Leap Not Creep Participant Guide Pre-Course Through Week 3 - 20140722

Leap Not Creep:
Accelerating
Innovation
Implementation
PARTICIPANT GUIDE

NHI 134073 Participant Guide
Leap Not Creep: Accelerating Innovation Implementation 2
Table of Contents
Introduction 3
About This Guide 3
Target Audience 3
Course Learning Structure and Strategy 4
The Virtual Collaboration Space: GovLoop 6
The Live Training Center: Adobe Connect 6
Pre-Course Activities 7
A Note About Online Learning 7
Optional Course Exam 8
Updates to the Course Material 8
Week 1: Overview and The Path to Successful Implementation 9
Week 2: Describing the Innovation and Setting Goals 38
Week 3: Identifying the Target Audience 67
Appendix A. Implementation Plan Template 90

Introduction
This course, Leap Not Creep: Accelerating Innovation Implementation, is designed to provide
transportation professionals with the necessary tools to deploy innovations quickly and
successfully, and mainstream the innovations into an agency's standard practice. The training
discusses the features of successful implementation, provides information on the components of
an implementation plan, lists resources for aspects of implementation such as marketing
communication tools, and discusses strategies for taking advantage of opportunities and
neutralizing challenges to implementation.
About This Guide
This Participant Guide has been assembled as a companion to the Leap Not Creep Online
Collaboration Space for the training course.
The Course Content of this guide consists of the following items, organized by module:
 Learning outcomes
 A description of the instructional method
 Layouts and pods used
 Time allocation for each module
 Practice exercises
 Review of learning outcomes
Target Audience
The target audience for this course will be people who are responsible for:
 Leading or participating in a team that is responsible for deploying an innovation.
 Selecting innovations that will be implemented within the organization.
 Promoting the use of innovations within an organization.
The target audience consists of anyone who could become involved in the implementation of an
innovation. Some examples are people in the following positions:
 Deployment or research implementation specialist
 Innovation implementation project team lead or member
 Discipline lead (bridge engineer, pavement engineer, safety specialist, etc.)
 Research engineer
 Transportation specialist
 Budget analyst

 Senior management
 Marketing coordinator
 Communications specialist
Prior to taking this course, participants should:
 Identify an innovation that they wish to implement.
 Identify initial ways to gauge feasibility of successful implementation in their
states/organizations.
 Identify basic transportation needs in their state/organization.
 Cite instances when innovations were implemented in their organizations and whether or
not the implementations were successful.
Course Learning Structure and Strategy
This course presents content in a social learning format with each week including 4 elements
tailored to both individual and group learning:
Introduce key concepts through live sessions.
Explore further through self-paced content.
Interact with other learners through live and/or asynchronous discussions.
Apply course concepts to the creation of the group’s implementation plan.
Based on this overall strategy, below is a typical structure for a participant’s weekly learning
experience:
90-minute live webinar session led by FHWA instructor introducing key concepts
and facilitating live discussion.
Resources or video from FHWA, GovLoop and other sources with guided reflection
prompts.
Guided live and/or asynchronous online group discussion framed around both
the live session content and the article/video content every Thursday.
Structured group activity applying concepts to the group’s implementation plan.

Course Outline and Schedule
The course will consist of 8 modules, each lasting one week:
MODULE
WEBINAR
DATE TIME
Week 1: Orientation and the Path to Successful
Implementation
Tues, Jul 29 2:00 – 4:00 p.m. ET
Week 2: Describing the Innovation and Setting Goals Tues, Aug 5 2:00 – 3:30 p.m. ET
Week 3: Identifying the Target Audience Tues, Aug 12 2:00 – 3:30 p.m. ET
Week 4: Conducting Market Research Tues, Aug 19 2:00 – 3:30 p.m. ET
Week 5: Defining Opportunities/Obstacles, Strategies, and
Tools/Tactics
Tues, Aug 26 2:00 – 3:30 p.m. ET
Week 6: Establishing Feedback Mechanisms and
Monitoring Performance
Tues, Sep 2 2:00 – 3:30 p.m. ET
Week 7: Integrating and Putting Your Plan Into Practice Tues, Sep 9 2:00 – 3:30 p.m. ET
Week 8: Presenting Your Implementation to Your Peers Tues, Sep 16 2:00 – 3:30 p.m. ET
In addition to these live sessions, participants are expected to complete all required reading and
group discussion on their own time. Moreover, everything that participants are learning each
week will be applied to the creation of their team’s implementation plans. Each team leader is
responsible for establishing the days and times that their team will convene to work on their
implementation plan and/or establish a workflow that will accomplish that task.
Please also note that we are building and delivering the course with an agile learning approach.
We have largely solidified the overall structure of the course, but we are also evaluating the
course each week and remaining nimble and flexible in our delivery approach. We are open to
the potential for adjusting the course, as needed, from week to week based on instructor and
participant feedback. In many ways, the course is itself is an innovative approach to learning,
which we feel is appropriate given the course content.

The Virtual Collaboration Space: GovLoop
The central location for all course
information, learning content and
asynchronous discussion is a private,
invite-only group created on GovLoop, the
leading social network for public sector
professionals. Course participants will
create a member profile that enables
them to connect and interact with each
other. The course syllabus, learning
content (videos, blogs, podcasts, other
readings, etc.), group discussion boards and even simultaneous, document editing for participants
to work on their implementation plans, are all found in the collaboration space. Please join the group
at http://www.govloop.com/group/leap-not-creep as it will serve as the hub core collaborative
space for your overall learning experience.
The Live Training Center: Adobe Connect
The live modules are delivered via
Acrobat Connect Professional, the
Federal Highway Administration’s
(FHWA) Web conferencing system,
which is open 365 days per year, 7
days a week, around the clock. The
tool is used to present visuals
(primarily PowerPoint slides) and
participant interactions that explain
concepts and engage participants with
the content. Ongoing participant
interaction with the instructor takes
place via telephone and chat interactions while in the meeting room. To participate in this course,
each participant must have his/her own computer/keyboard, computer speakers, telephone, and
Internet connection (and adaptive equipment, if needed). In addition, the Flash player must be
installed on each participant’s computer. In order to receive Continuing Education Units (CEUs),
these equipment requirements must be met. A group of learners may not share one
computer/keyboard or one phone line because this greatly limits the participants’ ability to interact
with the instructor, with the other learners, and with the Web conferencing tools.

Pre-Course Activities
We have asked all participants to complete a few activities in the week prior to the first webinar.
Specifically, take the following two actions:
1. Complete the Pre-Course Activities in the GovLoop Collaboration Space:
http://www.govloop.com/group/leap-not-creep/page/pre-course-activities
2. Test your ability to access the Adobe Connect Live Training Center:
https://connectdot.connectsolutions.com/leapnotcreep/
We cannot emphasize enough the importance of checking your computer in advance to ensure
you are able to access the online learning environment (i.e., have the Flash player installed on
their computers and that their computer speakers are in working order) so you are not
troubleshooting on the day of the webinar. Please note that you will also receive an e-mail each
Monday with specific instructions for accessing the Web conference. The links and call-in number
for each week’s web conference are also found in the GovLoop Collaboration Space.
A Note About Online Learning
More is required of the participant in an online learning environment. The participant must
become an active learner and take responsibility for his/her own learning. In the online
environment, live modules are designed to last no longer than two hours and self study activities
aim to put into practice what you’ve learned during your time with the instructor. It’s important to
participate fully in all aspects of the course to get the greatest benefit from it. Ultimately, your goal
for this course will be to engage in action learning in which you develop your Implementation Plan
with your team.
Course Exam
At the end of the course, participants may complete an online examination to test your
competency in this subject matter. The exam is designed to be completed in 60 minutes, but
participants may take as much time as necessary to complete it. Participants must work
independently, but they may use any of the course materials to prepare their responses to the
questions. Participants may only take the final exam once and will be provided their score upon
completion of the exam. They will also be provided the opportunity to review the exam. A score of
70 must be achieved to pass the course. Those who score 70% or higher are eligible for
Continuing Education Units (CEUs). Participants who do not reach the mastery threshold must re-
register for the course and pass the end-of-course exam in order to receive CEUs.

Continuing Education Units (CEUs)
Participants who complete all the following requirements will be awarded CEUs:
 Attend and participate actively in every weekly activity
o Attend at least 75 minutes of each 90-minute webinar each of the 8 weeks.
o Complete a brief quiz on each week’s reading material.
o Provide at least 1 comment in the weekly discussion.
o Contribute to the Implementation Plan action item each week (as monitored by the Team
Leader)
 Receive a score of 70% or better on the end-of-course exam
The moderator is responsible for recording attendance at each Web-conference session. The
moderator will request a list of all of the participants scheduled to attend the Web conference
from WCTCoordinator@dot.gov and use that list to check off each of the attendants who have
participated in the Web-conference session. The moderator will use the attendance list from the
Web conference and the instructor-led session roster to determine if the participant has 100%
attendance. Participants may contact NHI at NHITraining@fhwa.dot.gov for a transcript of their
CEUs.
Updates to the Course Material
While a good deal of effort has gone into the development of this training course, it is inevitable
that both instructors and participants will find errors, omissions, or other shortcomings that need
to be addressed. Please encourage the participants to bring to your attention any problems they
experience with the course. You, the instructor, should communicate any problems that are
identified to the FHWA Training Program Manager. Corrections can be made in subsequent
versions of the course materials.

Week 1:
Orientation and
the Path to
Successful
Implementation

Overview
This module provides a brief introduction to the idea of accelerating innovation
implementation and defining what is meant by innovation, implementation, and
implementation plan as these terms have many meanings across the industry. The
module also provides participants with reasons why innovation implementation needs to
be accelerated within the highway transportation industry and how the acceleration of
innovation implementation can benefit them. In addition, participants will learn about the
tools that can help facilitate innovation implementation within an agency.
Learning Outcomes
Participants who participate in this week’s activities will be able to:
1. Explain what is meant by the terms innovation, implementation, and
implementation plan.
2. List the benefits of implementing innovations for an agency.
3. Describe their role(s) in implementation using “push” or “pull” descriptors.
4. Define the terms customer, stakeholder, and mainstream.
5. List the steps an innovation follows from identification of a need to mainstreaming
an innovation into standard practice.
6. Explain at a high-level what is done at each step along the path.
7. List the features of a successful implementation.
8. List the features of an unsuccessful implementation.
9. Identify one successful and one unsuccessful innovation within your own agency,
using the key factors to explain your reasoning.
10. Explain the purpose of an implementation plan.
Lesson Time: 2 hours
 Learning Content: 90 minutes
 Team Planning: 30 minutes

Link: https://connectdot.connectsolutions.com/leapnotcreep-week1/
Conference Number(s): 877-336-1839
Participant Code: 9441499
Key Message
You should be able to access the course using this information. If you have any
technical difficulties, please email andrew@govloop.com
Your Notes:

Key Message
In addition to using this Adobe Connect Live Training Center, we have also set up an online
collaboration space on GovLoop where you will find the course syllabus, the reading materials,
group discussions as well as a place to collaborate in creating your implementation plans. If you
need assistance with the collaboration space, please contact Andrew@govloop.com.
Your Notes:

Key Message
Today our first module will be an overview of innovation implementation. It will take about
90 minutes to complete the orientation and we will give you time at the end to break out
as a group and do any needed planning for the week.
Your Notes:

Key Message
Course participants likely have varying levels of experience and success with
implementing innovations. We hope that after taking this course, you’ll be equipped to
implement innovations successfully.
Your Notes:
The Purpose of This Course
This course intends to…
• Increase your understanding about implemen ng
innova ons.
• Clarify your role in innova on implementa on.
• Provide data & tools for you to take back to your agency to:
• promote the necessity of adop ng innova on &
successful implementa ons.
• reduce the me it take to implement innova on.
• increase your success in mainstreaming innova ons.

Key Message:
Take a few moments to read the objectives for Week 1. You will complete a series of
polls to test your knowledge of these learning outcomes at the conclusion of today’s live
session.
Your Notes:

Key Message:
Listed here are the 11 innovations. You’re each on a team that will seek to mainstream
them.
Directions:
We’ve asked the Team Leaders to give a one-minute (“Twitter Style” 140 words or less)
overview of their innovation – listen to how they describe and use it as your elevator
pitch when you are trying to explain it quickly to colleagues.
Your Notes:

Key Message:
In addition to hearing a quick summary of each innovation, we’ve asked a couple
previous participants to share for 1-2 minutes each on how this course has helped
them to implement an innovation.
Directions:
Do participants have any questions?
Your Notes:
Alumni Insights
What has been the benefit of this
course to previous par cipants?

Key Message:
You saw on the opening slide that one of the purposes of this course is to clarify what is
meant by innovation, particularly the scope of the term.
Directions:
Take a minute to read the quote on the slide. What does it mean?
Your Notes:
What is Innova on Implementa on?
“Innova on isn’t what innovators do…
it’s what customers and clients adopt.”

Key Message
Innovation has many definitions and shades of meaning, but it’s more than a buzzword as the
innovations that you are seeking to implement create demonstrable value.
Directions
In the chat pod, when prompted by the instructor, respond to the question: which of the
following definitions of innovation is most accurate to you?
Your Notes:
What is Innova on?
Poll: Which defini on of innova on is most accurate?
a. a new method, idea, product
b. a change that creates a new defini on of
performance
c. an improvement to something already exis ng
d. fresh thinking that creates value

Key Message:
Creating an implementation plan is what we will learn about in this course, particularly
the various components of an implementation plan, how those components function to
support the success of the implementation overall, and best practices for its creation.
The key is to realize that an implementation plan is essential if you want your innovation
to be adopted and utilized.
Directions:
1. Please take a minute to read the definitions in the share pods. Hit the “Agree” sign in
the status bar when you are done.
2. What impact can implementing innovations have on a transportation agency’s
success in achieving its mission?
Your Notes:
Discussing Innova on Implementa on
Terms you will use
throughout this course:
• Innova on
• Implementa on
• Implementa on Plan

Key Message:
The best way of advancing an innovation is to have a cooperative effort: where one entity,
such as an EDC deployment team, is pushing, providing supporting information, training, and
communication tools, while, at the same time, the targeted organization is pulling the
innovation into it, providing support from its leadership, changing policies where necessary,
and eliminating obstacles in other ways.
Directions
1. Can you think of other push or pull innovation scenarios?
2. Which of these types fits your innovation and/or how can you accomplish both?
Your Notes:
Innova on: Push or Pull?
Push:
• Champions of an innova on
who want to promote its use
Pull:
• Stakeholders who want to
address a need and ask for
an innova on
• End users who want other end
users to have an innova on

Key Message:
The video we are about to watch is an example of an innovation that is being
implemented throughout the U.S.
Directions:
As you watch the video, consider the following questions:
 Is this innovation being pushed or pulled?
 What benefits were gained by using this innovation, both for the agency and its
customers?
Your Notes:
An Example of Innova on Implementa on
Graves Avenue Prefab Bridge Project
Benefits to the Agencies?
• Shorter project meline
• High customer sa sfac on
Benefits to the Public?
• Minimal travel disrup on
• Increased safety

Key Message:
Many of the innovations brought to market today have benefits similar to the ones
mentioned for the Graves Avenue project.
Directions:
Are there any other benefits you can think of that were not mentioned here?
Your Notes:
Benefits of Well-Planned Implementa ons
Possible benefits include:
• Reduced costs.
• Improved quality and efficiency.
• Improved long-term performance.
• Enhanced safety.
• Reduced traffic disrup ons.
• Reduced adverse environmental
consequences.

Key Message:
This course was created to address the speed and success of implementations, with the
intention of providing highway transportation agencies a structured approach to move
innovations into standard practice.
Your Notes:
State of the Prac ce
Few highway agencies have:
• Dedicated innova on
implementa on personnel,
• Established processes for
developing implementa on
plans,
• Mul ple examples of quickly
moving innova ons into
standard prac ce

Key Message
The eventual goal of any implementation is to mainstream the innovation into standard
practice at an agency. Mainstreaming is the ultimate goal of implementation planners
and confirms the success of the implementation.
Directions
1. Using the Chat pod, tell me what you think it means to mainstream an innovation.
2. Can you think of an example of where a product or idea has been
mainstreamed?
Your Notes:

Key Message:
This path illustrates the migration of an innovation from theory to standard practice at an
agency. Depending on the innovation and the agency, this path may be altered. If this
information is new to you, please take some time to get familiar with the path before the
classroom training session.This course addresses the final step of the path: developing
an implementation plan.
Directions:
Why do you think it’s important to consider customers at each stage? Use chat or phone
to provide your answers.
Your Notes:
How Does an Innova on Become Mainstreamed?
Steps in the Path

Key Message:
There is a guiding consideration that must be taken into account as an innovation is
developed and implemented: “Why is there so much emphasis on customers and
stakeholders?”
Directions:
Complete the poll and engage in chat / phone conversation around the question and
answers on the slide.
Your Notes:

Key Message:
This graphic was organized to show customer/stakeholder levels of involvement.
Placement on the left or the right of the graphic is not material. What is important is
where the dot falls on the color-coded bands. In order to plan a successful
implementation, specific customers and stakeholders need to be involved at appropriate
levels of planning and implementation.
Your Notes:
At Every Step of the Path We Consider…
Customers & Stakeholders
Implementation Team

Key Message:
A number of elements go into managing a successful implementation. On this slide are
some general guidelines for what denotes a successful innovation implementation.
Directions:
Can you think of other traits for successful implementations that are not listed here?
Your Notes:
Characteris cs of a Successful Implementa on
• Early user involvement in the process
and buy-in by stakeholders
• Organiza onal & ins tu onal support
• Commitment from upper management
• Implementa on process is
documented & measured
• Innova on is mainstreamed
• Adequate funding

Key Message:
On this slide are some general guidelines of what denotes an unsuccessful innovation
implementation.
Directions:
Can you think of other traits for unsuccessful implementations that are not listed here?
Your Notes:
Characteris cs of an Unsuccessful Implementa on
• Limited exper se on planning team
• Lack of customer par cipa on or
interest in innova on
• Failure to consider needs of target
audience
• Lack of a en on to poten al
barriers
• Benefits not measured

Key Message:
Many of the items cited on the list of unsuccessful characteristics can be dealt with
through good planning. The purpose of having an implementation plan is to provide a
structured approach to mainstreaming innovation.
Your Notes:
Planning: The Key to Success
Why is an Implementa on Plan important?
• Allows agency to determine risks & plan for strategies to
negate those risks.
• Creates a clear purpose for implementa on by
– Se ng goals
– Establishing criteria for success
• Brings mul ple areas of exper se together to make sure all
obstacles & opportuni es are iden fied.

Key Message:
Each highway transportation agency, organization or group will develop its own template
of a marketing plan. However, it is not necessary for a transportation agency to start
from scratch: there are several effective marketing plan templates out there for use by
transportation agencies. We provide examples and templates; however, it is expected
that you will make modifications to any marketing plan example they use to tailor it to
their own agency’s needs.
Your Notes:
Plan Organiza on
Organiza on recommenda ons:
• State mission and goals
upfront.
• Follow wri ng guidelines.
• Use provided template.
• Regard as a “living” document.

TWO SAMPLE PLAN LAYOUTS
Highways for LIFE
 Executive Summary A summary of your overall plan; although this will be the first
section in your final document, it is often best to write this upon completion of your
first draft.
 Market Research (Market Summary, Market Issues and Needs, Market Trends) This
section is an evaluation of the situation and trends in the transportation industry and
your particular segment. It should function as a snapshot of where things stand at the
time the plan is presented. Also, describe market issues and needs as well as
applicable market trends as subsections.
 Innovation Description and Mission This is also commonly called the Product
Analysis section. Describe your innovation and include where and how it has already
been used with descriptive visuals when possible. Write a concise statement that
specifies the need(s) you are fulfilling, benefits your innovation/technology offers,
and features that deliver those benefits.
 Target Audience Description In this section, include a bulleted list of your primary
and secondary targeted audiences (beneficiaries, users and decision-makers). This
list may be refined based on the discussion from your Team Retreat. You may also
want to reference a market demographics table.
 Goals What are the overarching goals of your innovation? Include training and
implementation goals with specific years for each. Reference any industry or
headquarter requirement(s) that your innovation will help fulfill.
 Opportunities Describe the opportunities that create a favorable climate for your
target audience to adopt your innovation.
 Challenges Describe the obstacles that may make it difficult for your target audience
to adopt your innovation.
 Marketing Strategies The objective of your marketing plan should be to identify
various strategies and activities that will result in meeting the goals you identify:
marketing activities that support your marketing strategy and define the general
approach you will take to meet your objective. The channels are the means of
delivering your message to your defined target audience. Prioritize activities based

on potential impacts and timing (some may need to occur before others can be
implemented).
 Financials/Budget Describe funding sources and dollars that are currently secured
for the implementation of your plan, and describe other potential resources (if
applicable). Include a concise summary of your overall budget. Plan to modify as
needed and communicate with core team members.
 Performance Measures Include the information delineating how you will measure
the success of your plan. Consider how often your team will need to come together
for progress reports—both via teleconference/interactive television and face-to-face.
 Work Plan This section illustrates timelines and identifies those responsible for
performing tasks.
 Contingency Planning Detail how you will change your course if your original action
plan falls short. How often will you meet with your team to review progress? Will you
modify the plan throughout the effort if strategies do not work?
 Appendices Include resources in this section that you will need to refer to during
implementation of your plan. Examples include: success stories; publicity; list of
current leadership (and contact information) of your primary target audiences;
feedback or survey results.
AASHTO TIG
 Work Plan The work plan will include a description of all proposed lead state’s team
activities, including planned promotional tools and information distribution methods to
be used and the scheduling of these activities.
 Communication Plan This section is a comprehensive list of transportation
agencies, manufacturers, suppliers, and other affected organizations with whom the
team currently plans to communicate during the marketing effort.
 Performance Measurement Plan An important part of the marketing plan is a
recommendation on the method for assessing the degree of marketing success.
 Budget The team will develop a proposed budget for the activities listed in the
marketing plan. The budget must show the estimated total cost for each marketing
activity included in the work plan and be assigned to a fiscal year

Key Message:
We are now at the end of Week 1. Your next steps are shown above and are also found
on your Team Page. Since this is the first week, we will demonstrate the navigation of
the GovLoop Collaboration Space, taking just a couple minutes to do so now.
Directions:
If you have any questions, please contact Andrew@govloop.com.
Your Notes:

Key Message:
Each week, we intend to give you a bit of time at the end of the live learning session for
your respective teams to break out and do some planning together. You can use this
time to outline tasks and assign responsibilities, designate it as a working session to
complete a portion of your Implementation Plan, and/ or sync up quickly to plan your
next meeting.
Directions:
Team Leaders are responsible for guiding these sessions. They may last until the end of
the allotted time that week or extend beyond, based on what your team decides.
Your Notes:
Breakout: Team Planning Time
With the remaining me, we invite you to
break out as teams and engage in some
planning for the rest of this week – and into
the coming weeks, as appropriate.

Key Message:
At the conclusion of the live session each week, we would like to test your knowledge
and gain your feedback for improving the course as we go along. These questions will
give us a sense of how we’re doing and enable to make adjustments to the course as the
week’s progress.
Directions:
Please take 2-3 minutes to complete these polls.
Your Notes:

Week 2: Describing
the Innovation,
Defining the Mission
and Setting Goals

Overview
This lesson establishes the need to clarify the purpose of an innovation and its
impact on the target audience at the early stages of implementation planning.
Key questions to address about the innovation and its impact on the target
audience are provided to help guide participants. In addition, early planning
requires the setting of goals for the implementation and the creation of a mission
statement. Examples of descriptions, goals, and mission statements created by
other agencies are provided.
Learning Outcomes
Upon completion of this lesson the learner will be able to:
 Write a description, mission statement and goals for an innovation.
Lesson Time: 90 Minutes
 Learning Content = 60-75 minutes
 Team Planning = 15-20 minutes

Key Message:
Directions:
Your Notes:

Key Message:
The innovation description, mission statement and goals for an implementation project
are used as part of the marketing plan and communicated to the target audiences. After
this live session, your team will be able to write all three of these for your plan.
Directions:
After today, you should be able to write your mission statement, goals and descriptions.
Your Notes:
You Will Be Able to…
• Write a description
• Create a mission
statement
• Establish goals
…for your innovation.

Key Message:
It is not enough that the Implementation Team knows why an innovation is worthwhile.
This message must be clear to the target audience, customers, and stakeholders.
Directions:
Consider:
 Who is “they” in this statement?
 “What could have been done by the implementation team to prevent this failure?”
Your Notes:

Key Message:
Ultimately, it is up to the implementation team to write a description of the innovation
along with a mission statement and goals for the implementation’s innovation. There are
some key guidelines to follow when writing these.
Your Notes:
General Wri ng Guidelines
• Write clearly.
• Be concise.
• Minimize the use of
technical jargon.
• Convey the team’s
commitment to
the innova on.

Key Message:
These are the four core pieces of an effectively written innovation description.
Directions:
As you begin to think about writing your own descriptions, you will want to be sure and
include four core elements:
1. Include the need filled by the innovation.
2. Indicate the benefits for the user and for the agency.
3. Incorporate previous successful uses.
4. Demonstrate that this innovation has received endorsements that further
legitimize its viability as a solution.
Your Notes:

Key Message:
There are a few other questions that should serve as guides for you in crafting your
innovation descriptions. Since new technologies frequently cost more in the initial
stages, the difficulty of gaining acceptance for some innovations without public pressure
or legislative requirements is difficult. Therefore it is imperative that a significant amount
of thought and time be invested in the writing of the innovation description.
Directions:
Tips for writing a description of an innovation:
 Address how the innovation can save time and money - TRB 382 research findings
listed these as the two biggest drivers of implementing innovations.
 Keep in mind that different audiences need to know different levels of detail. List
benefits as they pertain to groups.
 Describe a range of potential applicability.
 Define the degree of hardware dependence, if necessary.
 Demonstrate the innovation’s adaptability.

Consider the timing of the implementation. For example, Road Safety Audits had been
used before but a combination of policy initiatives and allocated funding for
implementation made the implementation much more successful the second time
around.
Your Notes:

Key Message:
It’s not only important to keep the language simply, but try to put yourself in the shoes of
your target audience.
Directions:
1. What language will they use to communicate this innovation to their stakeholders?
Keep current on information about innovation; update the description as needed.
2. How will your innovation have an impact not only on their specific unit, but on the
operation as a whole? How will the implementation of this innovation reverberate into
other potentially unexpected stakeholder’s areas of influence?
3. When you start to think from their perspective, they feel as if you “get it” – you get
their situation – and that builds trust.
4. Lastly, at the end of the day, what they will be doing is “selling” this innovation to their
superiors. How would you do that if you were them?
Your Notes:

Key Message:
You can benefit from reviewing and replicating successful aspects of other innovations
descriptions, such as the one you see here.
Directions:
Review the innovation description and respond to the questions above.
Your Notes:

Key Message:
A mission statement is a reflection of the overall purpose for implementing an innovation.
It must show an understanding of what will motivate the target audience to adopt the
innovation. From FHWA’s “Guide to Creating an Effective Marketing Plan,” the mission
statement should include:
 Target audience - who benefits from your innovation, who will use it, and who will
make the decision to adopt it.
 Contribution – how the innovation solves a problem, addresses a need, or improves
upon practices
 Features – key attributes and benefits of your innovation (i.e., saves time, reduces
cost, reduces fatalities, meets new reporting requirements)
In many ways, it’s a much more succinct version -- 1-2 sentences tops -- of your
description.
Your Notes:
Mission Statement: Wri ng Guidelines
• Sets overall purpose for
implementa on project.
• Includes informa on about:
• Target Audience
• Contribu on
• Features

Key Message:
Next week, we will look more closely at your target audience, but for now you should be
asking these questions (which are similar to those asked of the innovation description).
Directions:
Who benefits from this innovation? Who will use it? Who will make the decision to adopt
it?
Your Notes:

Key Message:
Next, let’s talk about contribution, which again echoes the questions around the
innovation description.
Directions:
How does the innovation solve a problem, address a need and improve upon current
practices?
Your Notes:

Key Message:
Lastly, note that features really narrow in on the specific benefits to the target audience.
Your Notes:

Key Message:
Directions:
Review the example mission statements in the chat pods (also found on the next two
pages of this guide) and respond to the following questions:
 Who is the target audience that they are addressing and do the mission
statements make a compelling case to them?
 Are the contributions clear from the mission statement what problem or need
that is being addressed?
 Does the mission statement describe the specific features or benefits of the
innovation?
Your Notes

Two Examples of Mission Statements and Goals
THE SAFETY EDGE
VISION: Elimination of pavement edge drop-off as a contributing cause to highway
crashes
MISSION: Deploy the Safety Edge across the nation to help Federal, State and local
agencies and tribal governments with their transportation decision-making goals to
reduce the number of highway fatalities and injuries related to roadway departure.
LONG-TERM GOAL: Reduce the total number of crashes on roads where the Safety
Edge is implemented during paving projects across the nation, beginning this
construction season. Every project that incorporates the Safety Edge during this initial
implementation effort will continue to deliver crash reductions over the life of these
pavements. Additionally, we expect the life of these pavements to be extended due to
the increased edge durability provided by the Safety Edge.
EDC SAFETY EDGE DEPLOYMENT GOALS:
 By December 2012, 40 States will have adopted the Safety Edge as a
standard practice for resurfacing and paving projects.
 By December 2011, 40 States will have used the Safety Edge on at least one
project. In addition, all Federal Lands Divisions and 15 States will have adopted
the Safety Edge as a standard practice for resurfacing and paving projects.
 By December 2010, the Safety Edge Team will provide improved
procedures based on performance for inclusion in project documents to
readily obtain high quality Safety Edge projects.
HIGH FRICTION SURFACE TREATMENT
VISION: To mainstream HFST as a safety countermeasure on highways to decrease
crashes, injuries and deaths.
MISSION: To advance the rapid deployment of HFST by working with agencies,
contractors, consultants, and industry to increase the knowledge and skills to apply this
recommended countermeasure on horizontal curves, intersection approaches, and high-
priority locations as identified, in order to decrease crashes, injuries and deaths.

GOAL: By December 2014, all state DOTs and all Federal Land Highway (FLHD) offices
have installed or have committed to install a high friction surface treatment.
INTERIM GOAL:
By December 2013, an action plan is in place for all state DOTS and all FLHD offices
who have not installed HFST. (Estimate: 7 DOTs and 3 FLHD offices)
INTERIM GOAL:
By December 2014, 25 states have deployed and implemented a systematic process to
screen or identify potential HFST locations in their Highway Safety Improvement
Program.
INTERIM GOAL:
Program.
INTERIM GOAL:
Program.
INTERIM GOAL:
Program.

Key Message:
Goals provide the necessary framework for the implementation plan. The goals allow the
implementation team to establish parameters for the project. For each goal, the team will
have to determine all of the tasks that will need to be accomplished in order to make the
goal achievable.
Your Notes:
Goals: Wri ng Guidelines
• Should align with
agency’s strategic goals.
• Wri en in language
accessible to everyone.
• Are measurable.

Key Message:
A good acronym to use when explaining goal setting is ISMART: Influence, Specific,
Measurable, Achievable, Realistic, and Timely.
Directions:
“What do each of these words mean when used in the context of goal setting around
innovations:
 Influence?
 Specific?
 Measurable?
 Achievable?
 Timely?
Your Notes:

Key Message:
Directions:
Review the example innovation goals on the slide.
 What makes these goals effective?
 To what degree do they incorporate iSMART?
 What elements do they like that they plan to incorporate into their own?
Your Notes:

Key Message:
The FHWA Accelerating Innovation Team is asking that each team develop goals
according to the following criteria in EDC-3:
 Team Goal - What the team/program wants to accomplish within the 2-year EDC cycle
related to deployment of the innovation. This should be more of a stretch goal. A goal
that could be influenced by the team’s efforts. Thinking back to the Safety Edge and
High Friction Surface Treatment examples we just discussed, “by X date, Y States will
have used the innovation on a project.” This measures performance related to the EDC
goal of accelerating adoption of innovation. Following input from stakeholders during our
EDC Regional Summits and based on State implementation plans, the Team Goal may
need to be revisited.
 National Goal – This is established based on the States’ implementation plans
completed after the EDC Regional Summits. Each State will report on current level of
familiarity with an innovation and how far they want to take the innovation within the 2-
year EDC cycle. Again, “by X date, Y States will have used the innovation on a project”
which measures performance related to the EDC goal of accelerating adoption of
innovation. Another example from the Slide-in Bridge Construction (SIBC)
implementation plan – “In 2 years, increase the number of states using SIBC from 14 to
32 States.”
 Innovation Goal (or Benefit Goal) – This is the “so what” goal. Each of the EDC
innovations provides a benefit toward shortening project delivery, enhancing the

environment, improving safety, and/or reducing congestion – the mission of EDC. In other
words, using X innovation will save so much time, money, or lives. Not all innovations will
lend themselves to a quantitative measurement of the benefit, but where possible, this
benefit associated with deployment of the innovation should be quantified and tracked.
These benefits are what elected officials and the traveling public can relate to and help to
support the level of resources invested in the deployment of innovations under EDC.
Your Notes:

Key Message:
Each team will ultimately need to define what each of these stages looks like for your
innovation. State implementation plans developed following the EDC Regional Summits
will indicate the State’s current level of familiarity with an innovation and how far they
want to take the innovation within the 2-year EDC cycle (e.g., X State is currently at the
initiation phase (general awareness) of the High Friction Surface Treatment (HFST)
technology, but at the end of the 2-year EDC cycle, the State has a goal of moving to the
execution phase and pilot HFST on 5 projects).
As we progress through the EDC cycle, the EDC Coordinators in each Division Office
will report on the State’s progress in achieving its deployment goal as well as report on
any other activities, accomplishments, metrics or information the Technical Team needs
to measure performance. So, as you draft your initial Team and Innovation Goals, keep
in mind that you may have multiple goals for various levels of implementation (e.g., In 2
years, X States will achieve the Execution stage of deployment and Y States will achieve
the Institutionalize stage of deployment.
Directions:
Additionally, since you goals must be measureable, consider what information you will
need EDC Coordinators to report on to be able to track and monitor performance of the
deployment and benefits of your respective innovation.

Your Notes:
Key Message:
As we did last week, we invited one of your colleagues to share from their experience
regarding the importance and value of this particular aspect of an implementation plan.
Directions:
Do you have any questions for our alum?
Your Notes:
Alumni Insights
How has this insight been put
into practice already?

Key Message:
We are now at the end of Week 2’s live learning session. Your next steps are shown
above. We are excited to make available to you a collaborative editing workspace,
which is found on your Team Page. I wanted to quickly show you how it works and
respond to any questions that you might have about using it.
Directions:
If you have any questions in using this tool, please contact me at Andrew@govloop.com.
Your Notes:

Key Message:
Like last week, we would now like to give you some time to engage in team planning. If
you’d like, perhaps now would be a good time to start working on your description,
mission and goals. You could potentially take the next 20-30 minutes and review your
description. You may be able to build upon the one that’s already been written and
included in the GovLoop Collaboration Space. We would also encourage you to start
thinking about your mission statement and goals. The goal in starting right now would be
to apply fresh learning concepts and get you kick-started for the week. Your team leader
will guide you through this time today and completing the action items for this week.
Directions:
Please note that members of our team would be happy to review them and provide
feedback as well, so don’t hesitate to ask.
Your Notes:

Key Message:
We want your feedback!
Directions:
Please complete the polls before you break into groups.
Your Notes:

Week 3:
Identifying the
Target Audience

Overview
This lesson discusses how an implementation plan is an umbrella term used to
encapsulate all of the marketing, commercialization, and integration planning
done when deploying an innovation and provides a high level overview of these
three types of planning activities and their purpose. It is also in this lesson where
the distinction will be made between a communications plan and a marketing
plan. The bulk of the time is spent on learning how to define the target audience
and equipping participants to create a description of their target audience.
Provided are reasons for why this step is essential to the overall success of the
project and how the target audience will be featured in proceeding steps in
planning the implementation.
Learning Outcomes
Upon completion of this lesson the learner will be able to:
 Define the terms commercialization, integration, implementation plan.
 Differentiate between a communication plan and a marketing plan.
 Define the term target audience.
 Create a description of the target audience for your innovation.
Lesson Time: 90 Minutes
 Learning Content = 60-75 minutes
 Team Planning = 15-20 minutes

Key Message:
Directions:
Your Notes:

Key Messages:
After today’s session, you should be able to define all of these terms and be prepared to
write a detailed description of your target audience.
Directions:
Your Notes:
You Will Be Able to…
• Define the terms
commercialization, integration,
• Differentiate between a
communication plan and a
marketing plan.
• Define the term target audience.
• Create a description of the target
audience for your innovation.

Key Message:
Over the past two weeks, you learned about the importance of an Implementation Plan
and began to put your team’s plan together. This week, we zoom back out quickly to
help you understand that, ultimately, implementation planning encompasses three
components: marketing, commercialization, and integration.
Directions:
Your Notes:
Plan Components

Key Message:
Marketing is the process by which producers and customers exchange something for
those products and services in a way in which a mutually beneficial relationship is
established between them. More simply, marketing can be defined as finding a need and
filling it…then helping others to learn about it so that they can take action to meet their
need.
Directions:
Provide your thoughts when the instructor asks the following question:
 What do you think when you hear that word marketing?
Your Notes:

Key Message:
Integration is the process by which an innovation becomes the standard approach, or a
standard approach, toward getting some task done (aka mainstreamed).
Directions:
Your Notes:
What is Integra on?
Integration is the effort to not just convince someone
to try out an innovation, but make it the standard
approach, or a standard approach, toward getting
some task done (aka mainstream).

Key Message:
Although each component is assigned different tasks, marketing, commercialization, and
integration planning work together to achieve a common goal: an innovation that is
mainstreamed. One caveat: In many cases, where there is a device or tool that has to be
developed and put on the market, all 3 components are needed. For many innovations,
however, the commercialization aspect may not be needed.
Directions:
Your Notes:
The Goal: Mainstreaming
All three components work towards
mainstreaming the innovation.

Key Message:
There is an important difference between communications and marketing.
Communication by itself will not bring about change - marketing also has to be used to
move an audience to commitment.
Directions:
Respond when the instructor asks: “What do you think is the difference between
communications and marketing?”
Your Notes:
Communica on v. Marke ng
Ac on
Desire
Convic on
Comprehension
Awareness
Marketing
Communication

Key Message:
Directions:
Participate in a chat around the question, “Who is usually considered a target audience?”
Your Notes:
Defining the Target Audience

Key Message:
Establishing who the target audience is for an innovation is the most crucial step in
implementation planning. Do you remember from last week that slide with the various
customers and stakeholders, situated at various distances from the team (the graphic
with the half circle with the team and the center). Some of those customers and
stakeholders were very close to the team in the area called ‘involve extensively,’ while
others were way out at the band called ‘keep informed.’ All of those are the target
audience, as defined by this slide.”
Directions:
Your Notes:

Key Message:
There can be – and usually are – multiple target audiences for an innovation.
Directions:
Your Notes:
Iden fying a Target Audience
You should identify:
• Beneficiaries and users
of the innovation
• Decision-makers about
innovation usage

Key Message:
There are some specific characteristics that you should consider when defining your
target audience(s).
Directions:
Review the sample target audience description on the following pages and look for these
elements within. When you have finished reading and are ready to engage in discussion,
please hit the “Agree” button.
Your Notes:
Describing Target Audiences
Can you identify…
• characteristics?
• obstacles and issues?
• opportunities and needs?
• targeted messages?
• messengers?
• strategies?

Case Study: Prefabricated Bridge Elements and Systems (PBES)
Customer-Target Market Analysis
In the United States, the decisions regarding what type of bridge gets built, and where,
are made primarily within the State DOTs. Therefore, this organization is the primary
focus of the prefabricated bridge elements and systems (PBES) marketing effort.
Although there are almost half a dozen types of “customers” considered in the category
of State Transportation Agencies, this marketing effort focuses primarily on two key
customer types: the State Bridge Engineer and the CEO.
THE STATE BRIDGE ENGINEER
Characteristics
The State Bridge Engineer is responsible for planning, designing, and constructing
bridges within the State. He or she is the key technical professional having impact on the
decision-making process of whether to make the use of prefabricated bridge elements
and systems a standard approach. Therefore, it is critical to know how these individuals
feel about PBES as a concept, what prevents them from using PBES on a regular basis,
and what actions might eliminate those barriers.
In April 2005, in a meeting at Woods Hole, Massachusetts, a focus group of 18 State
Bridge Engineers discussed barriers to routinely installing PBES in hours or days, and
what would most help them to use PBES. The group found six barriers to using the
technology and six needs that, if filled, would eliminate those barriers.
Obstacles and Opportunities
1. Lack of Education, Training, and Experience
Because of the relative newness of this technology, most of these State Bridge
Engineers felt that extensive training was needed for both the DOT staff and contractor
personnel. One engineer noted that contractors are reluctant to bid on technologies,
methods, or equipment with which they are unfamiliar. Another pointed out that part of
that education and experience would be having access to specialty firms that have done
such work before.
How does one remove that barrier? Of course, a formal course and workshops were
mentioned, but also, as one bridge engineer noted, on-the-job experience would be very
helpful. The State DOT “needs to work through the issues with a small demonstration
project.”

2. Lack of Standards and Specifications
A majority of the group felt that standards and specifications were critical elements as
well. The types of standards and specifications the group requested include design
considerations, foundation requirements, development of construction specifications to
administer the project, project planning guidance early in the schedule to facilitate
obtaining adequate right-of-way to build the bridge off the alignment, guidance in speed
of installation of foundations, inspection requirements, and an incentive guide
specification for PBES. Hauling and transportation of PBES can be an issue as well.
3. Concerns about Durability or Details
One bridge engineer noted that a barrier for installing PBES routinely in hours or days is
the need for testing to ensure the final product meets the State’s seismic potential loss of
continuity performance requirements. Another bridge engineer stated that he had
concern for the potential loss of continuity and the smoothness of the riding surface that
can be achieved with conventional concrete cast-in place construction. Another noted
that, “durability of joints and connections in prefab components remains a concern,” and
another bridge engineer agreed, saying that connection details (footings to columns and
columns to caps) in seismic areas are a concern.
One bridge engineer was concerned about bridge demolition and site preparation time.
He said that, “Whereas a prefab bridge itself can be erected quickly, it usually has to go
where an existing bridge is located. Therefore, the road must be shut down for a
considerable amount of time to demolish the existing bridge and prep the site for the
new bridge. This then forces us to do staged construction or erect temporary bridges. If
the incremental time savings is so small versus total project time, there is no incentive to
do prefab bridge routinely.”
What did these State Bridge Engineers want to allay their concerns about durability of
details? They felt that more research and testing are needed. One suggested seismic
testing of unconventional details and systems. Another wanted more information
addressing bridge demolition and site preparation, and others suggested additional
research to ensure that adequate ductility can be achieved in connections for PBES.
4. Higher Cost and Limited Resources

Exactly half of the engineers in the group stated that they perceive PBES to have a
higher price tag than conventional approaches. One stated that most of the prefabricated
elements used by his State are manufactured out of State, so transportation costs are
higher than conventional approaches. Another said that the costs of using self-propelled
modular transporters (SPMTs) or other heavy lifting subcontractors can add 15 to 20
percent to the project cost. Although much has been said about PBES saving initial cost
funds, it is clear from the responses of this key group of State Bridge Engineers that
PBES projects to date have not consistently achieved lower initial costs, and that it is
important to use PBES effectively such that the projects have competitive initial costs.
5. Lack of Perceived Need for Speed
Several State Bridge Engineers questioned whether being able to build fast was really
necessary, since there were still other items on a project schedule’s critical path that
might negate any benefits. Others noted that, in many projects, there was not an
alternative route available so that traffic could be even temporarily shunted to another
location. As far as what would help most in facilitating this challenge, the responses
indicated that adequate evaluation was needed in the planning stage to ensure benefit
from the use of PBES. The responses also seemed to imply that PBES should be looked
upon as not being simply a way of building fast, but a way of building better.
6. Construction Industry not Geared up for Prefab
Concerns were voiced over contractors’ ability to staff up for projects and then having to
lay people off after a project is completed. Also, lack of a large enough number of heavy
lifting contractors to compete for projects and lower cost was a concern. One bridge
engineer noted a lack of prefab manufacturing facilities in his State or even nearby
States.

THE STATE TRANSPORTATION AGENCY CEO
Characteristics
Next in importance is the chief executive officer of the State DOT. Naturally, as the top
administrator of the agency, this person can play a major role in the decision-making
process for the use of PBES technology.
From the middle to the latter part of the 20th century, the typical State DOT was
managed by a leadership staff comprised of civil engineers who answered to a
commission appointed by the governor of the State. Commissioners would meet
periodically, usually once a month, to provide general direction for the agency and to
approve the development of major highways and programs. This approach worked for a
few key reasons. First, it allowed the department and staff to operate based on
engineering needs and buffered it from political pressures.
Second, it allowed the governor to appoint individuals who had good business sense
and who would manage according to the governor’s political leanings. It also relieved the
commissioners of the day-to-day aspects of design, construction, maintenance,
personnel management, and other operational tasks. It was common to develop agency
leaders internally over many years. Agencies would hire college engineering students
during the summer months.
Later, after they’d received their degrees, these new engineers would have jobs waiting
for them at the agency. It was quite normal for an engineer to work for an agency from
his college years, right through to retirement.
While some State DOT heads today are engineers with many years of experience in
project work, the picture is changing. With the ever-increasing size of projects, in termsof
their construction costs, their complexity, and their impact on the public, newly elected
governors have become very much aware of the impact that success or failure of a
transportation project or program can have on their administrations. Many of them have
appointed their own people to head the State’s transportation agency. Typically, the
individual selected is a successful business person or political operative who actively
supports the governor’s agenda. Thus, for the new agency head, concern with the media
and the political ramifications of a decision can be as critical as the actual transportation

engineering ones.
Obstacles and Opportunities
1. Lack of Engineering Expertise
This practice of appointing non-transportation professionals has become so prevalent in
recent years that AASHTO has scheduled week-long training camps to bring these new
executives up to speed on what running a State’s transportation program is all about.
Exactly how many State DOTs have such leadership? An internet search in early 2006
showed some remarkable statistics. Out of 50 States and the District of Columbia, only
19—less than 40%—are headed by engineers. This is down dramatically from the
numbers of just 5 years ago. Moreover, several of those listed as engineers have their
expertise in non-highway related areas, such as mining or forestry. Only 21 DOT heads
were agency employees prior to getting the job of CEO. Additional support is found in a
mail survey of the heads of State DOTs, undertaken in 2003. Of the 32 respondents, 17
had civil engineering degrees. The other 15 had degrees in topics as diverse as law,
psychology, journalism, history, and environmental policy.
2. Focus on Short-term Goals
By definition, these individuals have an eye on the political implications of transportation
decisions and, because their term of office is frequently no longer than that of the
governor who appoints them, they look for approaches that have fast results—in months
or, at most, a very few years.
3. Lack of Recognition for the Need to Acquire Technical Expertise
The group was asked if they could somehow acquire additional expertise overnight in
order to enhance their role as the leader of their organization, what sort of expertise
might it be? In response, 14 said business management, 12 said economics and
finance, 9 said marketing and public affairs, 8 said human resources, and only 7
mentioned engineering.
Given the major differences between the engineers and the new type of CEO, it is clear
that there need to be at least two marketing approaches in dealing with State
transportation agencies, one focused on the engineering, technical aspects, and another
focused on areas such as financials, safety, and civic responsibility.

Key Message:
Learn how to use the Target Audience Descriptors Tool and apply it to your target
audience. You can find an example of this tool in your Team Innovation Page in the
GovLoop Collaboration Space.
Directions:
Your Notes:

Key Message:
As we have in each of the past two weeks, we have invited your colleagues to share
from their experience regarding the importance and value of this particular aspect of an
Directions:
Be sure to ask questions of this week’s alumnus to learn from their experience.
Your Notes:
Alumni Insights
How has this insight been put
into practice already?

Key Message:
Be sure to complete your action items for Week 3.
Directions:
As you did last week, we encourage you to return to your Team Page where you can
work collaboratively on your Implementation Plan.
Your Notes:

Your Notes:

Appendix A.
Implementation
Plan Template

Leap Not Creep: Accelerating Innovation
Implementation
IMPLEMENTATION PLAN TEMPLATE
I. OVERVIEW AND INNOVATION DESCRIPTION (Week 2)
A. Background
B. Challenges
C. Benefits
D. State of Practice
II. MISSION STATEMENT (Week 2)
A. Target Audience
B. Contribution
C. Features
III. GOALS (Week 2)
A. Team
B. National
C. Innovation / Benefits
IV. TARGET AUDIENCE (Week 3)
A. Characteristics
B. Opportunities
C. Obstacles
D. Target Message

E. Messenger
F. Strategies
V. MARKETING RESEARCH (Week 4-5)
A. General Research Approach
B. Opportunities and Obstacles
C. Strategies
D. Tools and Tactics
VI. PERFORMANCE MEASURES (Week 6)
A. Progress Monitoring Measurement Tools
B. Performance Evaluation Measurement Tools
VII. WORK PLAN (Week 7)
VIII. BUDGET
IX. CONTINGENCY PLANNING

My Draft Innovation Implementation Plan
Name of Innovation:
Possible Implementation Team Members Activity
Directions: List the possible members of your implementation team and put a check mark (√) in the column
that represents their area of expertise. Circle the name(s) of the person/people who might serve as team
leader.
Name and/or Position Specialist (indicate type) Stakeholder Customer Marketing Expert Champion
Example:
John
Smith
√ (planner)

Innovation Mission Statement (Week 2)
Directions: Develop a draft mission statement for your innovation.
Include information about the innovation’s:
 Target audience - who benefits from the innovation, who will use it, and who will make the decision to adopt it?
 Contribution – how the innovation solves a problem, addresses a need, or improves upon practices
 Features – key attributes and benefits of the innovation (i.e., saves time, reduces cost, reduces fatalities, meets
new reporting requirement)

Innovation Description (Week 2)
Directions: Develop draft bullet points for what you would include in the description of your own innovation.
Include background, challenges, benefits, and state of practice.

Innovation Goals (Week 2)
Directions: Develop draft goals for your innovation.
• Make sure that the goals align with the agency’s strategic goals.
• Make sure that the goals are specific, measurable, achievable, realistic, and timely.
Team Goals
1.
2.
3.
4.
National Goals
1.
2.
3.
4.
.
Innovation Benefit
Goals
1.
2.
3.
4.

Target Audience Descriptors (Week 3)
Directions: Indicate in parentheses below whether each target audience is a beneficiary, user, or decision-maker
for this innovation.
Target
Audience
(TA)
Characteristics Opportunities Obstacles
Targeted
Message
Messenger Strategies
TA-1:
( )
TA-2:
( )

Innovation Market Research (Week 4)
Directions: Use the table below to list the types of data collection tools you would like to use to gather market
research for your innovation. For each item listed, describe the type of data the tool will gather and why you think
that tool is the most effective way to collect that type of information.
Name of data collection tool Information to be gathered by this tool This tool is an effective choice
because…

Obstacles, Opportunities, Strategies, and Tools / Tactics (Week 5)
Directions:
 List opportunities and obstacles for your innovations
 Create a strategy to address obstacles and opportunities.
 Identify a tool/tactic to accomplish the strategy.
Opportunities/Obstacles Strategy Tools/Tactics
Ex: Drivers are not comfortable driving
in roundabouts and oppose their
installation.
Ex: Educate drivers about how to drive in a
roundabout and why roundabouts benefit them.
Ex: Create a video for drivers
demonstrating how to drive a
roundabout.

Marketing Tools and Tactics (Week 5)
Directions: Prioritize the tools and tactics you would use to market your innovation.
Marketing Tool
or Tactic
Cost
Level of
Priority
Presentation
$11,950
Assumes 1 speaker going to an event to make a presentation on a given
day
Workshop
$29,000
Assumes that the workshop is completely coordinated and organized
(meetings of stakeholders, promotional materials, invitations, etc.) and the
meeting space and food are paid for for up to 100 persons
Conference
$60,000
Assumes that the conference is large (~200 to 300 folks) and is completely
coordinated and organized and the meeting space and food are paid for
for up to 200. persons
Innovation
demonstration
$40,000
Assumes an event where folks are invited, taken to a job site, and returned
back to their hotels. Assumes coordination of
the event, busing, crowd management, insurance, etc. No food or
accommodations included.
Peer-to-peer
exchanges
$42,750
Assumes that the PtoP event has a size of 25 and is completely
coordinated and organized (including invitational travel) and the meeting
space, accommodations, and food are paid for.
Direct marketing:
o Targeted and
customized
letters
$5,000 for 100

o Brochures $2,000 for 100
o Flyers $500 for 100
Publish articles
$1,000
Cost to prepare an article
Face-to-face meetings with:
o Key
opinion
leaders /
potential
champions
$25,000
Includes meetings with 6-10 leaders, 1 staff person attends, travel
o Strategic partners
$25,000
o Targeted
individuals
$25,000
Publicity:
o Press releases
$500
Prepare a press release and distribute it electronically.
o News conferences
$5,000
Provide facilities and refreshments, prepare briefs, and staff for Q&A
o Media relations
Would typically be an hourly or monthly retainer to hire a public
relations professional
Displays/booths at
trade shows and/or
conferences
$6,000
Ship items, prepare materials, and man booth at a 2-day event.

Website
$5,000
Develop content and maintain site periodically.
Webinars
$2,000
Includes paying for guest speaker for 1hour
Print media (ads
in trade
publications
and/or trade
directories)
$1,000
Writing the ad and sending it to trade magazines and tracking. Does not
include the actual cost of running the ad.
Other tools and
tactics

Performance Measurements (Week 6)
Directions: Identify performance measurements for your goals.
Progress Monitoring
Measurement Tools
Performance
Evaluation
Measurement
Tools
Team Goals
National Goals
Innovation Benefit Goals

Integration Planning Items (Week 7)
Directions: Identify the integration activities that would need to be planned in order to make sure your
innovation is mainstreamed.
Training
Development of
Standards
Performance
Measures
Technical
Support &
Staffing Scheduling Policy Setting

Leap Not Creep Participant Guide Pre-Course Through Week 3 - 20140722

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Leap Not Creep Participant Guide Pre-Course Through Week 3 - 20140722