Module 2 - Exploring Who You Are
Module 2 is about reflecting on the you that you are today. It involves exploring your personality, and competencies right now. Click on each section below to jump down the page. What will be covered:
Complete the downloadable activity sheets available and use these as your journal throughout the Designing You modules. You can choose to download all activity sheets with the button below or choose to download them individually under each section.
Value in this Module:
You will explore what drives you.
You will explore how your personality influences what you like to do.
The first step in designing a new version of a product is evaluating the current product inside and out. Only at that point can the product designer assess its potential and areas for improvement. The same principle holds true for designing you.
The starting point of designing you is looking in the mirror and digging deep into who you are today. Specifically, this step explores your personality, your emotional intelligence, and your competencies. By taking stock of yourself in this way, you’ll get an early glimpse of what you’re currently good at.
REFLECTION 2.1
Asking Great Questions
Today, all great product designers ask three questions: “Why?” “What if?” “How?” For example, in the late 1990s, Steve Jobs started to consider the first question. “Why?”
Why is it so hard for people to enjoy their music when they’re not at home?
Why can’t people take their entire music collection with them when they travel?
Why is Apple only a computer company?
Jobs then started to ask, “What if?”
What if someone could put their entire music collection in their pocket and listen to it whenever and wherever they wanted?
What if I mobilized our expertise and strengths to expand Apple beyond computers?
This vision was the driving force behind finding the “How?” That’s when Jobs tasked Apple’s talented engineers with figuring out “how” to deliver on his vision—in 2001, the iPod was born.
What’s inspiring about this approach is that all of us are capable of playing the role that Jobs played in this process. We can all ask really interesting “Why?” and “What if?” questions. It’s only when you get to the “How?” that you need some specialized competencies.
One of the reasons that Jobs was such a revolutionary product designer is that he never stopped asking those great questions.
Why do people have to go to a physical store to get music?
Why do record companies have to control the distribution of music?
What if Apple enabled artists to distribute their music directly to their fans?
These simple questions resulted in the iTunes store and revolutionized the entire music industry. However, Jobs’ insatiable curiosity led him to ask more questions about the emerging smartphone market dominated at the time by BlackBerry.
Why do people have one device for mobile music and one device for mobile communications?
What if the entire mobile phone was a touchscreen?
What if anyone could build an application that could be used on this new device?
The iPhone and App Store changed everything. Again.
Though we’re all born with an innate curiosity, most of us have lost it along the way. Finding this curiosity is the essential first step to designing you, because it’s impossible to answer the big questions in life if you haven’t first explored what’s inside of you (such as your personality and interests) and what’s out there (such as a wide-open world of opportunities). However, to do this, you need to start questioning everything. Yes, everything.
Practicing ‘why?’
Questioning everything takes practice. As a start, take a few minutes and list five “whys.” Look around for stuff you don’t understand or things that frustrate you. They don’t need to be profound. The point is to start to question the little and big things inside of you and out there. Here are some examples to get you started:
Why does my mom always buy a Volvo?
Why does my smartphone battery run out so quickly?
Why do lawyers make so much money?
Why do people sit in cubicles at my dad’s office?
Why do people say I need to have a university degree to be successful?
ACTIVITY 2.1
Finding Your Passion
We’ll start by digging deeper into the things you love in order to find the source of your passion.
Think about what you love to do today. Some of your passions and interests today are a direct outcome of childhood curiosity. Whether you remember it or not, there was a time when you didn’t understand the sport you now love to play or couldn’t appreciate the music you now can’t stop listening to. The natural curiosity that led you there is often lost as our identity forms. You can break from this comfort zone and tap into your intentional curiosity to explore the way you did as a child.
If you’re lucky, one interest might turn into a full-blown passion that helps guide you on your journey map to the Whole YOU.
Start by making a list of the people, places, and things that you’re passionate about or that interest you. Then, for each item in your list, ask “Why? Why am I passionate about it?” Your answer may or may not surprise you. Then, ask yourself “Why?” again, and perhaps again. For example, in the following table we imagine that two individuals have the same interest in basketball but break down their “Why?” very differently:
Using this reflection exercise, if Ahmed has a product designer’s mentality, he might start to look for other activities that he could invest time into and become good at. Meaghan might look into other teams or clubs that she could join.
If you do this activity with each of your interests, you might start to see some patterns developing. For example, perhaps your most prominent answer to “Why?” is because the things you love to do are done outdoors, or maybe you do them all by yourself, or that they each give you a sense of escape. Curiosity about what makes you tick unlocks other paths to explore.
ACTIVITY 2.2
Exploring What’s Adjacent
For this activity, you’ll start by listing a few areas that you know a fair amount about. These topics are likely in your comfort zone and we suspect they’re core to your identity.
Taking it to the next level of questioning is a little trickier. Come up with questions about areas of your topic that you don’t know much about. You’re reaching for stuff way outside of your comfort zone and your current identity. Specifically, try not to limit yourself to things you’ll learn if you simply continue down your current path.
For example, you might have taken ballet for years and feel confident about what you know as a dancer. You won’t worry about the few jumps or styles that you haven’t mastered. Instead, you’ll ask questions about the other “adjacent” areas that you perhaps haven’t considered. These are areas that are linked to your areas of interest but one step away. Using the ballet example:
Asking the questions is only the beginning. The product designer now goes out and hunts down the evidence for an answer. In our example, this will lead our ballet dancer to know something about how a business operates, the best practices behind coaching and the physiology of a dancer.
Finally, as you explore other aspects of what you already know, you’ll slowly expand your comfort zone, your identity and your social network to include these areas of different but related interests. Make note of those areas that intrigue you most. They’re prime territory for further exploration in later steps.
ACTIVITY 2.3
Open Up Your World
It’s tough to be curious about something you don’t know exists. But you just need to know a little before your curiosity is triggered—you’ll be driven to know more. That’s “priming the pump” with interesting (but incomplete) information. Fortunately, there’s a huge amount of easily accessible information that will allow you to trigger your curiosity.
For this activity, find five TED talks (www.ted.com) weekly to expose you to something you didn’t know. TED Talks feature experts sharing a sliver of what they know in the hopes of inspiring you. Each speaker has no more than 18 minutes to deliver their inspirational message, whether they’re a Nobel Prize winner or a billionaire.
To find a talk that aligns with your interests, consider building on something triggered by the first activity. For example:
What? “I love movies and books about aliens.”
Why? “I‘m fascinated by extraterrestrial life.”
Why? “I can’t believe we are alone in the universe.”
Really smart people have done TED Talks on the potential of extra-terrestrial life, and really smart people have done TED Talks on just about every other topic out there. If you run out of topics that directly connect to your interests, try Googling “best TED Talks” and see what catches your eye.
Make note in your journal of what topics or questions interest you. There is always more exploring to do. You can use this table as a guide.
ACTIVITY 2.4
Exploring Interests One Class at A Time
In the previous activities, you’ve explored why you’re interested in the things you’re interested in and explored potential new interests. In this activity, we want you to build on both of these activities and explore the most interesting (and off the wall) university and college courses you can find.
What did the first two activities tell you about your interests? These are great places to start. Have you ever wanted to take a class on the Simpsons, rap, Lego, or zombies? They all exist. A good place to begin exploring is your own school, but remember, in the world of online education, you don’t have to stop there. To kick-start your exploration, we have compiled a list of 25 innovative courses taught at different schools.
When you find a class that interests you, build on the “Why?” process from the first activity:
What? “The Philosophy of Star Trek class really interests me.”
Why? “I like that their world has moved past race and nationalism and focuses on the greater good.”
Why? “I have experienced racism firsthand, so I am passionate about celebrating diversity.”
So What? Maybe I should major in sociology?
As you search courses that interest you, make notes in your journal on the course, the school and “Why?”. You should pay particular attention to what is offered at schools in your area. This exercise will help you better understand what makes you tick and why.
Explore one class at a time
Here are some examples of the amazingly diverse and fun university courses that could open your eyes and stimulate your curiosity.
Social Sciences
The Sociology of Miley Cyrus
UFOs In American Society
Gangsters, Goodfellas and Wiseguys: North American Perspectives of Organized Crime
Science & Technology
The Science of Superheroes
Brewing Science: The History, Culture and Science of Beer
Lego Robotics
Poker 101
Street-Fighting Mathematics
Physical Education and Recreation
Circus Stunts
Tree Climbing
Hockey: Culture and Commerce
Humanities
The Simpsons and Philosophy
Philosophy and Star Trek
United Kingdom: To Hogwarts, Harry: An Intensive Study of Harry Potter Through the British Isles
Literature
Elvish, the language of Lord of the Rings
Rap Linguistics
Jay Z and Kanye West
Music & Art
The Beatles
Introduction to Turntablism
Muppet Magic
The Art of Warcraft
Popular Culture
History of Video Games and Interactive Media
Calvin & Hobbes
American Pro Wrestling
Zombies in Popular Media
ACTIVITY 2.5
Start Curiosity Conversations
Remember: Effective product designers are empathetic. Empathy is caring about other people—what they do, why they do it, what they enjoy, how they got to where they are, what they regret and more. Everyone’s story has important lessons that’ll open your world and help in designing you. We want you to get out there and trigger your empathy and curiosity through conversations.
If you’ve done the previous activities, you may already have an idea of the type of person with whom you would like to speak. The ballerina could chat with a dance studio owner or a physiotherapist. If you enjoyed a TED talk about alien life, maybe call the director of a local science centre or a professor at a local university. The goal is to have conversations with people who you currently identify with (likely who are already in your comfort zone), as well as with people you may have never realized in a million years, you’d have anything in common with. The latter are the people who will push your comfort zone and force you to reflect hard on your own identity.
If you’re struggling, lean on your personal network (family, coaches, teachers, neighbours). Once you know who you want to have a conversation with, come up with a reason for the conversation and make the request.
Don’t worry about wasting someone’s time when you request a conversation. Universally, we all love talking about ourselves. Suggest an open-ended topic with a fixed amount of time. For example: “I’m a student interested in dance and I am curious about how you became the owner of a dance studio. If you can spare 20 minutes, I’d love to hear your story.”
Your secret weapon is that they’ve all been where you are right now. Therefore, they’re inclined to want to support you.
Once you’ve landed the conversation, your main role is to listen, intently. Be actively interested in their story and ask good open-ended questions, like:
How did you become the ____________?
What were the stepping stones to get where you are?
What part of your job do you like the most? The least?
What did you take in school? Was it relevant?
Is there any class you wish you had taken at school but didn’t? Why?
What advice would you give your younger self?
Don’t try to sell yourself — showing genuine interest in them is the best impression you could leave. The first couple of conversations might be difficult or even a bit awkward, but soon you’ll get really good at listening and asking relevant follow-up questions. Your best questions are the ones that flow out of the conversation and are curiosity-driven. Your last question should always be, “Is there anyone else you know who I might be able to learn from?” followed by a warm and genuine “thank you.”
As a final step, it’s important to send a thank-you note. As part of this journey reflect on whether you’d value an ongoing relationship with this person. Did you hit it off? Maybe they had such a different perspective that you’d value ongoing insight? If this is the case, in your note simply ask if you could keep in touch. Note the connection in your journal as it will be important in Module 3 when we form your Design Team. Use the following chart as a guide in your journal.
ACTIVITY 2.6
Exploring Your Personality
Some of what makes you who you are is learned through your experiences, but a lot of it is coded in your personality. A person’s personality evolves over a lifetime, but many of the core personality traits that you had when you were 18 will still be part of you when you’re 88. That’s why we’re exploring your personality today.
Before we jump in, a word of warning that this assessment should only be a starting point. It’s a window into what makes you tick right now. The point of this exercise is not to force you into a personality box, but to provide some high-level insight into what makes you who you are today. Personality is one of the most debated topics in psychology and as a result, there are many different approaches psychologists use to evaluate it. Click HERE for a list of additional resources we encourage you to dig into.
This assessment exercise will capture how you view yourself today based on a number of personality traits. For example, how accurate is it to call yourself “talkative” or “organized”? It’s important to score yourself compared to people you know who are similar to you in terms of age and gender. It’s also critical you score yourself as you are today, not how you want to be in the future, or how you wish you were right now. This only works if you’re honest with yourself.
ACTIVITY 2.7
Exploring Your Emotional Intelligence
What we typically think of as “thinking,” psychologists call cognitive intelligence. Cognitive intelligence is composed of your ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn from experience. For decades, this form of intelligence was considered the crucial factor that separates success from failure. It’s no surprise then that our education system’s primary focus is the development of cognitive intelligence (and to a lesser extent some technical competencies).
But watch out for cognitive intelligence. In recent years, researchers have identified a factor that has a huge influence on both personal and professional success—emotional intelligence (EI). Psychologist Daniel Goleman found that although cognitive intelligence is valued, it isn’t particularly unique. Rather, what really can make a difference is a person’s emotional intelligence. Someone with high emotional intelligence is not only adept at controlling and understanding their own emotions, but also at navigating interpersonal relationships.
What do you know?
Now, we’re going to change gears a little and explore what you can do.
As a starting point, it’s important to differentiate “knowing” vs. “doing.” To do so, we first need to nail down a few definitions: information, skills, and competencies.
Information: Facts about a person, place, or thing. It’s the stuff that fills most textbooks. Google’s mission is to organize the world’s information. Information is important, but it’s not unique. Everyone has access to the same raw information. As a result, information in the age of Google is a commodity. What’s valuable is what you do with this information. This is knowledge.
Knowledge: when raw information is applied to a specific context and used to solve a problem. For example, your history class taught you the American Constitution. This was designed to ensure power was not concentrated in a single person or group because of the risk of abuse of power. This is the raw information, and everyone can access it. It is your ability to recognize that the raw information about the U.S. Constitution is worth considering when designing your new student council constitution. Your knowledge enables you to propose that your student constitution should separate the powers between the president and the elected council to offer a system of checks and balances, ensuring accountability has its limitations because it’s conceptual. Knowing this is a good idea is one thing but building consensus amongst 50 other members of your student council is another. That takes skill.
Skill: building on your knowledge and skills to solve a real-life problem. If knowledge is about “knowing,” a skill is about “doing.” For example, “knowing” how a person can ride a bike is very different than having the skill to actually ride a bike.
To succeed in implementing your student council idea, you need the skills to persuade the majority of the council (and school administration) that your idea should be approved. This requires you to be both very well organized and have excellent communication skills. It’s this “doing” that results in evidence of skill and has the potential to be unique.
Your combination of aptitude, ability, and skills to complete a job or task is called a competency. Some competencies are innate; some of us are born to be better at certain things than others. Mostly, however, these are developed and refined. What competencies we choose to excel at is where Designing YOU comes in. The right competencies will allow you to adapt and transform as fast as the world around us.
When you think about competencies there are two major types: job-specific competencies and enabling competencies.
We’ve identified 25 enabling competencies in six categories and call these the Competencies for Life.
The competencies for life are highly valued by employers. In fact, these competencies are the dominant focus for most employers. They’re valuable because they’re used in so many different situations and they’re hard to teach (especially in a short period of time). Employers want evidence that someone they hire has a strong foundation of the most important competencies. From there, employees can refine and improve those competencies on the job.
Now go explore each of the 25 competencies for life as part of Designing YOU by clicking the button above. This website has an entire section dedicated just to exploring these and why they are essential to enabling you to adapt on your terms, not someone else’s.
If the 25 competencies for life are highly valued by employers, where does that leave job-specific competencies? Does it mean that I don’t need to focus on tasks like computer programming, accounting, or Computer Aided Design (CAD)? Of course not. An accounting firm wants you to have accounting competencies. These job-specific competencies are the types of competencies that colleges and universities are good at making sure you possess. They offer entire programs designed to give you job-specific competencies. You need to have depth in some job-specific competencies to offer specific value to an employer. But ultimately, it’s your problem solving, self-reliance, collaboration, communication, core literacies and work workplace skills that make you adaptable and valuable.
While a degree in engineering/medicine/social work confirms that you have the job-specific competencies of an engineer/doctor/social worker, how do you prove that you have exceptional thinking, communication, interpersonal and organizational competencies? These competencies are often developed both inside and outside the classroom. You use them in your part-time job, you use them in your club, and you use them in your volunteer activities. It’s critical to be able to provide evidence of your enabling competencies. Don’t just tell me, show me. We dedicate a later chapter to the role of evidence and storytelling.
The value of job-specific competencies depends on the task and the job. Some jobs require specific competencies. This is why they’ll ask you for evidence that you have them. Evidence may be in the form of a piece of paper, such as a certification that you have the competencies to be a welder or a brain surgeon. Others require proof of previous work experience. This is all simply code for “we need someone who can offer evidence they have done this task in the past.”
To develop your enabling and job-specific competencies we often see the learning process as a ladder. Where people are all climbing together from a common starting point to a (more of less) common destination. But today, learning is best viewed as a climbing wall, where you can start anywhere and it never ends. To learn more about learning as a climbing wall, click the button below.
ACTIVITY 2.8
Assessing What You Can Do
It’s time to identify your strengths in each of the big five competencies and provide evidence to back it up. The goal of this activity is to ensure you have captured a full inventory of your current competencies.
