Learning launch

Challenge and selection

I manage a Malta government funded startup accelerator which runs special programmes that  provide support to small tech startup teams that want to prove a business concept through a low  fidelity prototype. When we first started we had next to no experience in doing this. We engaged in  plenty of research, talked to experts in the field, and to many tech founders and entrepreneurs learn  about the business of accelerating startups. We also visited several European accelerators and  incubators in Lisbon, Venice, Tartu, Vienna and Warsaw.

Even if we had our own vertical expertise in various technology fields, we had no past experience in  accelerating startups. We quickly realised that even if we were helping startups prove their business  concept and test their prototype, we had ourselves designed a concept which needed validation and  testing. Based on the research we had done, we decided that the learning launch was the best tool  we could use to test a number of assumptions. And that probably two or more learning launches  would be necessary.

Application  When innovating and navigating new waters, you are often not aware of what new knowledge lies  out there that needs discovering. So new complex questions that needed answering kept surfacing  as we ran one learning launch after another after another. This made openness and experimentation  the driving philosophy of the accelerator.

Initially we wanted to answer questions like, was the pre-seed grant sufficient funding to incentivise  a talented individual to quit his job and become a tech entrepreneur? Would expert mentors be  willing to provide their input to the programme for free? Eventually, was the grant and programme  content enough to draw non-indigenous startup to come to Malta, follow the programme and stay?  Importantly, was the content of the programme relevant and rich enough to improve survivability of  the startups?

We also had plenty of “what” and “why” questions that needed answering. What value did the  startup teams find in the programme? Why did insufficient ideas come from indigenous teams? And  why did some non-indigenous teams find it attractive to stay, and others not?

Due to the unprecedented nature of the acceleration programme for Malta and the insufficient  expertise available, it became evident that only learning launches would give us concrete answers  and insights which would enable us to scale up our accelerator.

Insight & Approach  Launching a call for startups requires considerable planning and design to target startup teams with  the required talent, maturity, skill and technological competence. This enabled us to single out  beforehand certain assumptions we wanted to test, including the limitations and value of the  acceleration programme.

For example, after establishing a set amount for the pre-seed grant, based on market estimations  and a number of interviews, we learnt that indigenous startup teams were not sufficiently motivated  due to the high demand for tech talent coming from the ICT, media and online gaming industries.  Eventually, when we internationalised our calls, the number of applications received shot up by over

500%, proving amply that Malta could become a startup hub in the region. Further learnings were  then made. Among them, we found that non-indigenous startups were attracted by the grant and  the content of the programme. But they were also more interested in the network of mentors and  the international context which was generally perceived as more promising from a fund raising  perspective, particularly for certain technologies and markets.

Reflecting on the work done, however, since we are a small team, most learnings were not usually  formalised other than through a post-mortem to discuss feedback from the startups. It is important  instead that assumptions that need to be tested must be stated, and metrics established to  determine verification of the assumption.

Nevertheless, the learning launch tool, adopted iteratively from one programme to the next, has  helped the team gain vital insights on what are the key ingredients that should be included in an  international, scaled up design of the accelerator programme.


Learning launch Challenge and selection I manage a Malta government funded startup accelerator which runs special programmes that provide support to small tech startup teams that want to prove a business concept through a low fidelity prototype . When we first started we had next to no experience in doing this . We engaged in plenty of research , talked to experts in the field , and to many tech founders and entrepreneurs learn about the business of accelerating startups . We also visited several European accelerators and incubators in Lisbon , Venice , Tartu , Vienna and Warsaw . Even if we had our own vertical expertise in various technology fields , we had no past experience in accelerating startups . We quickly realised that even if we were helping startups prove their business concept and test their prototype , we had ourselves designed a concept which needed validation and testing . Based on the research we had done , we decided that the learning launch was the best tool we could use to test a number of assumptions . And that probably two or more learning launches would be necessary . Application When innovating and navigating new waters , you are often not aware of what new knowledge lies out there that needs discovering . So new complex questions that needed answering kept surfacing as we ran one learning launch after another after another . This made openness and experimentation the driving philosophy of the accelerator . Initially we wanted to answer questions like , was the pre - seed grant sufficient funding to incentivise a talented individual to quit his job and become a tech entrepreneur ? Would expert mentors be willing to provide their input to the programme for free ? Eventually , was the grant and programme content enough to draw non - indigenous startup to come to Malta , follow the programme and stay ? Importantly , was the content of the programme relevant and rich enough to improve survivability of the startups ? We also had plenty of “ what ” and “ why ” questions that needed answering . What value did the startup teams find in the programme ? Why did insufficient ideas come from indigenous teams ? And why did some non - indigenous teams find it attractive to stay , and others not ? Due to the unprecedented nature of the acceleration programme for Malta and the insufficient expertise available , it became evident that only learning launches would give us concrete answers and insights which would enable us to scale up our accelerator . Insight & Approach Launching a call for startups requires considerable planning and design to target startup teams with the required talent , maturity , skill and technological competence . This enabled us to single out beforehand certain assumptions we wanted to test , including the limitations and value of the acceleration programme . For example , after establishing a set amount for the pre - seed grant , based on market estimations and a number of interviews , we learnt that indigenous startup teams were not sufficiently motivated due to the high demand for tech talent coming from the ICT , media and online gaming industries . Eventually , when we internationalised our calls , the number of applications received shot up by over 500 % , proving amply that Malta could become a startup hub in the region . Further learnings were then made . Among them , we found that non - indigenous startups were attracted by the grant and the content of the programme . But they were also more interested in the network of mentors and the international context which was generally perceived as more promising from a fund raising perspective , particularly for certain technologies and markets . Reflecting on the work done , however , since we are a small team , most learnings were not usually formalised other than through a post - mortem to discuss feedback from the startups . It is important instead that assumptions that need to be tested must be stated , and metrics established to determine verification of the assumption . Nevertheless , the learning launch tool , adopted iteratively from one programme to the next , has helped the team gain vital insights on what are the key ingredients that should be included in an international , scaled up design of the accelerator programme .