Question:            When do you start to launch your solution?

Answer:                 As soon as you can.

Remember you are delivering a solution not just software.  A lot of companies make the mistake that they are purely building software and as soon as the software is ready, then they can release.

But the solution is greater than just the software, it is making sure your business and wrap around services are ready as well. This includes:

• Training materials
• Consultants prepared
• Ordering process tried and tested
• Marketing campaigns understood and ready to action. Advocates ready to help with communication, organise your PR
• Sales enablement complete and sales teams trained
• Support Desk trained and the SLA’s (Service Level agreements) and OLA’s (Operational Level Agreements) are in place
• Software ready. Are you going to trial/pilot?
• Solution feedback mechanisms are in place
• All teams are trained and ready to answer customer queries and evangelise about the solution, using the right value proposition

As soon as you have had the approval for the project to go ahead, and you have secured the budget for development, next step is bringing together your stakeholder group from around the company.  They will help you launch internally and to their peers.

Build a checklist of all the activities and add owners from the stakeholder group.  Have the stakeholders keep you updated with the current progress of their actions, you are not to deliver on their behalf!! The success of the solution will depend on the support of the business, so make sure you have it!

As EdTech companies grow and the nature of technology evolves into the world of SaaS and apps, there’s often confusion around where Product Management should sit in the organisation.

Traditional consumer organisations have had a tendency to consider Product Management in the same arena as Marketing.  However, the danger here is when Marketing is actually ‘Marketing Communications’ (sadly often the case in EdTech) – it means that no-one is involved in defining and delivering the products.

In a lot of Tech companies, the Product Management function tends to be viewed in the technical arena, lumped in with the Development Directorate.  The problem here is that the Product Managers can get tied up in functionality and requirements. They can spend so much time building products that there is no-one engaging the customers to understand their problems; no-one looking ahead and strategising as to what the business needs to do in the future to continue to be successful

To drive the maximum success from a Product Management team, you need to understand exactly what their role is.

A successful Product Management Directorate looks at the needs of the entire business and the entire market.  It’s broadly comprised of three main focuses:

• Product strategy
• Product marketing
• Technical product management

The Product Management Directorate will focus the product management team on the business of building solutions for needs now and into the future.  The team will:

• engage and communicate with existing and potential customers
• articulate and quantify market problems
• create business cases and market requirements documents
• define standard procedures for product delivery and launch
• support the creation of collateral and sales enablement tools
• train the sales teams on the product

Within the EdTech market the truth is: if you want better products in the future, and for the product management team to be held accountable at organisational level, then it must be represented at Board level in its own right.

“Your scientists were so preoccupied with whether or not they could, they didn’t stop to think if they should.” Jurassic Park, 1993

Sound business advice there. Just because you can build it, it doesn’t mean you should.

So why do so many tech companies go all Jurassic Park on us and stuff their solutions with things their users really don’t want or need?

I see it happen a lot in my industry – the Edtech sector – ultimately to the detriment of the company and their clients. If you want to avoid this pitfall keep these 3 things in mind with everything you develop:

1. Keep it simple to begin with and create a product which deals with a specific Big Problem
2. Keep focus but keep iterating, all the while solving bigger, related problems
3. Constantly refer back to the vision of the Big Problem that will be solved. If it doesn’t help don’t do it!

Your product is better than that other company’s product. Fact.

You know that to be true because, when you measure your product against whatever metric you’ve made up, your product comes out better.

But if customers aren’t moving to you in droves, your opinion that your product is ‘better’ is simply wrong.

You’re using the wrong metric.

You have to take the time to understand what it is your customers actually want – that’s how you create a product that’s better.

Your thing might be great in your eyes but it’s customer opinion that ultimately matters.

Have you read the publication from TES https://www.tes.com/news/why-are-some-children-leaving-school-still-unable-read on why some children are not able to read adequately by the time they have left Secondary school?  What a travesty!  It’s an issue we need to understand better on the causes, but it is essential we resolve.

What Dianne and James Murphy focus on is absolutely correct, no child should come out of Secondary Education without being able to read sufficiently. We all need to be passionate about this due to the potential social issues that permeate, like the greater risk to the person becoming a NEET (Not in Education Employment or Training) or even ending in prison.

Reading is one of the fundamental life skills that needs to be instilled into pupils as part of their Primary Education.

I fully appreciate that not every child either enjoys or is able to read to the standards of their peers.  However, the main principals need to have to be learnt by the time they have left Primary education. I worry that too many children ‘slip through the net’ due to needs that are not understood until too late.  As with adults, children are fully aware of the stigma of not being able to read and as such try to hide any potential issues rather than look for support.

Personal Experience

On a personal level I am fully aware of how dyslexia can affect your ability to read or write – and the impact on how you digest information. As I grew up I have had to find mechanisms to help me (thankfully my wife is a great proof reader of my content!).  However, at school I did what a lot of students do and became disruptive and a truant to disguise this issue.

Can technology help?

We need to look towards technological solutions to identify these individual needs and not just rely on what either a pupil says or does. We should be looking at technology to support the professional job that teachers do so they can put in place those strong interventions so that none of our children fall behind.

As part of the work I do in looking at technology to solve the needs in education, one company I was really impressed with has a solution that is up for the Bett awards called Lexplore . It can identify reading needs in children, not just dyslexia, I would suggest having a look and make your own minds up. This is a great tool and, alongside our great teachers, we can stop the travesty of our children leaving education without being able to read!!