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  1. 1. Design  Thinking  Ac-on  Lab:     Assignment:   Ideate       Team:   NextStep     Submi<ed  by  Gail  Richards  
  2. 2. Design  Thinking  Ac-on  Lab:  Ideate       Overview  of  Assignment     •  Original  Problem  Statement     •  Responses  to  6  Prompts       •  3  Select  Solu<ons   •  (which  are  highlighted  on  preceding  slides)      
  3. 3. Problem Statement: High  school  seniors  deciding  what     path  to  take  aCer  gradua<on   need    a  way  to   evaluate  numerous  op<ons  when  determining   which  path  is  best  for  them   because   society,  and  high  schools,  communicate  overtly  and   implicitly  that  aHending  a  four-­‐year  college  as  being   the  best  op<on  for  all  students,    leaving  many  students  underserved,     confused  and  lost.    
  4. 4. Design  Thinking  Ac-on  Lab:  Ideate       Prompt  #1:  What  are  the  most  obvious  solu<ons  for  this  problem?   (even  things  that  you  know  already  exist)   1.  Revised  training  for  high  school  guidance  counselors.     2.  High  school  classes  for  credit  in  planning  life  aCer  gradua<on.   3.  Shadow  days  for  a  variety  of  professions.     4.  Sharing  ALL  types  of  choices  with  ALL  students.   5.  Career/college  planning  as  an  ongoing  ac<vity.   6.  Exploring  careers  versus  paths  to  careers.   7.  Career  mentor  programs  star<ng  sophomore  year.     8.  Educa<ng  parents  on  an  array  of  op<ons.   9.  Giving  equal  validity  to  all  op-ons.   10.  Using  language  and  messaging  that  establishes  new  paradigm.   Which  lead  to  these  spin  off  ideas…    
  5. 5. Design  Thinking  Ac-on  Lab:  Ideate       Prompt  #2:  What  can  you  add,  remove  or  modify  from  those  ini<al   solu<ons?     1.  Revised  training  for  high  school  guidance  counselors  with  cer<fica<on.       2.  High  school  classes  for  credit  in  planning  life  aCer  gradua<on.   3.  Shadow  days  or  weeks    for  a  variety  of  professions  at  companies,  at  different  training   loca<ons  or  educa<onal  ins<tu<ons.     4.  Sharing  ALL  types  of  choices  with  ALL  students.  Requiring  students  to  evaluate  pros  and   cons  with  respect  to  their  own  goals.     5.  Career/college  planning  as  an  ongoing  ac<vity  for  credit.   6.  Exploring  careers  versus  paths  to  careers,  directed  by  tes<ng.     7.  Career  mentor  programs  star<ng  sophomore  year  supported  by  small  group  discussion   op<ons  between  students..     8.  Educa<ng  parents  on  an  array  of  op<ons.  Counseling  them  to  not  make  assump<ons.     9.  Giving  equal  validity  to  all  op<ons.  Requiring  students  to  explore  one  op<on  that  they   would  otherwise  immediately  dismiss.     10.  Create  a  communica<on  campaign  using  language  and  messaging  that  establishes  new   paradigm.    
  6. 6. Design  Thinking  Ac-on  Lab:  Ideate       Prompt  #3:  How  would  a  5  year  old  solve  the  problem?      1.  Play  <me  trying  out  different  things  you  want  to  be  when  you  grow  up.   2.  Decide  to  do  what  looks  like  the  most  fun  and  worry  about  the  details  later.   3.  Ask  gramma  or  grampa  what  to  do.     4.  Sit  under  a  thinking  tree  and  wait  for  the  answer.     5.  Write  a  leHer  to  someone  who  works  in  a  profession  of  interest.     6.  Be  something  different  every  day  un<l  something  s<cks.   7.  Only  do  things  that  are  fun.   8.  Make  a  wish  on  birthday  candles.   9.  Play  with  dolls  /  toys  and  see  what  they  like  to  do  best.   10.  Pick  a  job  you  don’t  need  training  for,  like  princess  or  prince.    
  7. 7. Design  Thinking  Ac-on  Lab:  Ideate       Prompt  #4:  How  would  you  solve  the  problem  if  you  had  an  unlimited   budget?     1.  Require  all  high  school  students  to  take  a  year  off  between  high  school  and  “whatever  is  next”  to   completely  focus  on  exploring  op<ons.  Give  them  a  s<pend  to  do  so.     2.  Add  a  year  onto  high  school  that  is  focused  only  on  life  skills  and  life  planning.     3.  Require  each  high  school  student  to  complete  three  significantly  different  three-­‐month  internships   the  year  aCer  high  school,  all  expenses  paid.     4.  Make  the  first  year  of  college  or  training  free  of  charge.   5.  Build  a  na-onwide,  accredited    curriculum  for  high  school  students  to  step   through  over  the  course  of  four  years  that  addresses  career  planning.     6.  Establish  career  research  and  resource  centers  in  every  school  district  or  area,  for  use  by  all   students.     7.  Administer  strength  and  weakness  tests,  require  each  student  to  shadow  someone  in  a  profession   they  show  an  affinity  for  and  shadow  someone  (a  mentor)  who  does  something  the  student  is  not  at   all  a  match  for.  Pay  the  mentors  to  ensure  commitment.   8.  Establish  a  program  where  all  students  must  try  a  collec<on  of    different  types  of  jobs-­‐-­‐-­‐not  a  specific   job  but  a  type:    manual  labor,  customer  service,  fast  food,  office  job,  outdoor  job,  health  care  etc.   Pay  commensurate  wages.   9.  Subsidize  mentors,  or  give  them  a  huge  tax  credit.   10.  Make  all  college  and  career  training  free  of  charge.  Level  the  monetary  playing  field.      
  8. 8. Design  Thinking  Ac-on  Lab:  Ideate       Prompt  4:  How  would  you  solve  the  problem  without  spending  any   money?       1.  Lobby  colleges  and  universi<es  to  include  “major”  related  classes  as  early  as  freshman  year  to  support   those  students  who  may  not  be  sure  of  their  path.   2.  Create  peer  groups  in  high  schools  to  discuss  choices  and  fears.   3.  Engage  parents  in  explora<on  of  more  op<ons  through  school  ac<vi<es.   4.  Set  up  non-­‐academic  focused  career  fairs  that  allow  students  and  parents  to  explore  everything   outside  of  academics.   5.  Bring  community  members  from  a  variety  of  professions  into  schools  for  more  than  just  a  quick   presenta<on;  use  them  as  mentors  over  <me.   6.  Elevate  the  idea  that  the  path  from  high  school  to  a  career  is  rarely  a  straight  line  and  that  that  is  OK.   7.  Form  groups  at  high  schools  for  kids  to  address  their  fears,  confusion,  and  lack  of  info  head  on.  Allow   them  to  the  diffuse  the  anxiety  around  the  situa<on  so  that  they  can  approach  it  more  meaningfully.   8.  Implement  a  personal  project  component  to  Junior  year  that  involves  being  embedded  in  a  poten<al   career.  Evalua<ng  if  it  is  a  fit  and  if  the  path  is  viable  for  that  individual.  Presen<ng  to  all  for  further   educa<on.,  in  par<cular  the  evalua<on  element  and  outcome.     9.  Have  students  interview    or  research  at  least  five  professionals  in  the  field   they  are  most  interested  in  with  the  purpose  of  learning  what  different  paths   they  took  to  get  where  they  are  today.     10.  Connect  high  school  students  with  college  students,  or,  appren<ces,  in  their  chosen  field  who  are  in   the  process  but  have  not  yet  built  a  career.    
  9. 9. Design  Thinking  Ac-on  Lab:  Ideate       Prompt  5:  How  would  you  solve  this  problem  if  you  had  control  over   the  laws  of  nature  (think  invisibility,  teleporta<on,  etc.)?         1.  Use  a  <me  machine  to  show  each  student  where  she  will  be  ten  years  from  now  on  any   given  path  chosen  today.   2.  Each  student  can  follow  people  in  different  careers  invisibly  to  see  a  typical  day.   3.  Students  can  teleport  in  and  out  of  different  professional  selngs  or  learning   environments.   4.  Students  can  use  <me  machine  to  watch  several  different  paths  to  the  same  career  goal.     5.  Stop  <me  un<l  the  student  has  a  handle  on  the  best  op<on.   6.  Students  visit  parallel  universes  in  which  they  have  chosen  different  careers.   7.  Students  are  embedded  with  a  “spider  sense”  that  tells  them  if  they  are  on  the  right   track  so  they  can  adjust  their  approach  in  response.   8.  Each  student  consults  a  fortune  teller  who  is  never  wrong.   9.  Students  are  given  access  to  a  <me  portal  that  allows  then  to  try  different  approaches   to  the  same  career  goal.     10.  Students  are  granted  five  years  aCer  gradua<on  during  which  they  are  magically     immune  to  failure.    
  10. 10. Design  Thinking  Ac-on  Lab:  Ideate       Select  Idea  #1:     Giving  equal  validity  to  all  op-ons.     Giving  more  emphasis  or  value  to  college  over  other  choices   invalidates  the  choices  that  may  be  beHer  for  a  significant  popula<on   of  students.       By  giving  equal  validity  to  all  op<ons,  the  focus  shiCs  to  the  best  path   for  each  student  versus  the  rela<ve  superiority  of  one  path  over  an   other.       Result:    Affirmed  students  who  go  out  into  the  world  with  confidence.        
  11. 11. Design  Thinking  Ac-on  Lab:  Ideate       Select  Idea  #2:     Build  a  na-onwide,  accredited    curriculum  for  high  school   students  to  step  through  over  the  course  of  four  years   that  addresses  career  planning.       Building  career  and  educa<onal  planning  into  the  process  over  <me   will  likely  dissipate  anxiety  and  pressure  on  the  student.       Making  future  planning  “business  as  usual”  in  the  scheme  of    high   school  allows  students  to  approach  the  transi<on  gradually,    from  a   non-­‐threatening  posi<on  of  comfort  and  familiarity  versus    at  the  last   minute,  with  no  context  and  feeling  like  everything  rides  on  the   decision.       Result:    Affirmed  students  who  go  out  into  the  world  with  confidence.      
  12. 12. Design  Thinking  Ac-on  Lab:  Ideate       Select  Idea  #3:     Require  students  to    interview  or  research  at  least  five   professionals  in  the  field  they  are  most  interested  in  with   the  purpose  of  learning  what  different  paths  they  took  to   get  where  they  are  today.       There  is  no  right  or  wrong  path  or  straight  line  to  success  in  most   cases.  By  connec<ng  with  real  people  and  understanding  the  twists   and  turns  of  various  journeys  to  success,  students  are  more  likely  to   be  open  and  feel  confident  in  selng  out  in  the  general  direc<on  of  a   career.     Result:    Affirmed  students  who  go  out  into  the  world  with  confidence.