Adapting to change with innovation and creating today for a more prepared tomorrow. Nick joins other leaders from science, culture, sport and education to discuss “The Future Of Everything”.
The impact—and profound transformation—of the last two years has triggered a new world order. What now?
Discover the extraordinary ideas shaping our future when The Wall Street Journal brings together leaders from business, science, sports and culture at this year’s Future of Everything Festival. We’re honored to have CEO Nick Gross speak at this years event and to have Find Your Grind be included in this years highlighted companies shaping the future of education!
Join us for unscripted interviews, immersive storytelling, cutting-edge technologies and exclusive experiences with true visionaries–as well as the opportunity to connect with other curious minds. It’s all happening May 17–19 in New York City and online.
Register to lock in our exclusive partner rates: https://bit.ly/3Kx8BVs
Find Your Grind is honored to be recognized as a “Great Place to Work” via the Global Authority on Workplace Culture
Part of building a great company is building an incredible culture that supports its vision. Find Your Grind is honored to be recognized as a “Great Place to Work” via the Global Authority on Workplace Culture. We believe this recognition is a testament to our hard-working team at Find Your Grind, and the credibility we bring as individual leaders to a rapidly evolving Ed-tech marketplace. We couldn’t have done this without our incredible group of individuals who build Find Your Grind every day. The strength of a product is only as great as its team and company culture, and we’re committed to delivering on this promise through the validation of our Great Place to Work Certification.
The most powerful learning solution for future readiness: an evergreen strategy to learning.
- Research supports the need for educational programming that addresses career exploration and personal development.
- Social Cognitive Career Theory (SCCT) considers the complex relationships among self-efficacy (beliefs about ability), outcome expectations (beliefs about consequences of an action), and goal-setting (decision about taking an action).
- Sociocultural factors such as gender, race, ethnicity, socioeconomic status, sexuality, and (dis)ability are integral and cannot be separated from this process according to SCCT.
- Progressive learning sets students on a path of building confidence, intuition, and expertise through investment and reinvestment in new or increasingly complex knowledge and skills.
- Over time, a student’s interest, knowledge, skill, confidence, attitude, action, improvement, and interaction regarding a particular goal or mission mutually reinforce one another, encouraging continued reinvestment.
- External factors such as school culture, resources, curriculum, individual characteristics, and elements of the larger context influence this progression in both individuals and groups.
- The concepts described are interwoven throughout FYG’s platform to ensure whole student development and preparation for the future in 5 areas of short-term, medium-term, and long-term outcomes: self-discovery, occupational awareness, self-efficacy, social capital, and aspirations.
- Short-term outcomes focus on growing knowledge and awareness, medium-term invests and reinvests to focus on action and belief, and long-term focuses on adaptability skills, optimism for the future, and overall self-efficacy.
Read on to discover the details of the Find Your Grind Theory of Change, or download the white paper documents below
Part 1: Progressive Learning Cycles
Part 2: Social Cognitive Career Theory and Career Exploration
Part 3: The Find Your Grind Logic Model
White Paper: The Find Your Grind Theory of Change
THE FIND YOUR GRIND LOGIC MODEL
Part 1: Progressive Learning Cycles
Any student who decides to pick up a guitar, crochet hook, or coding manual has engaged in an unwritten contract to try and do something new they’ve never done before, despite challenges they may face. Of course, many amateur guitar players give up before they even master their first chord, and many experienced coders grow weary of their field eventually. The question of what sustains intellectual engagement can be answered, in part, by cycles of progressive learning.
Acquiring a new skill is exciting at first – that initial strum of the guitar, after positioning your fingers on the strings just right. You feel your skills growing, and that initial burst of excitement sustains you to keep practicing as you develop your newfound asset. As you generate results, you reinvest in your own growth and continue to attempt more challenging skills. The guitar player who needed visual cues and extra effort to get the right chord configuration can eventually play without looking, or seemingly thinking too much about what their hands are doing. If, on the other hand, you find subsequent tasks too challenging or not challenging enough, you may find yourself less and less motivated to reinvest. At this point, your asset begins to deplete as you stop investing time and effort in practicing the guitar and start forgetting the basics you had learned.
One way to visualize this process of growing and depleting assets is by picturing a spiral. If you are highly motivated, receiving positive feedback, and consistently overcoming challenges, your spiral will grow in an upward motion. If, on the other hand, you are not reinvesting in skills and finding your talents depleting faster than they are growing, you will experience a neutral or even downward spiral and likely give up on the activity. Much like the aforementioned guitar player who began to play freely and automatically over time, those who do choose to continuously reinvest in their own skills will tackle increasingly complex tasks, gradually becoming more intuitive and automatic as they go.
Progressive learning cycles can help us understand how individuals gain expertise in a certain skill or asset, but how does all this connect to the lofty goal of preparing Gen Z for the future of work? By connecting progressive cycles of learning with Social Cognitive Career Theory, a model of career exploration emerges that can move and grow with the rapidly changing world of Gen Z.
Part 2: Social Cognitive Career Theory and Career Exploration
The American School Counseling Association (2003) recommends that schools promote programs to enhance students’ academic, career, social, and personal domains. Students must be given opportunities to increase their awareness of potential careers, identify their career goals, and apply new knowledge and skills to achieving these goals. To this end, all students need to understand the connection between their interests, talents and abilities, and the world of wor, along with how to identify and act on information relevant to furthering their educations and careers (Barker & Satcher, 2000). Career preparation is even more crucial for first-generation college students, who have unique needs as compared to their continuing-generation counterparts. As of 2016, over half of all college students nationwide identified as first-generation; an approach that addresses the needs of this and other diverse populations is central to achieving equity in career and higher education opportunities.
Social Cognitive Career Theory (SCCT) is one approach that may address the personal and career development needs of diverse populations of adolescents while keeping in mind the rapidly changing economic and career landscape ahead of us. First-generation college students in particular may be well-served by programming that incorporates SCCT into its theoretical framework (Lent et al., 1996). SCCT as a framework considers how a student’s academic interests and career choices mature and how these choices are turned into action (Gibbons & Shoffner, 2004). Lent et al. (1994) have identified three main tenets of SCCT that help educators support students through their career exploration journeys: self-efficacy, outcome expectations, and goal-setting.
Self-efficacy refers to the beliefs an individual has about their ability to be successful in a given task, while outcome expectations are the beliefs one has about the consequences of taking a certain action or completing a task (Bandura, 1977). A student with a wealth of positive personal and vicarious experiences and good task understanding is likely to have high self-efficacy and positive outcome expectations, though this is not always the case. A student with high self-efficacy may still experience low outcome expectations if societal messaging communicates achieving a goal is unlikely. For example, a female student who is interested in welding and believes she is personally capable of success may still abandon this potential career path if she has been told repeatedly that welding is a man’s job. If, on the other hand, this same student sees many examples of successful female welders and receives sufficient verbal encouragement to enter the field, she is likely to begin setting and pursuing goals related to this task.
Taken together, the relationship between self-efficacy, outcome expectations, and goal-setting is ongoing, complex, and ever-changing, and sociocultural factors such as gender, race, ethnicity, socioeconomic status, sexuality, and (dis)ability are integral to this process. With each new stimula, change in environment, or personal experience, an individual is likely to adjust their perception of themselves, and this in turn influences their pursuit of goals. Practice efforts may reinforce or change previous self-efficacy and outcome beliefs as individuals engage in a process of progressive learning and expertise development. Over time, career interests typically stabilize as new goals are set and beliefs continue to form.
Part 3: Progressive Learning, Social Cognitive Career Programming, and the Find Your Grind Logic Model
The Find Your Grind for Schools Logic Model is rooted in several key assumptions about youth, human development, and career preparation. We know the majority of young people feel unprepared for their futures and lack the critical skills they need to transition to the workforce (MMR Research Associates, 2018). The role schools play in preparing students for an uncertain future cannot be understated. Today’s young people need opportunities to develop transferable skills that will aid in both their career growth and personal development. Opportunities to discover and describe their own skills, talents, and values is empowering to such students and central to finding their place in the world. The process of discovering, developing, and reflecting on these assets is ongoing, complex, and rooted in developmental and reflective progressive learning strategies that emphasize long-term rather than immediate results. External factors such as school culture, resources, curriculum, individual characteristics, and elements of the larger context also influence this progression in both individuals and groups. Social Cognitive Career Theory provides a basis for promoting this type of self-exploration and career readiness by focusing on gains in self-efficacy, outcome expectations, and actionable goals. Five key areas are emphasized in this model to ensure whole student development and preparation for the future: Self-discovery, occupational awareness, self-efficacy, social capital, and aspirations.
In the short term, classes utilizing the Find Your Grind for Schools platform focus on growing their knowledge and awareness of who they are and what their possibilities for the future might be. Students are encouraged to develop a mindset for success, learn about their own strengths, be inspired by mentors, and imagine their ideal futures. As they invest and reinvest in their own strengths and talents, students further develop their self-belief and begin taking action in pursuit of their goals. They may begin testing out the fit of their desired career by engaging in volunteer work, internships, or independent practice that align with the steps in their action plans. DUring this time, students continue to be inspired by their own progress and the vicarious experiences of mentors. In the long term, students develop greater self-efficacy, optimism for their futures, and adaptable skills that can serve them in a variety of future pathways. Throughout the myriad changes of adolescence and emergent adulthood, students learn to maintain an open mind and core sense of self as they prove through their own expert performance outcomes that they are ready for the future they have imagined.
Throughout history, schools have been tasked with preparing their students for the future. With career outlooks becoming less predictable than ever, schools must implement programming that proactively addresses career exploration and personal development while emphasizing adaptability and transferable skills. Social Cognitive Career Theory (SCCT) considers the complex relationships among self-efficacy (beliefs about ability), outcome expectations (beliefs about consequences of an action), and goal-setting (decision about taking an action), and considers external school and sociocultural factors such as gender, race, ethnicity, socioeconomic status, sexuality, and (dis)ability to be integral to this process. SCCT serves as the foundation for the Find Your Grind for Schools platform, which sets students on a path of self-determined progressive learning to build confidence, intuition and expertise through investment and reinvestment in new or increasingly complex knowledge and skills. Over time, a student’s interest, knowledge, skill, confidence, attitude, action, improvement, and interaction regarding a particular goal or mission mutually reinforce one another, encouraging continued reinvestment. By investing in students’ personal career paths, providing opportunities for exploration, and developing their social and aspirational capital, schools can be more proactive and forward-thinking in preparing their students for the future of work.
- American School Counseling Association. (2003). The ASCA national model: A framework for school counseling programs, executive summary. http://www.schoolcounselor.org/ library/ ExecSumm.pdf
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-29 5X.84.2.191
- Bangert, D., Schubert, E., & Fabian, D. (2014). A spiral model of musical decision-making.
- Frontiers in Psychology, 5. https://doi.org/10.3389/fpsyg.2014.00320
- Barker, J. & Satcher, J. (2000). School counselors’ perceptions of required workplace skills and career development competencies. Professional School Counseling, 4, 134-139.
- Doty, E. (2018, February 6). The upward spiral: Bootstrapping systemic change. The Systems Thinker. https://thesystemsthinker.com/the-upward-spiral-bootstrapping-systemic-change/.
- Gibbons, Melinda & Shoffner, Marie. (2004). Prospective first-generation college students: Meeting their needs through Social Cognitive Career Theory. Professional School Counseling, 8, 91-97
- Lent, R.W., Brown, S.D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 47, 79-122.
- Lent, R.W., Brown, S.D., & Hackett, G. (1996). Career development from a social cognitive perspective. In D. Brown, L. Brooks, & Associates (Eds.), Career choice and development (3rd ed., pp. 373-42 1 ). San Francisco: Jossey.
- MMR Research Associates. (2018, June 28). New survey: Only 4 in 10 U.S. college students feel well-prepared for their future careers; perceptions of preparedness vary widely by gender. McGraw Hill. https://www.mheducation.com/news-media/press-releases/2018-future-workforce-survey-results.html
- US Department of Education (n.d.). Progress in our schools. https://www.ed.gov/k-12reforms
Find Your Grind team members are gaining practical experience to demonstrate the need to put you first.
As of 2021, approximately 150 million people use Google Classroom. Our team wants to understand your needs! Not only did we hear your feedback, we saw the need to attain one of the top EdTech Certifications. We went the extra mile to understand Google Classroom integrations by becoming Google Classroom Certified. The training and application-based exam challenges testers to create a Google Workspace and use a wide variety of Google edtech tools in teaching and learning environments. This and successfully becoming Google Classroom Certified gave us even more insights into your needs and how you manage your classes. Building fluency, expertise, and streamlining the process for Find Your Grind Platform onboarding while also building knowledge, awareness, and skills needed alongside your coursework planning and implementation will provide students a transformative learning experience!
5 Entertainers On Breaking Into The Game
To make it as a world-famous entertainer undoubtedly requires some combination of luck and talent. Many of the musical performers, actors, directors, and athletes you admire on television or follow on Instagram are among the best at what they do. But they also caught a break somewhere, took a risk that paid off or got noticed by the right person.
None of that happens, though, if you aren’t dedicated to your craft. All the Entertainers on today’s list excelled at the things they could control, whether that meant countless hours of practice and grunt work, finding the right collaborators, or literally throwing themselves down a flight of stairs.
Read on as five Entertainers reveal the sweat behind their success stories.
Will.i.am’s creative life is all about dedication. Becoming a platinum recording artist, a technology developer and a cultural icon requires it. That dedication was not only to his craft — in high school, his passion for music — but also to surrounding himself with those on the same track.
The Black Eyed Peas co-leader and technological innovator believes who your collaborators are forecasts where you’re headed. If they are unfocused, the path is difficult. But if everyone is committed, it can lead to success. This mindset has helped lead him found i.am.angel, an organization fostering the next generation of talented young individuals in music and STEM.
Will.i.am dispenses more advice in our video interview.
When Monique Coleman was in high school, pursuing her love of acting, her mother pushed her to dive in head first. “You have your whole life to work,” the High School Musical star’s mother told her. One fateful acting class and secret audition led to a commercial gig that cemented her passion and sparked her career.
Finding that passion also led Coleman to find her purpose. Having benefited from the right combination of hard work and fortune, she gives back today as a global youth advocate. As an actress, speaker, host, and writer, she encourages young people to pursue their dreams and see their place in the world and its future.
Watch our video interview with Coleman for more on passion and purpose.
Like many in the entertainment industry, Chay Carter’s career emerged from a risk. A Boston College grad in communications, she was working a PR desk job at Disney when she realized she wanted to get into producing. She then made the leap, joining up with a young Ben Affleck.
That risk would pay dividends. The experience Carter gained as an assistant, doing dues-paying work of coffee and dry-cleaning runs, has led her to Academy Awards producing the likes of Argo, Gone Baby Gone and The Town. It all started with her “willingness to do everything.”
Carter talks about her origin story and love of teamwork in the video below.
Benjamin “DrLupo” Lupo
Five years ago, the number of people playing video games for a living was negligible at best. But Benjamin Lupo saw the esports wave coming and bagged a career as full-time Twitch streamer DrLupo. While the boom seemingly happened overnight, Lupo put in an incredible grind to get to this point, working 40-hour weeks while streaming at an equal rate in his spare time.
Lupo says it was more work than he thought possible, which is a lesson in itself. To reach his level, you’re pushing past boundaries you never anticipated. He’s crazy good at the games themselves, but he also has a knack for meeting fans and visibly having fun doing it.
DrLupo looks back at his meteoric rise through the gaming world in our interview.
While others in this list took career leaps of faith, William Spencer made a physical one. In 2009, Spencer’s first skateboarding video part featured a front flip down a 10-stair set near Denver’s Civic Center Park. Sponsorship ensued, but he wasn’t sure skateboarding was his career endgame.
Spencer pursued stunt work, landing jobs on commercials and Disney Channel original series. One day, he got a call from The Amazing Spider-Man star Andrew Garfield, who found him online. Now, Spencer risks his neck daily as a stuntman, skateboarder and thrill-seeker. His advice: there are so many people out there vying for the same things you are, so meet as many people as you can.
Hear Spencer tell more wild tales from the set in our video interview.