes minutes minutes minutes minutes minutes
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
Week 6: Profitability Week 6: Profitability

PowerPoint review displaying 10 true/false statements & pictures regarding subjects covered thus far in class. Students to fill out their own answers and correct one anothers sheets when done (~10 15 min) Appendix G
Begin by asking a volunteer to summarize what we learned in last weeks class (difference between revenue & cost)
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
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
Calculate profit margin that would result from 25 cups sold

BOS
Activity 2
Objectives
Profitability analysis of Ben & Jerrys flavors

To practice calculating profit & profit margin Ask the class: Why would a company spending time calculating something like profit margin??
- Explain how a metric like profit margin is a simple way to measure the success of a business (i.e. profitability). Its easier to look at one number or one percentage rather than an entire Income Statement. Helps faster decision making, etc.
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
Activity 3
Objectives
Personalizing Profitability (if time allows)

Relating the concepts of Revenue, Cost and Profit to students Ask the class: Everyone think of a time when they sold something or provided a service in order to make money
- Chores at home for an allowance - Lemonade stand - Selling girl scout cookies - Raising money for a team or a cause
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.
BOS
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
Week 7: Review key takeaways & Field Trip

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
Key Takeaway: the most important message
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
School bus to take class to Ben & Jerrys
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
Paper to pass out for key takeaway exercise
BOS
Week 7: Review key takeaways and see a pilot test

Talk with students about how far they have come in the apprenticeship. Show them (and/or pass out) the 10 weeks to WOW! page. Remind them that they have done all the hard work these past 6 weeks and now they will work on how to present their findings to the client. Have each student say what their favorite part of the apprenticeship has been so far. Write overview of the days lesson on the board Introduce students to the days vocabulary words:
- Key Takeaways - Pilot Test
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

Define Key Takeaways what are our key takeaways?

Establish the definition of a key takeaway Make sure students can explain the key takeaways for our apprenticeship Show students a YouTube clip about some recent news on a pop singer or current event Ask students what do you think the most important point was here? If you could describe this event in one sentence what would that sentence be? Define key takeaway on the board Ask students to reflect back on the apprenticeship so far
- Survey analysis - Profitability analysis - What do students think the most important takeaway is from each piece of analysis
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

Activity 2 Objectives What is a pilot test? Understand why a pilot test is useful What does pilot test mean write the word on the board with the definition What are the benefits of a pilot test? Ask students to think about why it might be helpful to run a test in one area before implementing a plan on a larger scale. Why would it make sense for Ben & Jerry to do a pilot test on this ice cream flavor? What do students think this could show?
- Make sure the ice cream flavor tastes good in real life - Make sure the costs are as expected - Understand how the employees at Ben & Jerrys will react to this change - Verify that expected results are achieved
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.
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. They will need to communicate the key takeaways we discussed today. Also, they will have added confidence in their recommendation as a result of the successful pilot test. Exit ticket: Give each student a note card and have them answer the following questions:
- Define the following in your own words: Pilot Test - Write down two interesting facts you learned from the visit to the Ben & Jerrys store
BOS
Week 8: Practice for the WOW! Review our survey analysis

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

Remind students that the WOW! Is approaching. Now is the time to practice what we will say to Ben & Jerry so that they understand the key takeaways from all the work that we have done. Have each student go around and share a time when practice made perfect. Write overview of the days lesson on the board Introduce students to the days vocabulary words:
- Oral presentation - Oral presentation skills
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
BOS

Oral presentation skills

Teach students about what a good presentation looks like Make sure students understand how to differentiate between a good versus a bad presentation Introduce the Presentation Expert Mr. Dr. Professor. Presentationman Have Mr. Dr. Professor. Presentationman explain the importance of speaking loudly, clearly and slowly Have Mr. Dr. Professor. Presentationman bring 3 students up to the front of the room
- Each student will play a role one will speak REALLY quickly, one will speak REALLY unclearly, and one will speak REALLY quitetly - Mr. Dr. Professor. Presentationman will ask the class to please identify what each student is saying anyone who can identify what they are saying wins a blow pop - The emphasis here should be what not to do
Description
BOS

Reminder survey analysis

Remind students about the key activities they did to execute the survey analysis Bring out the 3 graphs that students created during week 4 Walk through each graph one at a time. Ask students to raise their hands and answer the following questions:
What question did we ask the customers to make this graph? What is the key takeaway or one sentence describing the most important piece of information here?
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

Role in presentation MC Roles
Opening: Student A Opening: Student A Key Takeaway: Student B Transition: Student B
Student Name
Graph 1: Student C
Survey Analysis Presentation
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
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.
BOS

Graph 1
Student C: I will explain the key takeaway here. The key takeaway is that flavors XX, YY and ZZ were the most popular among the survey respondents. Student C: I will orient you to the graph here. We asked survey respondents to tell us which of 20 different flavors were their top three favorites. As you can see in our graph here, we are showing the number of people who selected each flavor as one of their top three. Student D: I will point out to you an interesting fact we learned. I want to point out that Flavor 1 was the most popular flavor across all the respondents. Student D: I will explain how this fits with the next survey question we asked. Of course, we wanted to see which flavor was the most popular, but we also wanted to see how popularity of a flavor would impact purchasing decisions.
BOS

Graph 2
Student E: I will explain the key takeaway here. The key takeaway is that marketing this new flavor to boys is important, because they are more likely to eat more ice cream and tell their friends about it. Student E: I will orient you to the graph here. We asked survey respondents to tell us what behaviors they were likely to engage in if Ben and Jerrys offered their favorite new flavor. Student F: I will point out to you an interesting fact we learned. While girls and boys both were likely to eat more ice cream, boys are much more likely to tell their friends than girls are. Student F: I will explain how this fits with the next survey question we asked. This data analysis stuff is important, but we know how important the brand is for Ben and Jerrys so we made sure to also ask customers how they would feel about a change in flavors.
BOS

On third piece of paper
Add your favorite quotes to show customer emotions
Student G: I will explain the key takeaway here. The key takeaway is that customers are very excited about the prospect of a new flavor and they would strongly support the release of a new flavor. Student G: I will orient you to the quotes here. We asked survey respondents to tell us why they elected a particular flavor as their top choice. This is a select sampling of responses. Student G: I will point out to you an interesting fact we learned. Even though each response is unique, most people like ice cream because it provides an exciting taste experience. They would look positively on a new flavor as a new exciting taste experience.
BOS

Connection to the WOW!: Remind students that their WOW! will be presenting to Ben and Jerry in the boardroom at Bain Boston. Let the students know that Ben and Jerry have many staff working for them and will most likely invite them to the presentation because they want to get everyone at the company on board with our plan of action. Exit ticket: Give each student a note card and have them answer the following questions:
- List the three important oral presentation skills - Ask students how they plan to practice these skills between now and the WOW! so that they will be ready to give a good presentation
BOS
Week 9: Practice for the WOW! Review our profitability analysis

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: Feel prepared for their WOW! Presentation 1. 2. 4. 5. 6. 6. Welcome/opening ritual Remind students about the profitability analysis Practice the second half of the WOW! Break/snack Run through the whole WOW! Talk about logistics for the WOW!/closing 10 10 20 10 20 10 minutes minutes minutes minutes minutes minutes
Agenda
Vocabulary
Plan to hand out a list of all the vocabulary learned during the apprenticeship.
Photocopies of vocabulary list
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

Vocabulary List
Strategy: a plan of action designed to achieve a particular goal Strategic Consulting: Helping organizations to improve their performance in the marketplace First impression: The first feeling or belief you get about a new person that you meet Client: The person or company who hires a consultant
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

Remind students that the WOW! is approaching. Now is the time to practice what we will say to Ben & Jerry so that they understand the key takeaways from all the work that we have done. Begin class by asking students to write an invitation to their parents/guardians to come to our WOW! Write overview of the days lesson on the board Write down the key actions students plan to take to support each other during the presentation Today we will be thinking about what we want to share with Ben & Jerrys business associates at our WOW! Event We want to make sure that audience members get a clear message of what our recommendation is and why we are recommending XX flavor above the others Ask students, what did we learn last week about giving a good oral presentation?
BOS

Reminder profitability analysis

Remind students about the key activities they did to execute the profitability analysis Bring out the 3 income statements that students created during week 5 Walk through each income statement one at a time. Ask students to raise their hands and answer the following questions:
What profit do Ben and Jerry make if they sell this flavor? What is the key takeaway or one sentence describing the most important piece of information here? (rank the flavors as most profitable, least profitable, etc.)
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

Role in presentation MC Roles
Opening: Student A Opening: Student B Key Takeaway: Student N Transition: Student O Graph 1: Student C
Student Name
Survey Analysis Presentation
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

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!
BOS
Peppermint Revenue Costs $4.00 $1.00 $0.30 $0.30 $1.10 $0.50
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.
Milk/Cream Peppermint Container Labor Delivery

Update with flavor #1 data
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.
BOS
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.
Milk/Cream Cookie Dough Container Labor Delivery

BOS
Vanilla Revenue Costs $4.00 $1.00 $0.30 $1.00 $0.50
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.
Milk/Cream Container Labor Delivery
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.
BOS

Connection to the WOW!: Remind students that their WOW! will be presenting to Ben and Jerry in the boardroom at Bain & Company. Let the students know that Ben and Jerry have many staff working for them and will most likely invite them to the presentation because they want to get everyone at the company on board with our plan of action. Handout: Directions for the WOW!:
- Logistics please arrive on time so we can get on the bus - Dress code please dress professionally - Attitude come ready to present to Ben & Jerrys Board of Directors
BOS
Week 10: The WOW!

Teacher To Do List for Presentation Assign Student Roles
Plan to replace the A-O letters here with students names

Plan to provide a print out of the script to students to practice at home adjust scripts as necessary to reflect student and class needs Props Needed Graph 1: Graph of favorite flavors Graph 2: Graph of planned consumer actions (eat more, tell friends) Quote Wall: consumer quotes about why they like ice cream Flavor #1 income statement with profitability analysis Flavor #2 income statement with profitability analysis Flavor #3 income statement with profitability analysis Other Logistics Plan for students transportation rent a school bus, arrange cabs, etc. Order Ice Cream: make sure that there will be enough ice cream, cups, spoons, etc. for the WOW! Send out a calendar invite: get a good turnout from Bain Boston Book the boardroom
Plant questions in the audience

Classroom Expectations Presentation
Appendix A:
BOS
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
Weekly student evaluation - GRADING
BOS
Classroom Expectations Crack the Case
BOS
BOS
BOS
BOS
BOS
(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
BOS
A History of Ben & Jerrys - worksheet
Appendix B:
BOS
Introducing Types of Survey Questions
Appendix C:
BOS
Lesson #3: Surveys, Surveys, Surveys
QUANTITATIVE QUESTIONS OPEN-ENDED QUESTIONS DEMOGRAPHIC QUESTIONS

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: ____
BOS
Open Response Questions
(1) What is your favorite class and why?

(2) What words would you use to describe your favorite class?
(3) What is your favorite kind of candy and why?
BOS
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:________
BOS
What type of question???
(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???
Appendix D:
Survey
BOS
Survey Data & Calculation template
Appendix E:
BOS
Cow to Cone warm up exercise

*These 10 sheets reflect 10 of the steps involved in making ice cream per the Cow to Cone video that the students will watch. As a warm up for the class which follows the video showing, pass one sheet out to each student and have them stand in line based on where they fit in the ice cream making process.
Appendix F:
BOS
Purchase milk from local Vermont Farm
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
Incorporate the swirls in the ice cream via the variegator
Dispense ice cream into pint containers
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
Package the final frozen ice cream and ship to stores
Warm up True or False
Appendix G:
BOS
121211 Crack the case Apprenticeship - LW101
True or False?
(1) Ben & Jerry met in college and decided to go into business together in 1977 when they moved to Vermont.
BOS 121211 Crack the case Apprenticeship - LW102
True or False?
(2) Before they started making ice-cream, Ben & Jerry originally thought that starting a cookie business would be a good idea.
True/False warm up exercise
Appendix G:
BOS
True or False?
(3) Business consultants help organizations to improve their performance in the marketplace
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:________
(4) The survey questions above are quantitative questions.
BOS
True or False?
(5) A strong handshake is a key part to a professional introduction when meeting a new client.
True or False?
(6) Answering a cell phone call in the middle of an important client meeting is a good example of professional behavior.
True or False?
(7) When surveying customers, its a good idea to only survey a couple people rather than survey a large population.
True or False?
(8) Open-ended questions allow you to get emotions and opinions from survey participants
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.
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

Bain - Crack The Case Curriculum

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Crack the Case Bain & Co.

121211 Crack the case Apprenticeship - LW

121211 Crack the case Apprenticeship - LW

Teach students to solve problems in a structured way

Key questions for students to answer

121211 Crack the case Apprenticeship - LW

Ten week plan

Key materials/guest speakers Set classroom expectations

Bain Owner Lindsey Dara Liana Liana Emily Smith Lindsey

121211 Crack the case Apprenticeship - LW

Crack the Case- 10 weeks to the WOW!

WEEK 6 Presentation in Bains Boardroom

WEEKS 8&9 WEEK 7

Week 1: Intro to Consulting & the case

By the end of this lesson, the students will be able to:

Strategy: a plan of action designed to achieve a particular goal

121211 Crack the case Apprenticeship - LW

Week 1: Intro to Consulting & the case

Overview of days lesson

121211 Crack the case Apprenticeship - LW

Week 1: Intro to Consulting & the case

Classroom Expectations: Whats cool & whats not??

121211 Crack the case Apprenticeship - LW

Week 1: Intro to Consulting & the case

Who needs a consultant???

Professional who can help

Week 1: Intro to Consulting & the case

Ben & Jerrys big dilemma

Week 1: Intro to Consulting & the case

121211 Crack the case Apprenticeship - LW 11

Week 1: Intro to Consulting & the case

121211 Crack the case Apprenticeship - LW 12

Week 2: Professionalism/Meet the client!

Lesson objectives Learning objectives

Flash cards with professional vs. not professional visuals

121211 Crack the case Apprenticeship - LW 13

Week 2: Professionalism/Meet the client!

121211 Crack the case Apprenticeship - LW 14

Week 2: Professionalism/Meet the client!

121211 Crack the case Apprenticeship - LW 15

Week 2: Professionalism/Meet the client!

Nice to meet you

121211 Crack the case Apprenticeship - LW 16

Week 2: Professionalism/Meet the client!

121211 Crack the case Apprenticeship - LW 17

Week 3: Write a survey

Lesson objectives Learning objectives

Demographics: Facts about someone like age and gender

121211 Crack the case Apprenticeship - LW 18

Week 3: Write a survey

Overview of days lesson

Week 3: Write a survey

Week 3: Write a survey

121211 Crack the case Apprenticeship - LW 21

Week 3: Write a survey

121211 Crack the case Apprenticeship - LW 22

Week 3: Write a survey

Check for understanding / Closing

121211 Crack the case Apprenticeship - LW 23

Week 4: Analyze survey results & interim client update

121211 Crack the case Apprenticeship - LW 24

Week 4: Analyze survey results & interim client update