Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Palestra - É validando que se empreende!

Lean Startup se aprende fazendo e não lendo!
by

Guilherme Junqueira

on 6 October 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Palestra - É validando que se empreende!

CASE-STUDY
Harvard Business Review
How to lower the cost of enterprise sales?
The Cost to Acquire a Customer (CAC) exceeds the Life Time Value (LTV) a customer brings us.
This is my third go-around selling to large enterprises, SkyStream, Kontiki and now Qumu.

I like to explain to you the problem the way I see it, the changes I suggest to avoid making the same mistake again. and
CASE-STUDY
MSC Case #2 Due!!!
(Must impress Clark!)

“Major technological shifts can be classified as competence-destroying or competence-enhancing because they
either destroy or enhance the competence of existing firms
in an industry.”
Tushman & Anderson (1986)
Require new
skills
,
abilities
, and
knowledge
to operate (Tushman & Anderson, 1986)

Associated with
major changes in power and control
within firms and industries (Chandler, 1977; Barley, 1986)

Disrupt industry structure (Mensch, 1979)

Order-of-magnitude improvements
that build on existing know-how (Tushman & Anderson, 1986)

Substitute older technologies
, yet
do not render obsolete skills
required to master the older technologies (Tushman & Anderson, 1986)
The Melbourne Model: Technological Discontinuities
Competence-Enhancing Discontinuities
Competence-Destroying Discontinuities
The Melbourne Model consolidated 98 degrees to 6 broader undergraduate degrees, reflecting a global trend towards more general undergraduate programs followed by concentrated graduate programs. (David et al, n.d)

New style of developing undergraduate programs, but
undergraduate degrees are still the final product.
(The University of Melbourne, 2010)
The Melbourne Model: Competence Enhancing or Destroying Innovation?
The Melbourne Model can be
classified as a competence-enhancing innovation
. The skills and resources UoM used to develop undergraduate programs are still applicable since the model's introduction.

UoM still ranks #1 in Australia in the Shanghai Jiao Tong rankings, an indicator of
consistent market preference leadership
.

The Melbourne Model
may also be considered a stylistic innovation
as it is an adapted undergraduate program responding to a changing set of preferences (Wijnberg, 2004).
The Melbourne Model: Competence-Enhancing Innovation
Ebooks
Palestras e Workshops Mensais
Reuniões Quinzenais
Marketplace
Startup Dojo
StartupShow
Vagas de Trabalho/Currículos
Consultorias e Mentorias
Diretoria de Projetos
New educational program
(Tomazi, 2008)
Aim: To be “more student-centered, more engaging and more inspiring to students” (Tomazi, 2008)

Changes in Monash University include: (Tomazi, 2008)
Discontinuing some courses
Overhauls in honors programs
Enhancing focus on double degrees
Sending more students to overseas campuses
Streamlining and rationalising the degrees
Allowing high-performing undergraduates to perform research
Making more flexible subject options
Monash Passport
Highlights of the shift
(Tomazi, 2008):

Urging more Year-12 students
to accelerate degrees
by studying at Monash whilst in high school

Grant
scholarships
to local students for
overseas exchanges

Allow students to undertake
accredited internships
in South Africa through Oxfam partnership
Monash Passport
Traditional Australian approach
allows students to try out various specialisations during undergraduate

Criticised Melbourne Model's
career experimentation deterrence

Reduced student’s flexibility
to change course as their academic credits might not be accredited

Monash Passport allows double degrees
which “broadens the minds” and “tests the waters”
pursues passion and interests with an “assuring alternative”
The Debate – Pro-Monash Passport
(King, 2011)
Stephen King:
Melbourne Model offers students more time in their career decisions through ‘trial-and-error’ but
not what students genuinely require - information-free time

Monash’s traditional approach
allows students to perform ad-hoc experimentation

Supported by statistics that undergraduate applicants fell by around 25% over the past 6 years (Collins, 2011)
The Debate – Pro-Monash Passport
(King, 2011)
Glyn Davis
Glyn Davis:
Model should be assessed qualitatively
, not through number of undergraduate applicants

Students apply to graduate degree courses – 3000 accepted in 2011

Graduates excluded in Victorian Tertiary Admissions Centre’s numbers

If included,
numbers would match projections and can be deemed success
The Debate – Pro-Melbourne Model
(Davis, 2011)
Retention rates remained among the highest
“Breadth subjects” allows a
wider scope of knowledge, experiences and strong disciplinary skills
Helps students
increase employability

Demand for places at UoM still
surpasses available places
(Collins, 2011)
The Debate – Pro-Melbourne Model
(Davis, 2011)
Ed Bryne
Ed Bryne:
Significant changes in tertiary education and expectations over the years

Debates
between the U.S approach and the European model are
uncalled-for
Should focus on institutions’ ability to equip students with career skills

Differences in models
appeal to different students

Diversity in the system allows students to make
decisions better suited to themselves
The Debate – The Middle Ground
(Bryne, 2011)
Essence of
exploitation
:
Refinement and extension
of existing competencies
Positive, proximate, and
predictable returns

However, overemphasis can
compromise the competitive position
, despite being less risky, it could be insufficient to keep up with competition and stay on top

Essence of
exploration
:
Experimentation
of new alternatives
Tendency to substitute known alternatives for unknowns that
may be self-destructive
Distance in time and space between the learning and realization loci of returns is generally greater
Uncertain, distant and
often negative returns
March’s (1991) Concept: Exploration and Exploitation Traps
The
Melbourne Model can be linked to Exploration
as it is:

A fundamental strategic change
revolutionary educational reform (Tomazi, 2008)

Experimental and adapted with much uncertainty

Performed at greater risks through discovery and innovation
Melbourne Model & March’s (1991) Concepts
Pitch
Spend more resources rectifying transitional problems

May not reap benefits in the short-term
, perhaps causing more costs than benefits (March, 1991)

Need for extensive
dedication and investments
to understand major changes.

May not guarantee students revel
in the new system and curriculum despite greater options: might cause UoM to lose its students, competitive advantage and market position

Social context
: requires students to give accurate feedback about the effectiveness of the new model to completely understand and learn from its members (March, 1991)
March’s (1991) Concepts & Risks
Overreliance on strengths
– double degrees and overseas campuses (Tomazi, 2008) – can lead to a dependence on those few assets: may hinder growth and cause a more myopic focus

Incremental changes
may cause Monash to lag behind
, should more students prefer the Melbourne Model: may create the perception that Monash is outdated

Exploitation may cause Monash to reach optimal efficiency and performance once it has refined its strengths (March, 1991)
Monash Passport
(Exploitation)
Changes may cost more resources to rectify any glitches

It may cause a
decline in brand image and competitive standing

May lose potential students
who are looking for an authentic Australian education (Tomazi, 2008)

The benefits UoM can reap may
take longer to surface

Competitors may also imitate the Model
and cost UoM its “First Mover Advantage” (Joeri, Lecture 3, 2012). This is more potent should competitors be better able to fit the model into their own more efficiently and effectively
There
would be more costs
in further honing a strength that can no longer be enhanced.

Specialisation (Collins, 2011) might cause Monash to become short-term oriented in providing its students a more solid background (March, 1991). This results in an
un-holistic education that students might not opt for
March’s (1991) Concepts & Costs
Melbourne Model
(Exploration)
Monash Passport
(Exploitation)
Melbourne Model
(Exploration)
March’s (1991) Concepts & Success
Monash Passport
(Exploitation)
Melbourne Model
(Exploration)
Exploration
allows students to enhance employability
by diversifying their undergraduate degree through “breadth” subjects (Davis, 2011)

Provides a path for students
who want to continue to graduate studies from undergraduate (Davis, 2011)

Overall statistics of the number of applicants
matched projections
and remains greater than the available places (Davis, 2011)
“Ad-hoc” experimentation
allows students to gain insight to different careers
, providing certainty, speed and feedback (March, 1991) Monash needs to further enhance its current business model (King, 2011)

Gains better market position
with students choosing to follow the traditional Australian model (King, 2011)
March’s (1991) Concepts & Success
Monash Passport
(Exploitation)
Melbourne Model
(Exploration)
Differentiate their strategy from UoM – Does not conform to the model
Understands how their business model works and stick to enhancing their competencies (Tomazi, 2008)
Allows efficient delegation of resources by focusing on existing value-adding competencies instead of using resources to develop new alternatives (March, 1991)
Better performance through improving their strengths
Incorporates overseas partnerships and strengthens relationship with affiliates to enhance brand reputation
Monash Passport
(Exploitation)
Became the market leader by first introducing diversity to tertiary education (Davis & Bishop, 2006)
Gains brand recognition for combining U.S.-based and domestic concepts (Davis & Bishop, 2006)
The catering to an international audience and more choices for domestic students reinforces that UoM is current and changes with the external environment (Davis & Bishop, 2006)
It prompts innovation and change within the industry (Davis & Bishop, 2006)
Provides students with a different avenue to education (Davis & Bishop, 2006)
Melbourne Model
(Exploration)
March’s (1991) Concepts & Success







Gains brand recognition
for combining U.S.-based and domestic concepts (Davis & Bishop, 2006)

Reinforces that UoM is current and changes with the environment
as it caters to an international audience (Davis & Bishop, 2006)

It
prompts innovation and change
within the industry (Davis & Bishop, 2006)

Provides a
different avenue
to education (Davis & Bishop, 2006)
Differentiate their strategy
without conforming to the model
Understands
how
their business model
works and stick to enhancing their competencies (Tomazi, 2008)
Allows efficient delegation of resources
by focusing on existing value-adding competencies instead of using resources to develop new alternatives (March, 1991)
Better performance
through improving their strengths
Incorporates overseas partnerships and strengthens relationship with affiliates to
enhance brand reputation
The
Monash Passport is more Exploitation
as:
Smaller, incremental change from its old model
A refinement and extension of current competencies
Focuses on improving efficiencies through streamlining degrees, and concentrating and developing existing competencies (Tomazi, 2008)
Monash Passport & March’s (1991) Concepts
É validando que se empreende !
"Edson Medeiros"
"Alessandro Leguir"
"Bruno Scaff"
"Rodrigo Schluchting"
"Johni Ecco"
"Jardel Mattos"
"Marcelo Siqueira"
"Luis Felipe M. Granja"
"Thiago Zarza
Eventos
Convidados
"Waldeir Nogueira"
"Gesian Bender"
"Kenneth Corrêa"
"Douglas Lacerda"
"Washington Ale"
"Pablo Bender"
Projetos
Convidados
- Ricardo Teixeira
- Fabio Paradiso
- Anna Silvia
- Patrícia Reis
- Claudia Borges
- Roberto Hashioka
- José Ayres
- Rafael Zarza Ribas
Relacionamento
Convidados
"Emne Vanessa"
"Val Reis"
"Léo Icó"
"Daniel Belalian"
"Flávio Estevam"
"Jean Kleemann"
Marketing
Convidados
StartupBeer
2º Pitch Digital MS e
1º Encontro de Startups do Centro-Oeste
MS Beta (SlumDog)
Circuito Empreendedor
IndustriaTec / Caça-Talentos
Encontro Tecnológico
Diretoria de Eventos
Aquidauana Connect
Três Lagoas Connect
Corumbá Connect
Dourados Connect
Campo Grande
Interior
Criação do APL de Software/TI
Cadeira no Conselho do SEBRAE/MS
Fábrica de Software SENAC/MS
Criação de um FAQ para o site
Ações Sociais e Confraternizações
Ações de Incentivo Fiscal Municipal e Estadual
Diretoria de Relacionamento
Criação do APL de Software/TI
Cadeira no Conselho do SEBRAE/MS
Fábrica de Software SENAC/MS
Criação de um FAQ para o site
Ações Sociais e Confraternizações
Ações de Incentivo Fiscal Municipal e Estadual
Diretoria de Relacionamento
Missão Empresarial - BRAPPS (Brazilian Applications Seminar)
Missão Empresarial - TechCrunch Disrupt SF 2013
Missão Empresarial - 19º CONAJE
Conta Bancária
Alteração do Estatuto
Alteração de Endereço
Documentação para o Edital do Sebrae
Emitir Relatório Mensal das Finanças do Grupo
Verificar procedimento para emissão de NF
Diretoria Financeira
Novidades
(Rua Dom Aquino, 542 - Centro)
Escritório Fixo
Startups + Empresas do Marketplace
Novos Associados
www.ecossistemasdestartups.com.br
Apoio a outros ecossistemas
Preparem-se!
Programa Start-up Brasil
Em breve.
Nova Aceleradora no CO
Como está a situação?
Incubadora Tecnológica
Dinheiro forte!
Mais Investidores no MS
Porque eu quebrei minha empresa?
#1 - Como eu aprendi empreendendo!
Case 2
MS Sites
Filhotes MS
Inovar Presentes
Se eu morrer primeiro
PayPost
Falacity
1 template em joomla
+ google form
+ pagseguro (concierge)
+ divulgação no facebook
------------------------------------
= 120k acessos em 2 dias
= 6k compras no plano de R$ 10
= 18 mil matérias na mídia nacionais e internacional
Next Steps
Validar
Vender
Get out of the building
fucking
Aprenda com quem manja!
Ok, mas como começar?
Designer
Negócios
Programador
EXECUÇÃO é tudo!
Vá para rua validar!
Custos
Receita
Não-Escalável
Um grupo de pessoas
Em um ambiente de
extrema incerteza
Custos
Receita
"As pessoas não sabem o que querem, até mostrarmos a ela". - Steve Jobs
"Se eu perguntasse para os meus clientes o que eles desejavam, eles diriam: um cavalo mais veloz". - Henry Ford
Custos
Receita
Não-Escalável
Angel...
Venture Capital (VC)
Estude !!!
http://www.startupms.com.br/nossos-livros/
Monte seu time!
Como convencer eles ?
Venda sua ideia.
Faça um pitch!
E se robarem
minha ideia?
Quando for transformar
sua ideia em produto, lembre-se:
"Se vc não tem vergonha da primeira versão do seu produto, vc demorou demais para lançar."
Eai, o que você vai fazer amanhã?
CASE-STUDY
Case 1
- 26 anos de persistência
- pivotar segmento de clientes

www.guilhermejunqueira.com
www.twitter.com/gui_junqueira
Projetos
Eventos
Full transcript