Design challenge: Ideate

Design Challenge: Redesign the School-to-Work Transition Ideate Follow Up to Assignment 1: From High School to ???? Oh, The Places You Will Go* Theresa Kingston *From Dr. Seuss – I have used quotes from this book as it is the gift I traditionally give to youth graduating from High School


Assignment for Design Challenge: School-to-Work Transition by Theresa Kingston

Transcript of Design challenge: Ideate

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Design Challenge: Redesign the School-to-Work Transition

IdeateFollow Up to Assignment 1: From High School to ????

Oh, The Places You Will Go*Theresa Kingston*From Dr. Seuss – I have used quotes from this book as it is the gift I traditionally give to youth graduating from High School

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From Assignment 1

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Problem StatementThe Stakeholder:K an 18 year old recent high school graduate who is both academically and athletically gifted. She comes from a family with limited means. She is moving to a larger city to seek employment.

Needs a way to:Successfully experience living in a large city and seek out a variety of opportunities so that she can discover her interests

Because:She believes that discovering her interests will lead her to an appropriate education/career path.

“You have brains in your head. You have feet in your shoes. You can steer yourself any direction you choose. You're on your own. And you know what you know. And YOU are the one who'll decide where to go...”

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Ideate Process

• Initial Brainstorm of ideas – invited some people to play.

• Grouped into 8 Themes• Further brainstorming –

used the grid offered by Karla McKee in the Forum

“Wherever you fly, you'll be best of the best.Wherever you go, you will top all the rest.Except when you don't.Because, sometimes, you won't.”

Oh, The Places You Will Go – Dr Seuss

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Responsive Education System1. Implement Service Learning Projects2. Increase school-community partnerships to

enable job shadowing, work experience, co-op programs, internships

3. Increase practical experiential learning opportunities both in career opportunities and basic life skills

4. Incorporate student led exploration courses – Forward Friday’s

5. Support for students who are not going onto Post-Secondary studies – not feel pressure or sense of failure

6. Teachers interview graduating students and create their own empathy map to better understand what the students are going through and hopefully their stories will create more engaged teachers.

7. Design challenges for students built into their curriculum in order to develop critical thinking skills

8. Courses geared towards life skills/career opportunities taught by non-teachers – those who are in the ‘trenches’ doing the stuff.

Village to Raise a Child – Community/Career Connections

9. Junior Achievement course10. Community Web – connections to

employment and life skills programs, services and advice

11. Provide opportunities for young people to develop the 40 Developmental Assets (Search Institute)

12. Create job experience opportunities within every business, industry and NGO – community commitment to provide opportunities to young people.

13. Work simulation lab – Work World14. Career Buffet - experience 25 jobs in 25 weeks.

Service clubs to sponsor students in transition so they are paid for the experience.

15. Reverse Job Postings – those looking for work/in transition post and employers create opportunities for them.

16. Create a community social enterprise that enables youth to work in a variety of roles and develop administration/leadership skills

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And more ideas….Reframe Definition of Success and

Work17. Accept transition as an essential phase of life

and use as a learning journey18. Societal expectation of success being defined

as career – redefine what success means. Challenge accepted wisdom, practices and ways of looking at things – go beyond the status quo. Create success statements for yourself.

19. Reverse failure and success. Biggest lessons come from failing – take risks and fail faster

20. Understand the difference between having a job and being able to earn income. How can you earn income and do what you love?

21. Conduct interviews with famous people who are in different careers

22. Determine how you balance other’s expectations and your own definition and experiences of success

23. Keep a Journal24. Talk to Artists, Musicians and others who

create their income

Discover Career Interests25. Play with others – dress up or other

pretend games that you did when you were a child. A career “tickle trunk” (dress up/props trunk) try it on and see where it takes you.

26. Complete the Strengths Finder program. Develop an asset map for yourself.

27. Career scavenger hunt 28. Create a career bucket list. 29. Make a list of what you don’t like to do –

eliminate them.30. Aptitude testing/career counselling 31. Work on a cruise ship – a lot of different

careers on board32. TED talks – careers33. Play the Flow Games (

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Self-Discovery: Create understanding of self/gain confidence

34. Question yourself – what is important to you; what do you believe in, etc. Create a vision board.

35. Examine why you feel the need to move? Impact on your relationships with family, etc. and the impact on you. Will moving change it?

36. Go into silence – escape 37. Jettison peer pressure.38. Follow influential/inspiring people on

Twitter39. Examine what causes you to be fearful.

Reframe fear – you have the courage. Confront and claim if for yourself.

40. Determine what makes you happy and follow it. Silence your internal critic.

41. Make a list of things to DO that are outside your comfort zone and do them. Create a tolerance for discomfort.

Take Time – Experience Life42. Travel – couchsurfers.org43. Take part in Canada World Youth or Free

the Children programs44. Start something – a volunteer

organization, a business45. Gap year – year of service – volunteer46. Struggle, embrace vulnerability – failing

is OK. 47. Watch movies and read (especially Dr.

Seuss – The Places You Will Go)48. Visit art galleries, museums. Make art.49. Immerse yourself in a culture different

than yours50. Create self-fulfilling prophecies – watch

The Secret

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Create Connections – Develop Relationships

51. Party – a new city need to meet new people

52. Use public transit – talk to people53. Take on room mates54. Join groups such as Toastmasters, civic

action groups, local theatre, hiking club, etc.

55. Hang out at community spaces such as community centres (YMCA), coffee shops

56. Widen circle of friends – connect with friends of friends, friends of acquaintances

57. Don’t rely on the Internet to answer your questions, get out and ask.

58. Volunteer – check out the Volunteer Bureau

Learn Basic Life Skills

59. Tour Guides to the Future – Information sources to ask questions

60. Life skills Boot Camp – offered during School Breaks

61. Local Survivor program – based on urban skills to survive.

62. Use Pinterest63. Take classes at the Community Recreation

Centre or college – cooking, gardening, home repairs, etc.

64. Homestead or get off the ‘grid’65. Visit seniors at a Senior Centre and ask

them questions about how to do things66. Experiment, learn, find out what works.

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The Most Practicaleasiest to implement…

Discover Career Interests - #26

• Complete Strength’s Finder and develop an asset map

• The Strength's Finder Assessment is easy to take and will enable the stakeholder to focus on what she is good at.

• Developing an asset map will assist her in preparing her resume and to think about what work and experiences she is seeking.

• This is inexpensive, not time consuming, within the control of the stakeholder and is an appreciative approach.

• It will enable her to start to think about who she needs to talk to find out more information about careers related to her strengths.

Discover what makes you stand out.

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The Most Disruptive - #15(would be helpful for current stakeholder)

• Reverse hiring – Rather than stakeholders applying for jobs, they create the ‘jobs/experiences’ they are seeking and employers look to incorporate them into their organization.

• Employers/organizations reframe their perception of people in the school-to-work transition and view them as a valuable resource or asset and would find a way to fit them into their workplace.

• ‘K’ is looking for a unique work situation including preference for short term work engagements or openness to moving to different locations.

• The person in transition posts information about their skills, interests and the kind of work and experience they are open to trying and organizations look through these profiles to see who they can utilize.

• An idealized version of head-hunting, where employers would see the value in providing work opportunities to people in this life phase in order to reap the benefits of someone who is open, enthusiastic and eager to learn. They also are contributing to the creation of a better informed, more engaged workforce where the stakeholders may fill openings they have at a later time.

• Chosen as Most Disruptive as I am viewing this as a very broad initiative so that it becomes the ‘norm’ and there are many stakeholders provided the opportunity to gain experience and try out different kinds of work and many, many employers incorporating transitional work into their organizations.

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Most Disruptive - #13(Of benefit for future stakeholders)

• World of Work – Career Simulation Lab• Similar to Science World (in British Columbia), World of Work would be a

provincial facility that would enable people of all ages to experience a variety of careers and the world of work – starting at kindergarten and moving beyond high school

• Almost every child in the province has visited Science World, whether as a class trip or parents taking them there. Science World provides resources for educators and develops activities, camps, and courses for people of all ages. They provide outreach, travelling exhibits that they take to every community in the province.

• Using innovative hands on activities the World of Work would provide age appropriate activities to engage people in discovering their interests and potential careers.

• Check out Science World – • Provides opportunities for children to experience and think of career choices

throughout their lives – not just when the reach the transition stage.

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My Favourite Idea - #59• During the creation of the Empathy Map I was most moved by the stakeholder’s

concern about her lack of life skills and basic knowledge about how to do everyday things. This is the area that she was most distraught about.

• When I am going to visit somewhere new (A stranger in a strange land) I turn to Travel Guides. And while I read them in anticipation of the journey, they are most useful while I am on the trip and I am able to focus on my immediate need.

• The other image that came to mind was the volunteer community hosts program that many communities have to assist tourists with directions and their questions.

• “Travel Guides to the Future” would be a community based program of volunteers who have knowledge in different life skill areas and would be willing to answer questions, provide directions, etc. for a young person as they navigate the transitions in their lives. Topic areas could include: banking, finding accommodation, fixing your car, finding a job, etc.

• The “Travel Guides” would provide general workshops both in schools and in the community prior to youth starting their transition. But there would also be a way of contacting them throughout the transition period providing a circle of support and being available when they are most needed.

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Oh, The Places You’ll Go!By Dr. Seuss

“You're off to Great Places!Today is your day!Your mountain is waiting,So... get on your way!”

“So be sure when you step, Step with care and great tact. And remember that life's A Great Balancing Act. And will you succeed? Yes! You will, indeed! (98 and ¾ percent guaranteed) Kid, you'll move mountains.”

On to the next assignment…