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Idea generation

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Natasha Haugnes
Natasha Haugnes

The document discusses a problem statement and potential solutions for an academic director of a university advertising department. The problem statement is that the director needs a way to help employers identify talent and help students gain skills for today's professional environments, as digital technologies are disrupting higher education. Potential solutions include using badges to showcase skills, developing student portfolios with different access levels, employer-led internships and courses, and explicitly teaching skills like creative processes, design thinking, writing and social/emotional skills. The director notes their problem statement may be too broad and some solutions do not address both parts of the problem.

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Natasha Haugnes | Aug. 12, 2013 | Design Thinking Action Lab assignment wk 3 Original Problem statement: THIS forward-thinking, curious, 30-something, social-media savvy academic director of a university advertising department NEEDS A WAY TO keep his program flexible and responsive to changing employer needs (identifying talent) and student needs (a place and time to emerge into adulthood + skills for todays) BECAUSE digital technologies and the profound shift in where information comes from and who owns it is disrupting for higher education as we know it. Revised Problem statement: THIS forward-thinking, curious, 30-something, social-media savvy academic director of a university advertising department NEEDS A WAY TO help employers identify talent, and to help students emerge into adulthood + gain skills for todays professional environments BECAUSE digital technologies and the profound shift in where information comes from and who owns it is disrupting for higher education as we know it. A note/reflection on my process for this part of the assignment. My problem statement is more specific now than last week, but it is double barreled. I found that I had to generate ideas for the employers identifying talent and students emerging into adulthood separately not all of my brainstormed ideas solve for all of these problems. Maybe my problem statement is still too broad?
Natasha Haugnes | Aug. 12, 2013 | Design Thinking Action Lab assignment wk 3 IDEASfor A WAY TO help employers identify talent, and to help students emerge into adulthood + gain skills for todays professional environments: 1. MOST DISRUPTIVE: Employers offer stipends to University professors for recommendations that pan out ($1000 for a candidate that the company hires; $5000 if the employee is still on board three years later!!) 2. MOST PRACTICALBadges (definition here: http://chronicle.com/article/A-Future- Full-of-Badges/131455/)This seems to be the most practical as it is a system that is already taking hold in some places. It seems very very practical for the skills based requirements of an employer. I am not sure how it would work for the maturity requirements of an employer howevertouchy topic to assess, unless it is unbundled into assessment of traits such as collegiality, collaboration. 3. MY FAVORITE IDEA: Portfolios/CVs/resumes with two levels of access (one that only the student himself and maybe instructors or peers sees, a second level to submit to employers) that students regularly update according to what they have learned and how they have developed. Portfolios could include things like blog postings, Intagram and Pintrest boards, traditional resumes, badges, coursework, curated coursework, feedback from instructors, videos of feedback from peers. Other ideas 4. Invite employers into classes for critiques of projects 5. Place students in internship type situations with current employers 6. Get students to start working in real jobs before they graduate. 7. Diagnostic tests for applicants to jobs: what do you already know?
Natasha Haugnes | Aug. 12, 2013 | Design Thinking Action Lab assignment wk 3 8. MOOCs by employers 9. University can provide continuing education topics to specific employers or groups of employers by requeste.g. Disney asks the University of Awesome Arts to create a course for its employees on animating dancing fruit. Disney pays a flat rate for 200 employees to attend. University of Awesome Arts provides a course and an instructor for the course. University gets insight into what employers need, employers get focused continuing education for their employees (which might keep the good employees there!) 10. Include collegiality assessments for recent grads to share with employersin the form of a course? A standardized assessment? 11. Use of case studies to both hire (employer) and assess (universities) students/recent grads. 12. Employer boot camps could expose students who are near graduation to a sheltered employment situation, and they could also allow employers to scope out individuals who they may be interested in interviewing and eventually hiring. 13. Employers send spies into university programs to identify the best candidates. 14. Self-reflection activities 15. More self-reflection activities with feedback from instructors 16. Activities to nurture group work 17. Get to know your personality activities 18. Backpacking trips 19. Travel abroad programs 20. Community service programs 21. Habitat for Humanity volunteering 22. Food bank volunteering 23. Trail building volunteer work 24. Still more self-reflection activitiesgoal setting, feedback from the instructors
Natasha Haugnes | Aug. 12, 2013 | Design Thinking Action Lab assignment wk 3 25. Internships with plenty of instructor involvement to help students process what is happening and contextualize the experience/ connect it with academic coursework. 26. Require students to take lots of courses in diverse topics (breadth requirementsI guess these already exist in most degree programs) 27. Teach creative process explicitly 28. Teach design process explicitly 29. Teach writing process explicitly 30. Teach social skills explicitly 31. Teach emotional intelligence explicitly [OK this is all I can get!! As someone who works in higher education, maybe I am too close to this problem!! I am convinced that if I were in DrCavangneros class in person, with her egging me, I could break out a little more with even more creative ideas, but I think I have reached my limit for now!]

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Idea generation

  • 1. Natasha Haugnes | Aug. 12, 2013 | Design Thinking Action Lab assignment wk 3 Original Problem statement: THIS forward-thinking, curious, 30-something, social-media savvy academic director of a university advertising department NEEDS A WAY TO keep his program flexible and responsive to changing employer needs (identifying talent) and student needs (a place and time to emerge into adulthood + skills for todays) BECAUSE digital technologies and the profound shift in where information comes from and who owns it is disrupting for higher education as we know it. Revised Problem statement: THIS forward-thinking, curious, 30-something, social-media savvy academic director of a university advertising department NEEDS A WAY TO help employers identify talent, and to help students emerge into adulthood + gain skills for todays professional environments BECAUSE digital technologies and the profound shift in where information comes from and who owns it is disrupting for higher education as we know it. A note/reflection on my process for this part of the assignment. My problem statement is more specific now than last week, but it is double barreled. I found that I had to generate ideas for the employers identifying talent and students emerging into adulthood separately not all of my brainstormed ideas solve for all of these problems. Maybe my problem statement is still too broad?
  • 2. Natasha Haugnes | Aug. 12, 2013 | Design Thinking Action Lab assignment wk 3 IDEASfor A WAY TO help employers identify talent, and to help students emerge into adulthood + gain skills for todays professional environments: 1. MOST DISRUPTIVE: Employers offer stipends to University professors for recommendations that pan out ($1000 for a candidate that the company hires; $5000 if the employee is still on board three years later!!) 2. MOST PRACTICALBadges (definition here: http://chronicle.com/article/A-Future- Full-of-Badges/131455/)This seems to be the most practical as it is a system that is already taking hold in some places. It seems very very practical for the skills based requirements of an employer. I am not sure how it would work for the maturity requirements of an employer howevertouchy topic to assess, unless it is unbundled into assessment of traits such as collegiality, collaboration. 3. MY FAVORITE IDEA: Portfolios/CVs/resumes with two levels of access (one that only the student himself and maybe instructors or peers sees, a second level to submit to employers) that students regularly update according to what they have learned and how they have developed. Portfolios could include things like blog postings, Intagram and Pintrest boards, traditional resumes, badges, coursework, curated coursework, feedback from instructors, videos of feedback from peers. Other ideas 4. Invite employers into classes for critiques of projects 5. Place students in internship type situations with current employers 6. Get students to start working in real jobs before they graduate. 7. Diagnostic tests for applicants to jobs: what do you already know?
  • 3. Natasha Haugnes | Aug. 12, 2013 | Design Thinking Action Lab assignment wk 3 8. MOOCs by employers 9. University can provide continuing education topics to specific employers or groups of employers by requeste.g. Disney asks the University of Awesome Arts to create a course for its employees on animating dancing fruit. Disney pays a flat rate for 200 employees to attend. University of Awesome Arts provides a course and an instructor for the course. University gets insight into what employers need, employers get focused continuing education for their employees (which might keep the good employees there!) 10. Include collegiality assessments for recent grads to share with employersin the form of a course? A standardized assessment? 11. Use of case studies to both hire (employer) and assess (universities) students/recent grads. 12. Employer boot camps could expose students who are near graduation to a sheltered employment situation, and they could also allow employers to scope out individuals who they may be interested in interviewing and eventually hiring. 13. Employers send spies into university programs to identify the best candidates. 14. Self-reflection activities 15. More self-reflection activities with feedback from instructors 16. Activities to nurture group work 17. Get to know your personality activities 18. Backpacking trips 19. Travel abroad programs 20. Community service programs 21. Habitat for Humanity volunteering 22. Food bank volunteering 23. Trail building volunteer work 24. Still more self-reflection activitiesgoal setting, feedback from the instructors
  • 4. Natasha Haugnes | Aug. 12, 2013 | Design Thinking Action Lab assignment wk 3 25. Internships with plenty of instructor involvement to help students process what is happening and contextualize the experience/ connect it with academic coursework. 26. Require students to take lots of courses in diverse topics (breadth requirementsI guess these already exist in most degree programs) 27. Teach creative process explicitly 28. Teach design process explicitly 29. Teach writing process explicitly 30. Teach social skills explicitly 31. Teach emotional intelligence explicitly [OK this is all I can get!! As someone who works in higher education, maybe I am too close to this problem!! I am convinced that if I were in DrCavangneros class in person, with her egging me, I could break out a little more with even more creative ideas, but I think I have reached my limit for now!]