April 17, 2011 § Leave a comment
I met with Sam recently after working for half an hour or so with her group on their studio project. It was apparent in their meeting that they were feeling like they were spinning their wheels without getting traction and getting anxious about the amount of time they had left in the semester to get through their process. I attempted to help them move forward and make them feel better about the amount of work they could do in the remaining time.
After sitting in with them Sam and I broke off and had our 1-on-1 meeting. It was apparent that she wanted to continue the group conversation in our discussion with the remaining time for the project being her main concern. After trying to boost her confidence by talking about the anxiety that all or most people and teams feel as large projects come to conclusion and explaining that the project is (shhhh…) more about the experience and journey than producing a groundbreaking solution to the challenge. Finally, I gave some advice, all based on the same concept: SCALE.
First, you have to scale the process to your time frame; it would be nice to spend weeks and weeks in each step, ensuring that due diligence was performed. On some projects you do not have that luxury though and you must move forward with imperfect information and/or intuitive decisions.
Next, scale your challenge to fit the available time. If you were given three weeks to address a problem involving pollution it would be unrealistic to start at the global, national, state or even city level. The neighborhood or a workplace could be a better fit. Similarly, tackling industrial pollution in a few weeks would be nearly impossible but addressing littering amongst a group of people feels much more possible. Choosing an appropriate scale for your problem can ensure that you can move through the process as required.
Lastly, we should scale the solution to fit the remaining time. If you have to choose a solution and have two weeks to attempt implementation, you should use time as a criteria when making your decision. With two weeks left it would be more reasonable to choose the strategy involving a small group rather than one involving many players or one requiring six steps as opposed to 66 steps.
February 25, 2011 § Leave a comment
“A way to clarify what one wants to do.” – Dick Bolles
The Flower Exercise prescribed in Bolles’ “What Color is Your Parachute?” is designed to help those seeking career guidance with an inventorying system of their skills, traits, personality and other elements. A number of us in the studio have been working through the exercise and have found it valuable. The process helped me identify an area in which I have (some) expertise and a big interest in – sustainability. I’ve educated myself on sustainability issues, having attended conferences and seminars in addition to implementing several projects in my home. My interest lies in helping individuals, organizations and even communities benefit from designing and implementing sustainable practices, affecting large systems down to the components of a personal product or individual process. Working through the “flower” exercise allowed me to recognize this alignment of my personal values and interests and my skills that I might not have seen otherwise.
After working through the exercise and feeling enthused by the results, and hearing positive comments from others that had done it, I decided it would be a good move as a mentor to talk with Sam about the exercise. It was not assigned to her as part of a class but I knew that she had started the exercise to prepare herself for securing a summer internship. When we sat down to talk about it she had not yet finished but was interested in my results. I shared my insight from above and suggested it was a positive process that could help in fine-tuning a resume. Our talk then turned resumes’ and their contents as well as what type of job she was seeking. I had this same concern last year regarding how to craft my resume’ in light of my new educational experience and was able to share my most recent resume’ with Sam and direct her to a section of the “parachute” book that offered useful advice. I also shared my previous summer’s experience of attending a design education fellowship, making local innovation connections, and reflecting on the first 2 semesters of the MFA program. Samantha hopes to secure an internship in design research or innovation outside of Indianapolis and I think that would be a great experience in a number of ways for her. She best get to work on her flower exercise.
February 9, 2011 § 2 Comments
I sat down with Sam(antha) and (J.) Brian today to discuss a research project that Sam is working on for a class. A goal of the class is to implement and experience qualitative research methods in a new-to-you context, getting the students out of their comfort zone, which is where most research takes place. Brian and I took the same class last year (kind of) and were able to offer our advice and experience to her.
I had a meeting and missed Brian’s solo input, but my main point was that she needed to be intentional and purposeful with her methods. There are many options available but to best utilize her short amount of research time (2 weeks for tool development and implementation) she needs to have a clear research goal and idea of how her methods would help her arrive at that point. That said, Brian and I also noted that being focused and purposeful needs a portion of being open to the unexpected. While conducting her research she may come across something unexpected that either changes her thinking or needs to be researched itself. So, be focused and intentional with your qualitative research methods, but be prepared to be flexible and possibly rapidly develop a tool to research an aspect that was hidden before but now has your gut pulling you towards it.
PS – Brian (or anyone else), if you read this, please share your qualitative research advice.
January 31, 2011 § Leave a comment
I’ve been paired with Samantha Julka in the MFA mentor/protege
experiment educational activity this semester. To acquire a direction for this I looked at a few advice columns for positive and beneficial mentorships. I collected a few ideas that felt important and relevant to the context of education and career that we are currently in. In addition to serving as a friend and homework consultant I want to use the time this semester to hit on the following topics:
- learn about outside-of-school Sam
- discuss vision and goals for school and career
- identify 1-3 objectives for mentorship
- discuss related outside content
- identify school-related stresses and fears
- near the end, reflect on lessons learned, directions taken, things left to accomplish
As I meet with Sam I will try to work the above themes into our conversations.