Mindset Development Learning Experience

Skill acquisition for the age of intelligent technologies.

A Problem-based learning project leading to self-directed learning and being beyond ready.

Jim Johnson / john1344@miamioh.edu / 914-309-4522

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

HBDI Yellow Students will receive specific HBDI texts several times a week to remind and encourage students to continuously work on their Growth Strategies and goals.

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. Categories for development are: 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 Empathy

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.

Resilience

Curiosity

Courage

Action

Class #5 - Live Like Another Color

LIVE LIKE A BLUE FOR 48 HOURS

LIVE LIKE A GREEN FOR 48 HOURS

LIVE LIKE A YELLOW FOR 48 HOURS

LIVE LIKE A RED FOR 48 HOURS

Class #6 - Mindset Challenges Review Empathy

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.

Resilience

Curiosity Courage

WHAT

WHY

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.

HOW

WHO

Class #7 - Mindset Challenges Round 2 Empathy

Continuation of the Amazing Mindset Challenge

Resilience

Curiosity Courage

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.

Quanti tative, Fact Organ based, ized, Analyt Seque ical, ntial, Logical Plann ed, Detail ed

Synthesi zing, Integrati Quantit ng, ative, Intuitive Fact , Holistic based, Analytic al, Logical

Class #8 - Mindset Challenges Round 3 Empathy

Continuation of the Amazing 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.

Resilience

Curiosity Courage

Action

Quanti tative, Fact Organ based, ized, Analyt Seque ical, ntial, Logical Plann ed, Detail ed

Synthesi zing, Integrati Quantit ng, ative, Intuitive Fact , Holistic based, Analytic al, Logical

Class #9 - Hero’s Journey & Storytelling Curiosity

Empathy

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.

Action

Courage Resilience

Class #10 - Final Deliverable Curiosity

Empathy

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.

Action

Courage Resilience

Jim Johnson john1344@miamioh.edu 914-309-4522