Young adults today are regularly told they will have from 3–7 careers in their lifetime. Despite this figure, schools continue to funnel young people into a singular area of focus when entering university or the workforce.
The problem
More and more, tertiary level students are finding themselves part way through degrees that they realise don't work for them, or worse yet, they complete a degree and enter a career that they're dissatisfied with. The number of adults now returning to tertiary education or working through a career change, due to dissatisfaction or depression, is higher than ever. There is an urgent need for better information about the daily reality of professions and industries for young people before they spend time and money on education that may not work for them.
Research
A combination of quantitative and qualitative survey questions, backed up by a number of individual interviews helped to define the problem space for this project.
222
survey respondents
survey respondents
14
individual interviews
individual interviews
Quantitative research
Initial surveys were sent to high school students, parents, and teachers/career counsellors. Whilst parents and teachers who responded provided valuable insight, it was apparent that students struggled to articulate their own needs. The data led to a minor pivot toward adult career changers, who, through a second, more targeted survey provided a diverse amount of feedback about the frustrations they had faced throughout their education and career choices.
Qualitative research
The qualitative responses from the surveys provided the clearest direction for the project, and this was backed up by a range of individual interviews with adult students, career changers, career counsellors and parents.
“My parents’ expectation was for me to get a good job, hold onto it, and stick to it forever.”
Daniela – Youth Wellbeing & Support Officer / Studying BSc in Nutrition
“Kids can only aspire to what they see around them. They've got to see it.”
Carolyn – High School Guidance Counsellor and Teacher
“You will trip up. Things won't go the way you expect. Be ready to move sideways; to move forward. Never go backwards!”
Michael – Business owner and parent of two high school aged kids
Synthesis
Survey responses were reviewed and collated with documented interviews into hundreds of thoughts and concepts. These were affinity mapped and organised into relevant topics, providing concise direction for the synthesis of the research.
Key Insights
Whether, they were pushed into a field that didn't satisfy them, or didn't receive any support at all, many survey respondents and interviewees reported that they struggled with having a clear picture about what a role actually looked like in the real world. Information provided by parents and teachers also seems to be confusing and contradictory. Soft skills and the capacity for growth mindset and self learning were often concepts only learned after struggling through disappointment.
Personas
Several personas were developed, including students who plan to take a gap year, go directly into the workforce, or take an apprenticeship. The primary persona that stood out most from the data gathered, was Priya.
Priya is an intelligent young woman, who does well in school, but feels forced into making "the right" decision by her family and teachers. She struggles to get a clear idea of what her working life might actually look like after university, and she ends up following a path that seems sensible, but isn't likely to keep her happy and motivated.
Priya's Journey
Priya's journey starts before she arrives at high school, when her parents start asking her what she's interested in pursuing as a career. Her interests are highly managed, and she is steered into focusing on skills and classes that will lead to a "sensible" career path. As she progresses through school, she encounters a lack of clear information about what her post-university life may look like.
Priya's pain points
• Career counsellors provide her info about courses and career paths, but not necessarily industry or role specific insights.
• She is encouraged to apply for University, TAFE or apprenticeships, even when she isn't confident about what she wants to do.
• There are career pathway websites available but most seem focused only on potential skills and interests. There are few collated sources of information on what organisations actually do, and what roles exist within them.
• University open days and school liaisons are focused on informing her about their facilities, resources and programs, but not what her future profession will be like in the real world.
Opportunities for Priya
• Having an opportunity to ask questions or see first hand what a job, role or industry looks like could provide clarity for Priya when making decisions about her tertiary education.
• Having access to industry professionals who could provide an ongoing conversation or advice may provide deeper insight into a her choices and provide an alternate point of view from her teachers and parents.
• Students like Priya, who are unsure what to do, would benefit from information or guidance on how to find a passion or area of interest, how to develop their personal values and how to self teach.
Peer analysis
A range of online tools – often government supported – are available, internationally, to help students with their career planning. Most of these tools seem to be aimed at directing young people into fields that may suit their interests or aptitudes, but do little to provide detailed information about what a career or industry may look like in reality.
How might we statement
“How might we connect Priya with professionals in her areas of interest, in order to provide first-hand insight into their professions and industries”
Ideation and prototyping
Focusing on those opportunities that would provide Priya with the greatest value, a thorough process of iterative concept development was undertaken. This began with a fast idea generation process, aimed at coming up with as many concepts as possible. These ideas were then prioritised to determine the most valuable and actionable options.
Ideation
Many ideas were naturally forthcoming from the Priya's specific set of needs. But, what format should this take? What functionality and interactions should be involved to provide the most effective experience? In order to uncover as many potential solutions as possible, a group of six designers were tasked to participate in a timed session of Crazy 8s, where nearly 50 ideas were generated for consideration.
Minimum viable product (MVP)
Although many of the generated ideas showed potential, the most immediately practical and effective of the bunch were identified through the use of an MVP matrix. A handful of viable, feasible and ideally desirable concepts were chosen for design and prototyping.
Sitemapping and workflows
The concepts chosen were all particularly suited to a digital information platform. As a concept, to be proven, an app/mobile website (called 20/20 for the purpose of prototyping) was conceived. The first step in the design of this platform involved the categorisation of the shortlisted functions into an effective hierarchy, followed by user flow mapping to work out UI requirements. This process helped to determine what was of the greatest value to the goal of improving Priya's capacity to learn about potential career paths.
Low fidelity prototyping
As the fastest and most effective method of iterating, low fidelity UI sketches were produced, digitised and prototyped through Figma. Early UAT testing with a teacher, quickly identified clear opportunities for immediate improvements.
Medium fidelity prototyping
A very basic information hierarchy was developed, and the low-fidelity sketches were evolved into a format that was more effective to ongoing testing and iteration. Iterative testing and feedback from adult career changers and students were crucial during this phase to ensure Priya's journey through the experience would be as clear and seamless as possible.
High fidelity prototyping
After multiple iterations of the medium fidelity workflow, a placeholder visual identity was developed. This included colour and typography options and an overall "look and feel" aimed at a demographic of educated, young adults like Priya.
Should a platform such as 20/20 be developed further, additional time and budget would be required for brand strategy and to research into Priya's specific communication needs. For the time being, this formatting of type, colour and imagery is intended to aid with way-finding in the app, including the marking of different sections, notifications and calls-to-action. High fidelity testing is ongoing.
Outcomes and next steps
As this has been a self directed project, its outcomes are currently a proof-of concept workflow and prototype UI, which could be used as a foundation to further expand on design and user interactions with ongoing iteration and testing. Ultimately, a platform such as this would need to be supported by a comprehensive service workflow, operational infrastructure, and a comprehensive brand and marketing plan.
Refine the MVP and prototype
• Additional research into Priya’s preferences for communication methods and whether the product makes more sense as a website or an app.
• Additional testing and validation of other content sections and functionality for app.
• Additional testing and iteration of high fidelity wireframes to refine workflow and language.
Refine high definition layouts
• Establish and refine a brand and supporting visual identity which resonates with Priya.
• Refine UI design to provide clear hierarchy and wayfinding through type and colour.
Determine business viability
• Put together a business case and work out the financial viability of the larger service design considerations.
• Network with industry mentor resources and content developers to build trial system.
Keep refining and testing
• Continue to work with industry mentors, schools, universities and students to refine content offering and develop mentor resources.
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