TYL Class 7: Life Design Debrief +

Community Networking

CLASS OVERVIEW

Learning Objectives:
 Identify community networks and connections from/for peers in order to further career and/or
personal development.
 Compare traditional thoughts on networking to the lived experience of someone asking you for
“directions”
 Create statements of what one has to give or offer through their network
 Assess the effectiveness of different types of networking “asks”
 Generate responses to peer’s networking “asks”

Time Topic / Description Materials for Students Instructor Materials

5 mins Check-in
10 mins Prototyping Priorities Debrief Access to worksheet
15 mins Life Design Debrief #1
25 mins Community Mapping Large and small post it notes,
sharpies
20 mins Class Mapping Blank 8.5x11 paper, markers,
tape
5 mins Life Prototypes check in
20 mins Following Through Computers
5 mins Discuss HW for next week
TOTAL: 105 mins

FACILITATOR NOTES

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

 Incorporating everyday changemaking into energy mapping

 The ways in which students can use each other as a design team/personal board by offering input,
connections, etc.
 The importance and relevance of networking at all times – especially emphasizing that you will
never know when you will have an opportunity to network.
 How to use networks generated in class for Life Design Interviews

Student Pre-work

 Prototyping Priorities submitted worksheet

 Life Design Interview #1
 Bring laptops!

Instructor Preparation
  REMIND STUDENTS TO BRING THEIR COMPUTERS (time built in to class to reach out
to contacts)
 If you replaced prototyping slides with your own images in Prototyping/Fear module, replace
image on Dysfunctional Belief/Reframe slide (#7)
 Prepare a playlist for the Community Mapping Activity
 Prepare video

Supplies and handouts needed for class

 Sketchbooks
 Post it notes of two colors (preferably one large size for the “ask” and normal post it notes for the
“responses)
 Sharpies and markers

Assessment

 Class participation in activities and engagement in discussion

Check in 5 min

As students enter the room, instruct them to pair up:

 What stuck from speakers (content and process)?
 Lasting impressions from guest speakers?
 

Prototyping Priorities 10 min

In groups of two, reflect on Prototyping Priorities worksheet

 What prototypes did you identify?

 Experiences
 Conversations
 How can you build momentum and strategize?
 What support/contacts/advice do you need?

OPTIONAL HOT SEAT: As time permits, have a student who is struggling to know who to reach out to
volunteer to be in the “hot seat.” That person sits in front of the class and explain their interests and the
rest of the class gives suggestions/ideas/contact for them

Life Design Debrief + Check-in 15 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 ______________________

Triad share and report back to the class

• Share your self-reflection
• 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?
• Next steps? Future iteration?

Community Mapping 25 mins

You have been in prototyping mode beginning to talk to people

and test the waters.

We are going to start tapping into your networks and see what
you want from your community and what you can give to your
community. After all, networking is just an exchange, a
relationship, and should always be a two-way street.
Today, we are also going to tie together all of the mindsets of
DT:
• Empathy: Better understanding what each other need in your changemaking search
• Define: Working on defining what you actually need and what you can give
• Ideate: Thinking big about all the ways you can contribute to each other’s life designs
• Prototype and Test: Testing out different ”asks” and “offers”

Show Video: https://www.youtube.com/watch?v=j8cfh6WdHn0

“Today we are going to begin working on how to ask for direction

and tap into your network”

“Part of asking for directions, is knowing where you are trying to

go!”

Take 5 mins to have students write and complete the below

sentences in their journal:

I am currently working on _____ and I could use help to _____.

One of my urgent tasks is to _____ and I need to _____.
I am struggling to _____ and I would benefit from ____.
One of the biggest challenges in my is life is to ____ and I need advice on _____.
My biggest hope is to ____ and I need ____.

*Sentence stems from All You Have to Do is Ask by Wayne Baker.

Hand out Post-it Notes, put on music as students brainstorm their

“asks”

“Now that you have a few ideas about where you are trying to go,
write down 2 or three separate short statements of needs on the big
Post-It Notes (1 per note). It should be related to your career
exploration or job search — make sure your ask is relevant and
timely.”
 For example: “Can anyone recommend a nonprofit to intern at in Chicago?” or “I am looking for
someone in Non-profit management for a Life Design Interview” or “Who is the best person in
the Career Center to talk to about jobs in social entrepreneurship?”
 You can ask for anything within the capacity of a typical human being – a physical object, an
intellectual resource, an introduction to a person or a company, etc. The only thing off-limits is
asking for money.
 The more specific and concrete the ask, the easier it will be for others to help. When you’re
finished, put it on the wall (not too close to other Post-It Notes)

Facilitation Cont’d:
(10-15 mins): Walk around and take a look at the other asks. As you
do, using the smaller yellow Post-It Notes, write down your
ideas/recommendations/suggestions to the ones you feel you can be
the most helpful. Stick to your answers near the appropriate asks.
 Keep in mind that responding to someone’s ask is the
equivalent of making a commitment to help – don’t respond
to more asks than you feel capable of following through on
(note: you don’t need to use all ten Post-Its), and don’t offer anything that you aren’t actually able
to provide.
 Write your name and email on your response so the person asking can follow up with you later.

(5) Debrief
• What about the type of asks that are most effective vs. not as effective?
• What did you learn about asking?
• Are there any common challenges within the groups?
• How did it feel to respond to someone’s ask?

Class Mapping 20 mins

Class Mapping: Mapping what everyone is involved in-
1. (5 mins) Each student writes down 5 big bullet points on a
piece of paper of ways they are involved/networking they are a
part of/connections they have to certain communities
2. Everyone tapes that paper to the front of their shirt (including
teacher)
3. Walk the room and find someone whose
background/experiences you want to know more about
 4. (15 mins) Move on! Talk to at least 5 people

Facilitation note: Be sure to encourage students to talk in pairs and move on after a few minutes, so
they connect with at least 5 people

(5 mins) Debrief:
 How did it feel when someone asked you?
o Students will say it felt good. YES! People like to be able to help each other out! It feels
good when someone asks you for directions!
 How did it feel to find someone who had an interest of yours?
 What was helpful? Who got good tips? Anyone get a good contact for a Life Design Interview?
 How do you follow up?

Takeaways:
 Make sure students realize the burden to follow up is on the person asking FOR directions, not
from the person who offered advice (make sure you email/contact the person with information
you want to follow up)
 Drive home the idea of networking as “asking for directions” and that people typically feel
GOOD when they can provide a connection or offer “directions” to someone else

Life Prototypes: Looking Forward 5 mins

How are your prototypes (conversations AND experiences!)

coming along?
Options:
1. Group conversation
2. Play music as students journal answers to these questions
and have several students report back to class, or
3. Peer share then report back to the class
4. Split students into small groups, then mill around as they discuss to give
feedback/recommendations
Questions to ask:
• Who have you reached out to?
• With whom do you still need to follow up?
• What sorts of people do you want to connect with who are not in your personal network?
  
As time permits, have a student who has had success reaching out to someone read the email they sent
out-loud and talk a little bit about the process they went through to have a successful conversation

Following Through 20 mins

As time permits: Give students some time to pull out their

computers, and begin following through on connections they
promised or requested in Community Mapping and Class
Mapping.
 Provide an example of how to write an e-introduction for
a friend (below)
 Discuss the importance of follow-through and looping
back with the person who initially connected you (not just taking advantage of the connection)
 Answer any questions about how to connect someone via phone, email, in person, etc.
Example:

Hi Kendra,
 
Via this note, it is my pleasure to introduce you to Laurel  Jennings, a friend at Tulane who is studying Biology
and is really interested in science education. 

Given your experience teaching science at KIPP Academy, I thought you would be the perfect person for her
to connect with to learn a bit more about the education landscape in New Orleans. I will let Laurel explain
a little more about her background and interest in science education in the hopes that you two can find a
time for a quick chat.

I hope all is well in your neck of the woods and look forward to seeing you at the Education Fair next
month.

In gratitude,
 
Julia

DESIGN CHALLENGE 5 min

Continue Life Design Outreach (3 interviews to be completed total. See the Life Design
Interview Assignment for directions and tips/templates for reaching out). 

Continue planning life design prototype EXPERIENCES: These should be reflected in your
final Life Design Canvas

Reminder: Book an appointment with the Career Center (for class 9). Full assignment here