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- intentionality amidst uncertainty
- embrace the messiness in life and career with a sense of purpose and conscious competence

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It's interesting and important to observe what it feels like to be stuck, frustrated, or unsure. What can we learn from this observation? What do we notice?

Knowing when to move onto the next phase is extremely important.

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POV (point of view) + Process

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4 C's
- container
- construct
- community
- conversation

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- purposeful, intentional, mindful

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We are experts in our own lives. Keep it personal, not universal.

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We are experts in our own lives. Keep it personal, not universal.

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Community Agreements:
personal, respectful, confidential, generative

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Potential student outcomes from DYL interventions:

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Potential student outcomes from DYL interventions:

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- reduction in career related anxiety
- increased ideation skills
-greater confidence in navigating one's way forward in life & career
- sensing into one's agency

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Comms Learnings & Prototype -  Presentation

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Comms Learnings & Prototype -  Presentation

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https://docs.google.com/presentation/d/1k7ORnEytM-FvqC80yDsUHP81vVypJ2xCCnFc4VRzQ9o/edit?usp=sharing

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YouTube channel - Stanford Life Design Lab

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YouTube channel - Stanford Life Design Lab

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Stanford Life Design Lab uploaded a video 10 months ago

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- period of adult formation later
- 13-27 = "age of exploration"
- Gen Y/iGen  grew up slower - taking longer to work, drive, date, drink --> results in less experience in the workplace and potential challenges with independent decision making

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Video of children passing balls with surprise gorilla 

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Video of children passing balls with surprise gorilla 

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We don't see what we're looking at. We see what we're looking for.

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1. Frame a good problem. Ask open-ended and concrete questions.

2. Warm up

3. Use Brainstorming rules:

defer judgement

go for volume

encourage wild ideas

build off ideas of others "Yes, and..."

4. Select ideas based on specific criteria (ex: most delightful) and extract insights for follow-up

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1. Circle activity - understand what being stuck and getting unstuck feels like. Empathize.

2. Flow/energy map - schedule your life to increase moments of flow. Take note of the things the fuel and drain you. Leverage this insight for career or life change.

3. Prototype exercise - try something, quick, cheap, get feedback and prototype again.

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1. Design Your Stanford (freshmen/sophomore)

2. Design your Life

3. Design Your Profession (PhDs/graduate students)

4. Design Your Life: Accelerator (prototype your 3 visions)

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Cal State Dominguez Hills research on DYL efficacy

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Cal State Dominguez Hills research on DYL efficacy

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- N=300ish
- Class of around 100 students x 3 semesters
- Students were graded
- Results: Saw reduction in career anxiety, increase in career agency and increase in intentional self-regulation

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"... there are strong cultural forces driving today's students to focus on the vocational - to train for their first job out of college. But today's students will be part of the workforce for the next half-century, and their careers will evolve in ways we cannot anticipate."

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Engage - reflect - story tell
Don't reveal the purpose of the exercise until after they engage

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Kids in the Hall - Businessmen Networking

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Kids in the Hall - Businessmen Networking

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(referenced in one of the sessions as illustrating misconceptions about networking)

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Kids in the hall - Businessmen Networking

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UBC Communications Key Takeaways, Vision & next steps

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UBC Communications Key Takeaways, Vision & next steps

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Quality of decision DOES NOT EQUAL quality of outcome

Sometimes a decision made with all of the best intentions, great information and most rigorous process does not lead to the best outcome. And that is OKAY. It's not a failed decision.

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Our brains shut down when there are more than 7 options. Therefore, when we are offering more than 7 options to students, we are actually offering nothing.

There is no need to "keep all of your options open". Keeping options open leads to poorer performance and less happiness.

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(video shown in class)

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Make the learning elective, not required

Start with empathy - what do UBC students really need?

3, not 1. always provide more than 1 answer, more than 1 option.

Don't "should" on the students. Maintain design thinking's neutral yet positive stance

Prototype all changes, everything has an impact.

no grading. Emphasize participation and completion

Maintain the 4 Cs: container, construct, conversation, community

It is critical to have the construct and container where there is a safe place for students to share with one another.

Lab before lecture. Experience before reflection.

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Illustrated by IDEO and their shopping cart project

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1. Conversation

informational interviews, design interviews, etc.

2. Experiences

Job shadowing, internships, volunteer, etc.

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Good

cheap

accessible

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Video about enjoying the journey, not the destination (dance while the music is being played)

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Video about enjoying the journey, not the destination (dance while the music is being played)

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Radical Collaboration

Reframe/change perspective

Curiosity

Mindfulness of process

Bias towards action

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Accept

know where you are what your limitations are

Empathize

Listen to humans

Define

Identify the problem

Ideate
Prototype

Try things out with humans

Take action

Test

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why don't students use the career services centre?  Because they don't know what they need.

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why don't students use the career services centre?  Because they don't know what they need.

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creating a safe space for honest sharing and feedback ... takes a community!

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creating a safe space for honest sharing and feedback ... takes a community!

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design your life in a design studio - space matters and it doesn't have to be pretty - just big and flexible.

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design your life in a design studio - space matters and it doesn't have to be pretty - just big and flexible.

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The "lab before lecture" approach really worked for helping us live the bias toward action ethos!

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The "lab before lecture" approach really worked for helping us live the bias toward action ethos!

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step back, examine biases and reframe dysfunctional beliefs 

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step back, examine biases and reframe dysfunctional beliefs 

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process helps us go deep with this to reveal insights - we are so accustomed to staying on the surface - we just reinforce and justify what makes us comfortable.

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Are these life transitions relatable outside a North American context? Our Finnish colleagues think maybe not. How might we represent/discuss/include multiple perspectives on this?

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3 visions of the purpose of a university education:
* to have a career
* for a life of the mind
* build social connection

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This was hard but collectively we made meaning and started to articulate some possibilities for our work back home at UBC.