| Course | MGMT 8815M Managing by Design Theory |
|---|---|
| Week | Week 5 |
| Paper type | Prototype critique |
| Length | About 900 words, 5 pages |
| Format | Memo, APA 7 citations |
| School | Walden University |
| Program | PhD in Management |
| Updated | October 2026 |
Free sample paper for MGMT 8815M Week 5
Memorandum
To: Managing Partner, Ashcombe Pryor CPAs
From: Operations Manager
Date: March 23, 2026
Re: Critique of the weekend sign-up board trial, Saturdays March 7 and March 14
The Hypothesis the Board Embodied
Ashcombe Pryor, a composite accounting firm of 54 staff in Lancaster, Pennsylvania, needs eight to ten people in the office on each Saturday from mid-February to April 15. For three seasons the firm has used an online calendar that shows each Saturday as a grid of open slots. By the first week of March this year, the calendar was filling at about half the rate needed, and partners were assigning shifts by email.
The trial tested one hypothesis: staff choose weekend shifts partly by who else will be working, so a schedule that shows names will fill faster than one that shows open slots. For two Saturdays, March 7 and March 14, the online calendar was hidden and replaced with a printed board on the wall beside the break room. The online calendar showed who had signed up only after a person clicked into a shift; the board showed every name at a glance.
The Prototype
Table 1
Layout of the Printed Sign-Up Board (Sketch)
| Saturday | Morning, 8:00 to 12:30 | Afternoon, 12:30 to 5:00 | Reviewer on site |
|---|---|---|---|
| March 7 | Six lines for names, written in marker | Six lines for names | One partner's name, printed |
| March 14 | Six lines for names | Six lines for names | One partner's name, printed |
The board was a 24 by 36 inch foam sheet with a marker on a string. The reviewing partner's name was printed in advance; staff wrote their own names on the lines.
What Happened
Both Saturdays filled. March 7 reached nine names within two working days of the board going up; March 14 reached ten. In the comparable week of the previous season, the online calendar took five working days to reach seven names for one Saturday, and two of those were assigned by a partner.
Who signed up, and in what order, was more telling than the totals. On both boards the first name to appear was a senior associate's, and within an hour two or three names from the same audit team followed beneath it. Afternoon shifts filled after mornings, except on March 14, when the reviewing partner was one whom several staff described as a good teacher; that afternoon filled first.
Staff comments, noted by the receptionist who sits near the board, pointed the same way. "If Dana's in, I'll do mornings" was the most typical form. One associate said she liked being able to see that a shift was not going to be empty. Two first-year staff said nothing at the board and did not sign up for either Saturday.
What the Situation Said Back
Schön (1983) described designing as a conversation with the situation, in which a move made to test one idea produces results that reshape the idea. The board talked back in a way the hypothesis did not anticipate. It confirmed that names matter, but it suggested that one name mattered most: the reviewing partner's. Staff were choosing not only whom they would sit beside but whose review they would learn from on a quiet day. That is a sharper and more useful hypothesis than the one the trial began with.
What the Trial Supports and What It Cannot
The trial supports a modest claim: for staff already comfortable volunteering, a visible schedule fills faster than a hidden one. It supports, more weakly, the claim that the reviewing partner's name affects which shift people choose.
It cannot show three things. First, it cannot show the effect on newcomers. The two first-year associates who did not sign up may have been deterred by a board that displayed established groups, which would make the design work well for regulars and badly for exactly the staff the firm most wants to develop. Second, it cannot separate the board's visibility from its novelty; two weekends of a new object in a busy hallway may draw attention any new object would draw. Third, it cannot show what happens in April, when Saturdays become harder to fill and the weekly pattern may change. Thomke (2003) argued that experiments are most valuable when they are designed to fail early and cheaply; this one was cheap, but it was not designed to fail for the staff it may serve worst.
Camburn et al. (2017) noted that a prototype can be built to answer a narrow question or to explore a broader one, and that the two call for different designs. The board was built for a narrow question and returned a broader one.
Does the Frame Survive?
The frame survives in revised form. Staff choose shifts partly by who else is working, and the reviewing partner's name carries the most weight. A second prototype should ask whether the board can welcome newcomers rather than display existing groups. One option is to print a first-year associate's name on each shift alongside the partner's, with that associate's agreement, and see whether other first-year staff then sign up. Another is to run the board and the online calendar side by side for one week and record which one new staff use. Either test would tell the firm whether the board widens the pool or simply makes the usual volunteers faster.
References
Camburn, B., Viswanathan, V., Linsey, J., Anderson, D., Jensen, D., Crawford, R., Otto, K., & Wood, K. (2017). Design prototyping methods: State of the art in strategies, techniques, and guidelines. Design Science, 3, Article e13. https://doi.org/10.1017/dsj.2017.10
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Thomke, S. H. (2003). Experimentation matters: Unlocking the potential of new technologies for innovation. Harvard Business School Press.
What the MGMT 8815M Week 5 instructions ask for
In the fifth week the task is a critique of a prototype that was actually built and tried, preferably one you helped with. State the hypothesis the prototype embodied in one sentence. Include a sketch or photograph near the front so readers can see what was tested. Report what happened, with numbers where you have them and with what people said or did when they met the prototype. Then separate, clearly, what the trial supports from what it cannot show, giving specific reasons such as sample, novelty or timing. End by saying whether the frame survives, in original or revised form, and what a second prototype should ask. Memo-report format, about three to five pages, suits the task; cite design research where it explains the result.
How this MGMT 8815M Week 5 example is built
Ashcombe Pryor's memo states the names-over-slots hypothesis first, then shows the board's layout as a table standing in for a sketch. The results section compares fill speed with the previous season and describes the order of sign-ups: a senior associate first, teammates beneath, and an afternoon that filled early under a well-liked reviewing partner. Staff remarks noted by the receptionist support the pattern, and two silent first-year staff are reported as data. A section applies Schön's idea that a situation talks back, showing the trial sharpening its own hypothesis. The limits section rests on Thomke's early-failure argument and on Camburn and colleagues' distinction between narrow and exploratory prototypes, then a revised frame and two follow-up tests close the memo.
Reading the MGMT 8815M Week 5 rubric
Graders look first for the hypothesis, because a prototype is judged by what it was built to ask. The results should report behavior and counts, not only whether people liked it. Most of the marks ride on the line between findings and speculation: strong critiques name exactly what the trial cannot show and why. Reporting a surprise, such as a result that sharpens or overturns the hypothesis, earns credit when it is grounded in observation. The closing verdict must follow from the evidence and lead to a specific next prototype. Critiques that read like a product review, that overstate two sessions as proof or that omit the figure or sketch lose marks, as do memos that never state what was being tested.
MGMT 8815M Week 5 help: mistakes that cost marks
Before writing, reread your notes and list every observation, including the ones that do not fit your hypothesis; those often matter most. Draw a simple sketch if you have no photograph, and keep it near the front. When reporting results, compare against a baseline if you have one, such as last season's numbers. Write the limits section as a list of specific gaps, each with its reason. Avoid declaring success or failure outright; say what survived and what changed. Then design the next test so it targets the biggest gap. For help separating findings from guesses, you can ask a tutor to review your draft, and the accounting firm memo shows one way to lay the critique out.
Get a MGMT 8815M Week 5 example written to your instructions
Photograph or describe the prototype, then send it with the Week 5 prompt and rubric. Hypothesis, trial report, limits and a verdict on the frame arrive together in 24 to 48 hours, and a first request costs nothing. Where no prototype exists yet, a plausible one gets described to fit the frame from earlier weeks.
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MGMT 8815M Week 5 questions, answered
Where can I find a free MGMT 8815M Week 5 sample paper?
Above, you can read the whole Ashcombe Pryor critique of its printed sign-up board, from hypothesis to second prototype.
What hypothesis did the MGMT 8815M Week 5 prototype test?
That accounting staff choose tax-season Saturday shifts partly by who else has signed up.
How quickly did the board fill?
Nine names in two working days for the first Saturday and ten for the second.
What does the trial fail to show?
Its effect on first-year associates, whether novelty drove interest and what happens in April.
What second prototype does the memo propose?
Printing a willing first-year associate's name on each shift beside the reviewing partner's.