D E S I G N C H A L L E N G E :
R E D E S I G N S C H O O L - T O - W O R K T R A N S I T I O N
S T A N F O R D U N I V E ...
STAKEHOLDER
 “Amanda” is a fifteen-year-old rising sophomore in a
private parochial high school in a suburban area on
the...
EMPATHY MAP: SAY
 “A boss isn‟t interested in helping you succeed, not like a
teacher is. You‟re working for a boss and t...
EMPATHY MAP: SAY
 “School doesn‟t develop patience [a quality needed
for success at work]. It comes from the home and
way...
EMPATHY MAP: SAY
 “If I were to decide on being a teacher based on the school I‟m
in, I wouldn‟t want to be a teacher. I ...
EMPATHY: SAY
 “Loyalty is something you learn at home. If your family is
loyal, you will learn loyalty. Someone from a br...
THINK
 Amanda doesn‟t see school as a place where she can pursue
and deepen her true passions in life.
 Amanda thinks so...
THINK
 Amanda also doesn‟t see the teacher‟s role as being
more than helping students to get through a
curriculum. Aside ...
FEEL
 Amanda feels teachers “work” for her, since she is paying
them to teach her. She isn‟t intimidated by her teachers
...
FEEL
 Amanda is learning a lot from negative role modeling
and behavior. From her strong responses to her
peers‟ disrespe...
PROBLEM STATEMENTS
 Students need ways to develop in school the soft
skills that are important in the world of work.
 St...
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Empathy map and problem statements

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Empathy map and problem statements

  1. 1. D E S I G N C H A L L E N G E : R E D E S I G N S C H O O L - T O - W O R K T R A N S I T I O N S T A N F O R D U N I V E R S I T Y D E S I G N T H I N K I N G A C T I O N L A B S U M M E R 2 0 1 3 Empathy Map and Problem Statement
  2. 2. STAKEHOLDER  “Amanda” is a fifteen-year-old rising sophomore in a private parochial high school in a suburban area on the East coast. A sociable young woman who is emotionally intelligent, Amanda plans to be an English teacher. Amanda has grown up in a traditional two-parent family; her mother is an English teacher and her father, an advertising executive. She has an older brother who is 17 and a younger sister who is 9. Amanda describes herself in school as a visual learner who is respectful of her teachers. She most enjoys the classes where she can learn through stories: history and English.
  3. 3. EMPATHY MAP: SAY  “A boss isn‟t interested in helping you succeed, not like a teacher is. You‟re working for a boss and they‟re paying you instead of you paying a teacher to help you get through your „work,‟ the curriculum.”  “If your boss sees you‟re vulnerable, the boss will take advantage and be hard on you.”  “Students need to feel confident about their positions and not be scared. You were obviously hired for a reason.”  [As a teacher,] “I want to understand students and give them what they need to help them learn and adapt to their way of learning.”
  4. 4. EMPATHY MAP: SAY  “School doesn‟t develop patience [a quality needed for success at work]. It comes from the home and way you grow up.”  “Confidence, understanding, patience [are qualities you need to succeed at work]. You need to make sure your students and colleagues respect you.”  School isn‟t a place that can teach you confidence.”  “School isn‟t a place where you discover what you want to be when you grow up.”
  5. 5. EMPATHY MAP: SAY  “If I were to decide on being a teacher based on the school I‟m in, I wouldn‟t want to be a teacher. I don‟t like how students treat the teachers. I wouldn‟t want to be treated that way: disrespectfully. They complain about what they [teachers] teach and make fun of them in and out of class. Except Mr. Dean [an English teacher she had].  “Since everyone respects Mr. Dean and are too scared to mock him, they learn to like him.”  “Mr. Dean treats kids like people, not like kids.”  [To earn respect of students:] “Be confident about what you teach and how you teach it.”  “That [confidence] comes from your position in the school, how much your boss likes you and what you give to the school: loyalty and devotion.”
  6. 6. EMPATHY: SAY  “Loyalty is something you learn at home. If your family is loyal, you will learn loyalty. Someone from a broken home won‟t learn loyalty in the same way.”  “My mother showed me loyalty, patience, and devotion.”  “My dad showed me how to handle kids and discipline and how to make kids respect me.”  “I learned how to behave at work at home.”  “School will help me find the college I want [in order to pursue a career in education.”  “In basketball and acting [extra-curricular activities], I learned how to be bossed around, I had a boss and colleagues.”  “I don‟t think school should be about memorization. You forget it all the next day, so what‟s the point?”
  7. 7. THINK  Amanda doesn‟t see school as a place where she can pursue and deepen her true passions in life.  Amanda thinks soft skills such as confidence, understanding, patience, as well as loyalty and devotion are the most important qualities she needs for success in her work life.  Amanda never mentions expertise in a subject area as necessary for her work as a teacher; in fact, she says memorization is a waste of time. Instead, she focuses on the soft skills/classroom management skills she thinks will be most valuable to her success as a teacher.  Amanda doesn‟t think school is a place that is helping her develop the qualities she most needs to be a teacher. For example, she doesn‟t find the challenges of completing an assignment well or mastering course material confidence building.
  8. 8. THINK  Amanda also doesn‟t see the teacher‟s role as being more than helping students to get through a curriculum. Aside from one teacher who has earned her respect, she never mentions her teachers as helping her develop the additional soft skills she wants to acquire.  Similarly, she sees her school‟s role in college and work readiness as very practical: her school will point her to a college with a good education program.
  9. 9. FEEL  Amanda feels teachers “work” for her, since she is paying them to teach her. She isn‟t intimidated by her teachers and therefore doesn‟t see them as a “mock” bosses. She describes the advisors of her extra-curricular activities as “mock” bosses.  Amanda is intuiting her own sense of what she thinks she needs to be a teacher. It‟s interesting to note she has a developed sense of empathy, which she characterizes as “understanding.”  Amanda identifies with her mother and the way her mother behaves as a teacher. Most of the qualities she mentioned as being influential to her are ones her mother has modeled for her, proving that perhaps the apprenticeship model wasn‟t such a bad one after all.
  10. 10. FEEL  Amanda is learning a lot from negative role modeling and behavior. From her strong responses to her peers‟ disrespect for teachers, Amanda is seeing behavior she doesn‟t want directed at herself and looking for guidance to strong people, such as her father and a respected English teacher she had, who have earned the respect of others by being firm but fair.  Amanda learns the best lessons about the world of work from people she is emotionally connected to and/or has respect for.
  11. 11. PROBLEM STATEMENTS  Students need ways to develop in school the soft skills that are important in the world of work.  Students need to be shown more clearly in school that they are developing the soft skills that are so important in the world of work.  Students need to connect emotionally with an adult in school who will show them how to behave in the world of work.

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