TYL Class 10: Design Team Wisdom:

Investing in Self and Community; Debrief #2

CLASS OVERVIEW

Learning Objectives:
 Generate new ideas/refine prototypes by using classmates as a “personal board”
 Assess learning from life design interview/life prototype #2
 Identify online tools to research salaries
 Examine salaries for different positions
 Compare cost of living between cities
 Identify stakeholder investments that need attention

Time Topic / Description Materials for Students Instructor Materials

10 mins Debrief changemaking action plan
20 mins Life Design Interview #2 debrief
45 mins Design Team Wisdom Notepad and pen
15 mins Salary Exploration/Financial activity Computer
from options in class 12
15 mins Mapping Stakeholders Worksheet Personal example to share
TOTAL: 105 mins

FACILITATOR NOTES

As new concepts are presented, be sure to tie course material to...

 The value of feedback in creating a more positive class experience.

 Using classmates as a “design team”- the best ideas happen through diverse collaboration with
others
 Salary negotiation as a tool in life design- you can’t get what you want unless you proactively ask
for and design it
 The idea of investment as crucial. Designers do research, create prototypes and then put their
ideas into the world. As one should invest time and thought in order to get what you want in a job
offer, you have to put that same level of thought and intentionality into relationship “investments”

Student Pre-work

1. Life Design Interview Notes #2

2. Changemaking Skills and Action Plan

1. Research at least 5 jobs that interest you. See links below to spend more time researching
positions. 
2. Look at the "preferred" and "required" skills listed in each job description. What do you NOT yet
have? List main skills you are missing and underneath, provide a bullet point action plan with an
estimated timeline for when and how you plan to gain those skills (i.e.: By February 1: I will
enroll in an online course on graphic design)
1.
 1. Consider transferrable skills such as writing skills, general management
experience, technical and computer skills, people smarts, and international
experience or language skills
2. Items can include joining a student organization, seeking out a leadership
position on campus, signing up for a course or conference, or simply pledging to
spend one hour each week on self-learning.
3. See sample plans from previous classes here (note, instructors' comments are in
red).
Places to look for job descriptions:
 Handshake (Tulane's portal for jobs, internships, and fellowships. Log in and customize your
profile to get job alerts geared in your field. Over 1200 active employers are on the platform
currently. For instructions on how to log in, click here).   
 World's Top Meta List for Jobs in Social Change
 PCDN (clearinghouse for thousands of changemaking jobs)
 Places to look for changemaking jobs
 Consider looking at fellowships (ProFellow) 
 Idealist.org
 17 websites to know for jobs in social enterprise/non-profit sector
 34 Places to Find That New Job: Social Innovation Edition

3. Updated Resume + LinkedIn

1. Based on feedback in class, upload your updated resume  
2. Build/Improve your LinkedIn profile and submit the link on Canvas. 

Instructor Preparation

 Email students to tell them to bring their computer and remind them we will be debriefing
changemaking action plan and life design interviews #2
 You will have some time to explore salaries and cost of living. Consider using 20 minutes to
embed one of the financial/budget optional activities from Class 12 (review and prepare
ahead of time)
 Prepare music to play during the Mapping Stakeholders activity
 Prepare narrative examples of Mapping Stakeholders for students
 Familiarize yourself with Glassdoor and Salary.com

Supplies and handouts needed for class

 Students’ computers
 Compiled feedback from students’ grids from last class
 Personal example to share
 Mapping Stakeholders Worksheet

Assessment

 Class participation in activities

 Homework reviewed by professor/TA with feedback provided
  Incorporate discussion questions/reflection questions throughout to assure students are
understanding main ideas.

CLASS OUTLINE

Debrief Changemaking Skills + Action Plan 10 mins

Note: Students often will note they will gain desired skillsets in
graduate school or their first job. Use this time to host a
discussion around how to gain skills NOW. After small table
discussions, ask who does not know how to prototype something
NOW and as a class brainstorm.
Example:
 “grant writing experience” – find a local organization
that needs funding and ask if you can write grants for
them!
 “analytical skills”- write an op-ed for the Hullaballoo or a blog post that demonstrates your
analytical skills
o Use your life design interviews to ask people how they gained certain skillsets you see as
required or preferred in job descriptions

Debrief with a partner/small group:

• Job Exploration
• What skillsets are you missing? How can you gain those skills NOW?
• Help brainstorm as a class about ways students can gain experiences they are missing (via clubs,
volunteering, independent studies, using breaks, etc.)

Life Design Interview #2 debrief 20 min

Instruct students to pull out their journal and complete these

phrases, reflecting on their first life design interview

 I thought __________________________(hypothesis)
 I was surprised by ________________ (insight)
 I felt __________________ (emotional reaction)
 I learned __________________ (what/why)
 So what/what’s next ______________________

Peer share or triad share and report back to the class

 • Who did you talk to?
• Highlights of conversation?
• Was it a successful (yes, I want to do it!) or failed (no, way-count me out!) prototype? Value of
that?
What did you learn in the conversation that you could not have found online?

Design Team Wisdom 45 min

“We talked about radical collaboration and helping each other.

Now we are going to jump in to doing just that. This is a chance for
you to serve as the “board” for your classmate and to receive their
guidance in return.”
 
Consider breaking students up by major/interest area and make
sure you are milling around and jumping in to offer feedback.

Note: times are for a single person. One person will go through the whole process and then the group will
rotate so that another person goes through the whole process (3 people/group)
 
Facilitation: Design Team Wisdom
• 3 mins: Client shares an issue/area to explore/anything related to their job/career search where
they could use feedback
• 2 mins: Consultants ask clarifying questions
• 4 mins: Group feedback/discussion
• 1 min: Client report backs what was helpful
• 10 minutes: Group Debrief

Salary Exploration/Online Tools 15 min

 We have been focusing on how to live your life like a

designer, proactively tapping into communities and fields
that interest you to create the life that you want.
 What we have not yet talked about is $$! This is a crucial
component of supporting a changemaking life

Next week, we will be talking about salary negotiation. To prep, I

wanted to give you a chance to explore a few resources to find salaries
for positions you have been exploring.
 Pull up Glassdoor and Salary.com to show a tutorial on how to
research salaries
o Students will need to make a quick account.
 Give students some time to do this on their own

**IF YOU CHOSE TO DO A FINANCIAL ACTIVITY FROM THE OPTIONS IN CLASS 12,
EMBED HERE
Pull up Cost of Living Calculator and then have students use the tool
to look at the difference in the salary they just researched in 3 cities
where they would consider living

Mapping Stakeholders Activity 15 mins

We will also begin talking about the idea of investing in your life
and your future, both financially (so you can support the life that
you design), and in relationships (as we have said before, life
design is a collaborative process that involves many different
people).

Discuss the phrase “it’s not what you know, it is who you know” vs
“it’s not who you know; its who knows you” (ie: I might know
Beyonce, but that doesn’t do anything for me. If Beyonce knows ME
that is another story.”
• Tie the discussion back to the idea of networking as another
way to invest in relationship

ASK: Who and what has stake in your personal development?

• Things you could suggest: Your parents, professors, yourself, your university, places you work,
places you live, your community.
 
Remind students that you can think of this as who depends on your personal development as well as who
cares about your personal development.
Note the Basic Stakeholders in average person’s life
• Family
• Friends
• Country
• Culture
• Religion
• Organizations
• Institutions (education or otherwise)
• Teachers/Mentors
• Community
Pass out worksheets for HW (as time permits, put on music and
have students complete in class).
Discuss how students often measure success at college in their grades.
• Imagine: their peers are going to go on to become the politicians, teachers, scientists, journalists
of the world. Have they invested in their own communities/relationships as much as they are
investing in their academics? Imagine the network they could build of future “movers and
shakers” if they invested in relationships with the same vigor.
• Offer a challenge, especially for seniors, to make a conscious effort to invest in 5-10 classmates
that inspire them before everyone ricochets apart after graduation
Using the worksheet provided, have students create a map of their stakeholders – what do they each
provide/expect/see in the student?
As time permits, debrief:
• Why are stakeholders important? How does this relate to life design?
• What did you come up with? How can you more proactively “invest” in your life?
• If desired, have students pair up to discuss one relationship they want to nurture and inform
students that their “accountability buddy” will check in with them at the beginning of the next
session to see if they did, indeed, nurture that relationship
DESIGN CHALLENGE 5 mins

Stakeholders + Salary Investments

1. Upload Stakeholder Investments worksheet or
takeaways in your sketchbook 
2. Submit brief salary exploration takeaways:
1. What did you find out about target industries?
2. Based off of conversations we began in class,
what is your relationship to money? 
Reminder: Continue life design interview outreach (one final
interview with someone outside of your network due class 13).