Students must develop the skills needed for a workplace impacted by intelligent technologies.
A problem facing educators and students is the urgent need to be ready for a workplace soon dominated by intelligent technologies. Recent studies by Accenture and McKinsey & Company have brought to light the challenge of developing new skillsets and the changes needed in education to provide them. Accenture identifies the need to "design experiences into lifelong learning programs." McKinsey indicates that self-leadership will play an essential role in future success.
The
mission
of Farmer School of Business
and the Entrepreneurship Department is to enable students to be
“Beyond Ready”
for whatever the future holds.
This can be accomplished by inspiring students to take ownership of their education and skill development.
This lesson sequence is designed to tackle these issues by activating students' interest in entrepreneurial mindsets through a personal and purposeful learning experience.
Who is the course for?
The lesson material is designed for students who are motivated by career goals through self-directed learning and skill development. It would be integrated into the ESP103 Creativity, Innovation, and Entrepreneurial Thinking lesson plan and occupy five weeks of a fifteen-week semester.
Objectives
Students will develop the skills needed for a workplace impacted by intelligent technologies. We will want students to:
● Describe the skills predicted to be needed in the near future.
● Describe and evaluate barriers to creative mindset growth.
● Analyze and prioritize personalized growth strategies.
● Participate in activities that lead to personal mindset development
● Document their progress and work with others to challenge themselves
● Revise their growth strategies to reflect how they might reach their goals
Class #1 - Introduction and Research Questions
Question Prompt
"Students must develop the skills needed for a workplace impacted by intelligent technologies."
Identifying research questions - Teams of students based on majors are asked to formulate questions inspired by the prompt using the Question Formulation Technique Teams would categorize, prioritize, and share their questions with the each other and the class using a MIRO BOARD
Potential resources for answers would be identified and discussed. Individuals would be assigned questions to investigate by their respective teams.
Class #2 - Research
Information gathering and analysis. Students would work in their teams to research the problem based on their major. They must review the list of sources and identify how future needs are related to five creative mindsets:
● Curiosity
● Empathy
● Courage
● Resilience
● Action
Based on their research, they will provide a diagramatic analysis their findings showing relevance to their needs.. Students would post their research on a discussion board for other students to review.
Examples of Class 2 research results
Class 3 - Self Assessment
Students would be provided a Growth Strategy Worksheet. The worksheet is used throughout the lesson sequence to document their research, progress, and assessments.
Class 3 focusses on self-assessed preferences based on the Miami’s Center for Career Exploration and Success FOCUS 2 platform.
Students will also identify a mentor within their major and conduct research to determine the most important mindsets related to their major.
Mentors and Reframing
Mentor research and personal development analysis - Teams would refine their mindset research through interviews with experts in their majors. Mentors would provide advice on personal development and identify the rational and emotional factors related to their career choice.
With this information, teams would rearticulate the development challenge with great detail to identify the barriers they face. Students would take surveys to determing their confidence levels in the mindset categories identified. Growth Strategies would be evaluated and approved by the instructor before teams can advance to the next stage.
Nudges
Students will receive specific HBDI texts several times a week to remind and encourage students to continuously work on their Growth Strategies and goals.
HBDIYellow
Curiosity is a proven cure for worry, fear and anxiety. By asking investigative questions, you can facilitate the discovery of solutions and strategies that can turn around negative situations. Use your curiosity to instigate creative problem solving and positive outcomes.
HBDI Blue
You are attuned to spotting gaps and bottlenecks and lead with a strategic mind. When others are feeling stuck, see if You have time to assess the situation and help you troubleshoot some potential solutions.
Class #4 - Mindset and Growth Strategies
Students would self-select mindset categories needing development from their HBDI results. Teams would be formed based on HBDI preference and work together for the remainder of the project.
Curiosity
Empathy
Courage
Resilience
Action
Students would submit
A1 - Growth Strategies. This assignment would be a document submission showing their research, their growth strategy, and a reflection on what was learned from the first three classes.
Class #5 - Mindset Challenges
Launch of the Amazing Mindset Challenge
The challenge will consist of three rounds with increasing difficulty. Students will work in HBDI teams to identify situations, environments, and habits falling outside of their comfort zone. Their assignment is to take on challenges related to their HBDI weakness.
Round One would have students LIVE LIKE ANOTHER COLOR for 48 hours and focus on the CURIOSITY and EMPATHY mindsets opposite of their HBDI preference. Challenges and activities would be documented using the GooseChase platform.
Class #5 - Live Like Another Color
Class #6 - Mindset Challenges Review
Students will work in HBDI teams to review and reflect on Round One. Results in relation to their Growth Zone would be captured on their Growth Worksheet.
Students will submit:
Assignment 2 - Growth Challenge Round One
This assignment would be a video and document submission reflecting on their learning during the first round of challenges.
Class #7 - Mindset Challenges Round 2
Continuation of theAmazing Mindset Challenge
Students will work in HBDI teams to identify situations, environments, and habits falling outside of their comfort zone. Courage, Resilience, and advanced Curiosity and Empathy would be launched in Round 2.
Students would be introduced to the concept of REJECTION THERAPY during this round.
Teams would work with other teams to create original challenges for classmates with opposite HBDI preference.
Challenges and activities would be documented using the GooseChase platform.
Class #8 - Mindset Challenges Round 3
Continuation of theAmazing Mindset Challenge Students will shift their focus and challenge themselves to put personal career development into Action. New challenges would be developed relating to their academic and career goals. They will work with their teams and their mentors to identify mindsets and actions relating to their academic and career goals. Advance challenges in Courage, Resilience,Curiosity, and Empathy would be continue to be available.
Challenges and activities would be documented using the GooseChase platform.
Class #9 - Hero’s Journey & Storytelling
Growth and progress towards goals will be reviewed and framed within the HERO’S JOURNEY. Growth Strategies will be revised based on self-assessment, peer-assessment, and instructor feedback.
Class #10 - Final Deliverable
A1 - Mindset Challenge Project.
The final assignment would be a video and document submission demonstrating their abilities to creatively solve the problem of skill and mindset development for future careers.
