Design Thinking Action Lab: Empathy Map and Problem Statement
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Stanford Online Design Thinking Action Lab - Empathy Map and Problem Statement

Stanford Online Design Thinking Action Lab - Empathy Map and Problem Statement
Assignment # 5
Submitted by Shamik Chowdhury

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Design Thinking Action Lab: Empathy Map and Problem Statement Presentation Transcript

  • 1. Design Thinking Action Lab Service with a Smile: Empathy Map and Problem Statement Shamik Chowdhury All icons courtesy www.iconfinder.com
  • 2. Design Challenge Develop empathy for the stakeholder, and define a problem or need he/she has related to the challenge. Say Think Do Feel Problem Statement
  • 3. Empathy Map Interview the stakeholder, and create an empathy map based on conversations and observations. SAY THINK DO FEEL INSIGHTS
  • 4. Stakeholder: SAY THINK A 37-year old female career coordinator working at a hotel school, who has no formal qualification or experience in the hotel industry, but is passionate about student development, and keen to ensure that her students receive a good all- round education, and then find suitable work opportunities that help them realize their talent and potential.
  • 5. I have no formal qualification or experience in the hotel industry I am passionate about education and student development I want my students to gather the knowledge and skills to succeed in ways that make the learning memorable Employers must make an effort to identify potential before they map skills to job descriptions Many students have talent, but they cannot communicate or present their potential during interviews Employers often don’t have the time to develop talent – they need people who are ready to “hit the ground running” SAY
  • 6. What she does at work: 1. Coordinates with employers to identify suitable job opportunities, and opportunities for industrial training and summer projects 2. Counsels students about career opportunities and job profiles, and helps them identify areas of interest 3. Organizes self-development / personality development training sessions and career orientation “talks” by inviting hotel industry leaders to the campus What I observed during the interview: 1. Asked me about ways in which education technology could help make learning more interactive and engaging 2. Was not confrontational or argumentative, but seemed passionate about her work and her beliefs 3. Received a number of calls from students during the interview, and handled each conversation with sensitivity and patience DO
  • 7. “The curriculum is very hectic; students often don’t get the time to reflect on life” -Life skills are as important as technical skills “Not every one is “hands-on”. Some of the students like to think and understand more than they like to memorize and do” -People learn and view life and learning differently. Their learning and job outlook may need greater customization / personalization “Many students finally go abroad to find work, because they don’t find healthy work environments or the desired job culture in India” - For some, the gap between what they learn and what they finally do at work may lead to disillusionment or frustration THINK
  • 8. Apprehensive: How can I get my students to explore new ways to understand what to expect when they join hotels? Eager: Isn’t enhancing communication and ‘people” skills as important as learning hotel accounting or culinary arts? Concerned: How can students develop a true passion for serving guests if they perceive their education only as a means to get a job? Inspired: Working in a hotel is as much of a “thinking” job as managing a business. Learned skills can only take one so far… it’s one’s personality that shines through at the end.
  • 9. * The stakeholder understands the limitations of the existing model of hotel school education, which stresses development of skills at the cost of development of the “person” * The stakeholder is interested in exploring new ways, means and avenues of training delivery which involves active participation and self-reflection by the students * The stakeholder appreciates that building management and communication skills among students, and the confidence to “tackle the world”, is as important for long- term success as the vocational skills currently taught in the school * The stakeholder agrees that every person learns differently, and a “one size fits all” model may not always be the most effective one INSIGHTS
  • 10. Problem Statement The career coordinator at a hotel school needs to explore ways to equip her students with adequate knowledge, understanding, skills, and wisdom, because she wants them to step into the hotel industry with greater confidence and self esteem.
  • 11. * No formal qualification or experience in the hotel industry, but passionate about education and student development * Students should gather the knowledge and skills to succeed in ways that make the learning memorable * Employers must make an effort to identify potential before they map skills to job descriptions * Many students have the talent, but they cannot communicate or present their potential during interviews * Employers often don’t have the time to develop talent – they need people who are ready to “hit the ground running” * Coordinates with employers to identify suitable job opportunities, counsels students about career opportunities and job profiles, helps them identify areas of interest, and organizes self-development / personality development training sessions * Asked me about ways in which education technology could help make learning more interactive and engaging * Was not confrontational or argumentative, but seemed passionate about her work and beliefs 3. Handled students with sensitivity & patience * The curriculum is very hectic; students often don’t get the time to reflect on life” * “Not every one is “hands-on”. Some of the students like to think and understand more than they like to memorize and do” * “Many students finally go abroad to find work, because they don’t find healthy work environments or the desired job culture in India” SAY THINK DO * How can I get my students to explore new ways to understand what to expect when they join hotels? * Isn’t enhancing communication and ‘people” skills as important as learning hotel accounting or culinary arts? * How can students develop a true passion for serving guests if they perceive their education only as a means to get a job? * Working in a hotel is as much a “thinking” job as managing a business. Learned skills can only take one so far… it’s one’s personality that shines through at the end. FEEL The career coordinator at a hotel school needs to explore ways to equip her students with the knowledge, understanding, skills, and wisdom because she wants them to step into the hotel industry with greater confidence and self esteem. Problem Statement
  • 12. Thank You Design Thinking Action Lab Shamik Chowdhury All icons courtesy www.iconfinder.com