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Prototype & test john


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Prototype & test john

  1. 1. Prototype  &  Test   Susan  Cox-­‐Smith   Design  Thinking:  Assignment  3  
  2. 2. Interview  Subject     “John”     John  is  a  man  in  his  mid-­‐ for=es;  he  has  two  degrees,   Business  and  Economics,  but   has  been  out  of  work  in  the   field  of  Customer  Service  and   Sales  for  over  two  years.  He   returned  to  school  to  get  IT   cer=fica=ons,  with  the  hope   that  his  prior  experience  will   help  him  find  a  posi=on  in  his   new  career  path  in  IT   maintenance  and   management.  
  3. 3. Problem  Statement   Older  students  who  return  to  school,  either  to  enhance  skills  or   to  shiN  career  path  or  profession,  are  oNen  excluded  as  viable   job  candidates  by  poten=al  employers  because  their  skills  and   experience  do  not  fit  neatly  into  current  assessment  standards   u=lized  by  employers  to  iden=fy  those  they  would  deem  to  have   the  appropriate  skills  necessary  to  fill  their  open  posi=ons.  
  4. 4. Idea  Selection   1.  Standardiza+on  of  Terms  and  Descrip+ons—Standard  Skills  Taxonomies   Rather  than  try  to  implement  a  Na=onal  (or  Global)  database  for  employment,  it  might  be  more  effec=ve  to   establish  and  delegate  (possibly  legislate?)  specific  terminology  for  use  in  both  Employment  Pos=ngs  and  Job   Descrip=ons.  This  will  help  both  employers  and  job  seekers  speak  a  common  language  and  eradicate  some  of  the   opaqueness  inherent  in  Key  Word  Search  algorithms  and  other  screening  methods  being  u=lized  today  to  screen   candidates.     2.  Employer  Sponsorship  of  Long-­‐Term  Unemployed  for  Career  Change  Educa=on  to  fill   needed  posi=ons  requiring  similar  skills  and  experience   Employers  with  specific  needs  could  pre-­‐employ  and  sponsor  job  candidates  with  similar  skills  and  experience   and  allow  them  =me  and  scholarship  opportuni=es  to  train  for  the  posi=ons  most  needing  to  be  filled  by  the   employer.  Students  already  in  school  could  also  take  advantage  of  the  pre-­‐employment  scheme  by  applying  for   posi=ons  which  would  be  wai=ng  for  them  when  they  graduate.     3.  Disrupt  the  “Perfect  Candidate”  Scenario   Employers  have  become  obsessed  with  finding  the  perfect  candidate  for  every  posi=on.  They  want  someone  who   has  done  the  exact  job  before,  and  generally  want  to  pay  less  and  extract  more  =me  and  effort  from  the  worker.   This  has  become  more  and  more  difficult  and  is  especially  challenging  for  older  students  making  a  career  change   and  devo=ng  =me  and  money  to  educa=on  and  skills  training  in  their  area  of  interest.  These  students  may  be   entry  level  in  their  new  chosen  field,  but  bring  great  experience  and  skill,  oNen  in  highly  compa=ble  ways.  Finding   ways  to  reposi=on  these  students  as  having  great  poten&al  for  being  a  perfect  match  would  be  a  game  changer.  
  5. 5. Idea  I   Disrupt  the  “Perfect  Candidate”  Scenario   Employers  have  become  obsessed  with  finding  the  perfect  candidate  for  every  posi=on.  They  want  someone  who   has  done  the  exact  job  before,  and  generally  want  to  pay  less  and  extract  more  =me  and  effort  from  the  worker.   This  has  become  more  and  more  difficult  and  is  especially  challenging  for  older  students  making  a  career  change   and  devo=ng  =me  and  money  to  educa=on  and  skills  training  in  their  area  of  interest.  These  students  may  be   entry  level  in  their  new  chosen  field,  but  bring  great  experience  and  skill,  oNen  in  highly  compa=ble  ways.  Finding   ways  to  reposi=on  these  students  as  having  great  poten&al  for  being  a  perfect  match  would  be  a  game  changer     “…poten+al  is  the  capability  of  employing  the  skill  set,  as  well  as  the  ability  to   adapt  to  situa=ons  that  call  on  more  than  just  experience.”     hbp://­‐Find-­‐the-­‐Best-­‐Job-­‐Candidate-­‐Not-­‐the-­‐Most-­‐ Experienced     As  hiring  becomes  less  open  and  employers  rely  on  increasingly  exclusionary  and   limi=ng  processes  in  hiring,  candidates  must  find  ways  to  open  doors  in  ways  that  may   be  disrup=ve  to  that  process  and  to  the  employers  themselves.  In  many  ways,  this  may   be  the  best  way  for  candidates  to  demonstrate  their  poten=al…  by  breaking  the  system   and  rebuilding  the  job  search  process  from  the  ground  up.  
  6. 6. Prototype  I:  Design  Fiction   Design  Fic+on  as  Resume  &  Applica+on   •  As  employers  become  more  exclusionary,  job  seekers  and  candidates  must  find   ways  to  disrupt  the  system  in  their  favor.   •  Employers  will  not  be  open  to  changing  their  “tried  and  true”  decision-­‐making   processes  even  if  they  have  proven  to  be  flawed  or  faulty   •  Most  hiring  decisions  are  made  based  on  proof  of  experience  and  arbitrary   educa=onal  and  skills  tes=ng  that  is  oNen  counter  indica=ve  of  genuine  fitness   for  a  posi=on   •  Candidates  must  find  ways  to  exhibit  their  value  and  poten+al  to  prospec=ve   employers   •  Design  Fic+on  could  be  a  posi=ve  maneuver  for  candidates  with  non-­‐tradi=onal   educa=on  and  experience   •  Design  Fic=on  offers  candidates  an  opportunity  to  express  their  interest  and   capabili=es  in  a  disrup=ve  way   •  It  is  important  that  candidates  do  not  take  on  provisional  or  “trial”  work  for  a   specific  poten=al  employer,  but  rather  he  or  she  produces  a  fic=onal  work   product  that  will  demonstrate  their  capabili=es  for  all  poten=al  employers.   •  This  is  not  school  work  or  assignments,  but  rather,  a  product  or  idea  that  best   represents  the  candidate  and  his  or  her  most  valuable  assets,  skills,  experience   and  poten=al,  a  produc=zed  resume  so  to  speak  
  7. 7. 1.  Candidate  chooses  a  framework  and  job     descrip=on  that  describes  his  or  her  best  case     scenario  posi=on.  This  could  be  a  specific     project,  or  a  more  overall  day-­‐to-­‐day  work     situa=on.     2.  Candidates  should  be  precise  and  clear,  but     their  descrip=on  and  method  of  depic=on     should  be  complimentary  to  their  profession,     e.g.  a  prospec=ve  IT  manager  might  describe     implemen=ng  a  company-­‐wide  hardware  and     soNware  package  upgrade,  and  include  cost     comparison  spreadsheets,  Project  Plan     document,  rollout  calendar,  employee     no=fica=ons  and  messaging  strategy,  mee=ng     agendas  and  PowerPoint  presenta=ons,  budge=ng,  etc.     3.  This  should  be  packaged  and  presented  as  beau=fully  and  completely  as  possible  in   whatever  format  best  suits  the  project  presenta=on  and  industry  standards   4.  Candidate  can  submit  this  Design  Fic=on  project  as  proof  of  poten=al  and  fitness  as   a  compe==ve  candidate  for  posi=ons  in  which  he  or  she  is  interested.   Test  I:  Design  Fiction  
  8. 8. Idea  II   Standardiza+on  of  Terms  and  Descrip+ons—Standard  Skills  Taxonomies   Rather  than  try  to  implement  a  Na=onal  (or  Global)  database  for  employment,  it  might  be  more  effec=ve  to   establish  and  delegate  (possibly  legislate?)  specific  terminology  for  use  in  both  Employment  Pos=ngs  and  Job   Descrip=ons.  This  will  help  both  employers  and  job  seekers  speak  a  common  language  and  eradicate  some  of  the   opaqueness  inherent  in  Key  Word  Search  algorithms  and  other  screening  methods  being  u=lized  today  to  screen   candidates.     Taxonomy  is  defined  as  (1)  Division  into  ordered  groups  or  categories  and  (2)  The   classifica=on,  or  categoriza=on,  of  things.     hbp://     Many  educa=onal  systems  have  abempted  to  categorize  and  establish  equivalences  in   educa=on  and  skills  learning,  par=cularly  for  technical  and  trades  educa=on.  This   process  should  be  brought  forward  into  the  employment  arena  so  that  applicants  can  be   assessed  on  an  even  set  of  criteria  and  creden=als,  even  though  length  of  educa=on,   curriculum  and  course  credit  vary  from  school  to  school,  state  to  state  and  country  to   country.  It  will  also  be  important  to  give  adequate  credit  for  on-­‐the-­‐job  training,   con=nuing  educa=on  and  licensure  as  well  as  past  work  experience  and  general   intelligence,  which  may  not  be  cer=fied,  but  is  nonetheless  valuable  and  documentable.  
  9. 9. Prototype  II:  Taxonomy   Skills  &  Experience  Taxonomy  Test  for  Applicants   1.  Candidates  are  given  a  skill  or  process  and  are  asked  to  create  a  list  of  words  or   phrases  that  describe  that  skill/process,  or  the  abili=es  necessary  to  do  them.  There   may  be  only  one  descriptor  for  the  job,  or  there  could  be  several  of  these  ques=ons,   depending  on  the  complexity  and  level  of  the  posi=on.  They  could  be  broad,  or  very   specific.   2.  Candidates  may  describe  the  skill/process  as  their  experience  informs  them  are  the   necessary  components,  or  they  may  use  their  educa=on,  intui=ve  skills  or   imagina=on  as  to  how  best  that  skill/process  would  be  performed.  This  could  be   further  assessed  as  to  whether  the  answers  address  the  work  adequately,  or   excep=onally.   3.  Employers  will  compare  their  list  (which  is  blind  to  the  candidate)  to  see  how  well   the  candidate  understands  the  skill/process  and  if  it  is  compa=ble  with  how  the   employer  expects  the  candidate  to  understand  and  perform  the  work.     4.  Candidates  can  be  given  addi=onal  points  for  intui=ve  or  innova=ve  answers,  or  for   thinking  beyond  the  scope  of  the  skill/process  as  required  by  the  employer.   5.  Candidates  could  then  be  assessed  on  their  ability  to  understand  and  adequately  (or   excep=onally)  do  the  work  necessary  for  the  posi=on,  even  though  they  may  not   have  the  exact  educa=on,  experience,  training  or  cer=fica=on  the  employer  would   normally  expect  a  preferred  candidate  to  have.  
  10. 10. Test  II:  Taxonomy  Systems  Administrator   • Skill   • Experience   • Skill     • Experience   • Skill   • Skill   • Skill   • Process   • Method   • Response   Project  Management   • Skill   • Experience   • Skill     • Experience   • Skill   • Skill   • Skill   • Process   • Method   • Response   Client  Service   • Skill   • Experience   • Skill     • Experience   • Skill   • Skill   • Skill   • Process   • Method   • Response  
  11. 11. Re@lection  &  Next  Steps   •  Overall  response  to  both  Prototypes  was  posi=ve   •  The  “squishiness”  of  the  Design  Fic=on  prototype  was  less   meaningful  to  the  interview  subject  but  he  could  see  the  poten=al   value  in  exploring  the  op=on  further   •  I  think  it  would  be  fairly  easy  to  push  the  Taxonomy  prototype  to  a   next  step  with  further  development,  poten=ally  a  simple  app  or   online  form  add-­‐on,  easily  adaptable  to  many  industries   •  There  is  an  overall  =midity  with  candidates  who  don’t  want  to  rock   the  boat,  but  strong  feeling  that  employment  opportuni=es  in  the   current  economy  will  con=nue  to  be  fraught  with  difficulty  and   roadblocks   •  Interviewees  assume  they  will  be  the  ones  to  make  changes  to   accommodate  employers  needs,  never  the  other  way  around,  and   they  are  not  convinced  that  employers  will  ever  admit  that  their   methods  may  be  crea=ng  more  problems  than  they  solve.