Empathy map
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The student believes that work will be less serious than school and expects to already have a job by graduation. If their first job does not allow for personal development, they will start their own company instead. While focused on their goals, the student sees both school and work as merely tools to achieve personal growth, rather than social obligations.
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Empathize and define
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The author explored the career of school counseling and found they enjoyed influencing and supporting students. They also liked collaborating with others on events and lesson plans. However, one concern was students not taking counselors seriously.
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Empathy map
A recent college graduate is eager to succeed professionally but found it difficult to transition from academics to the workplace. She completed three internships but still struggled to find a full-time job due to lack of experience. She feels pressure to learn everything and fears not being good enough. With her first real job, she is learning the importance of teams and continuing to develop the skills that interest her.
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Empathize and define
This document discusses the process of empathizing and defining problems in design thinking. It summarizes an interview with Sharon, an average student who is curious and empathetic. The interview explores Sharon's job preferences, priorities, concerns and what she really likes in order to define her needs and focus on designing a solution that fits those needs well. The goal is to find a first job for Sharon that plays to her strengths and interests.
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Mr. Kashyap Kanojiya has 12 years of experience teaching and believes a contributor should have determination and dedication. He takes pride in his work and cares about the whole team, not just personal success. According to the author, Mr. Kanojiya is a dynamic personality who is dedicated to his work without pride in past achievements. He believes in internal satisfaction over external rewards and enjoys his work without tiring. He has a vision and purpose, and guides juniors while respecting seniors. The author sees him as a partial contributor who believes in opportunities and a contributive career focused on future achievements.
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Stuart Morrison is a 22-year-old Brazilian design student who completed an internship. He feels the internship better prepared him for the transition from school to work than his coursework. Stuart wants more time for his band and other creative pursuits, but finds it difficult to balance these with the demands of the job market. He is optimistic but concerned that employers do not allow time for creativity or being one's own boss as he hopes.
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The document discusses intrinsic and extrinsic motivation in education. It notes that while young students are intrinsically motivated to learn, high school students' motivation has become more extrinsic, focused on grades. The teacher aims to incorporate more intrinsic motivation into their class by having students set personal goals and reflect on how course topics apply to their lives, relationships, and community. Students will determine 30% of their grade based on reflections of their intrinsic motivations. The teacher will assess the remaining 70% based on academic skills and content knowledge. The goal is to give students more control and responsibility over their evaluation while still meeting curricular requirements.
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Similar to Empathy map
Mariana's Empathy Map
The document discusses a 24-year-old publicist's experience working while attending school. She felt school did not adequately prepare her for the realities of work and that she learned more on the job. She struggled to balance work, school, and studying while maintaining her scholarship. Though school was challenging, working various jobs helped her identify her interests and land a job in digital advertising through a friend's referral. While excited about her career, she acknowledges there is still much to learn and feels nervous about her new responsibilities.
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Cindy is a 30-year-old single architect who graduated from college less than 5 years ago and has over 7 years of professional experience. She feels disappointed in her current job and career choice, believing that her college did not adequately prepare her or help her choose a suitable profession. She seems to be looking for new career opportunities and external support to discover a path that better fits her interests and skills.
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The document discusses the experiences of a recent college graduate working her first job. She feels that college did not fully prepare her for the realities of work and that an internship was more useful for learning skills like interacting with bosses. While she likes her job, she does not think her degree alone made her good at it. She feels pressure from social expectations to follow the path of schooling, career, marriage, and family without time for personal reflection. As a result, she questions if she wasted time sticking to this path and wonders if going to college at a more mature age would have been better.
EMPATHY MAP | PROBLEM STATEMENT
Stuart Morrison is a 22-year-old Brazilian design student who completed an internship. He feels the internship better prepared him for the transition from school to work than his coursework. Stuart wants more time for his band and other creative pursuits, but finds it difficult to balance these with the demands of the job market. He is optimistic but concerned that employers do not allow time for creativity or being one's own boss as he hopes.
Empathize and define.
A recent sociology graduate is working in a telemarketing job at a financial institution despite feeling unsuited and unprepared for the role. She had to start working after graduating to lessen the financial burden on her mother and grandparents with whom she lives. While she wants to support herself, she feels the job is beneath her qualifications and worries she will be seen as a failure if she cannot find work more aligned with her degree. She regrets not furthering her studies to obtain credentials for a more suitable job.
ProfileFinal
Caroline Codd holds many roles including co-founder of a campaign, blogger, and director of a PR firm while being a student at Boston University. She has a passion for many areas and does not want to limit herself, though others see her as "all over the place". Codd is dedicated to her work with the student-run PR firm, improving processes and building its reputation. She manages her busy schedule through organization and time management. Codd hopes to eventually work in nonprofit communications and sees value in gaining diverse experiences rather than focusing on one area alone.
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Helena is a recent graduate in biomedical engineering struggling to find full-time employment. Due to the economic downturn, she is competing against graduate students for entry-level jobs that require more experience. She feels discouraged by rejection letters but remains optimistic that she will eventually find a job. To gain experience and career opportunities, Helena works part-time and is considering pursuing a master's degree. She leverages career resources and support from friends and family to stay positive in her job search.
Ece 150210111006 cpd
The document discusses the qualities and perspectives of a contributor. It notes that a contributor has a wider view of their work and focuses on achieving larger team goals rather than individual success. It also emphasizes the importance of qualities like honesty, passion, vision, courage and hard work in being successful. The contributor believes that experience is the best teacher and considers failures as opportunities to learn and improve.
Intrinsic assessment
The document discusses intrinsic and extrinsic motivation in education. It notes that while young students are intrinsically motivated to learn, high school students' motivation has become more extrinsic, focused on grades. The teacher aims to incorporate more intrinsic motivation into their class by having students set personal goals and reflect on how course topics apply to their lives, relationships, and community. Students will determine 30% of their grade based on reflections of their intrinsic motivations. The teacher will assess the remaining 70% based on academic skills and content knowledge. The goal is to give students more control and responsibility over their evaluation while still meeting curricular requirements.
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Empathy map
- 1. “It will be less serious at work than it is at school” “By the time I graduate, I expect to be already working” “If the paycheck and the company s financial situation are insufficient for me to develop, I ll be off starting my own company to satisfy those needs” “I seriously don t think the knowledge that was learnt at school apply that much at work” Confident about the kind of job he wants. Centered and focused on personal objectives. He was reading as I interviewed him. The answers were clear and focused though. Both school and job seems to be only a tool to help achieve personal goals instead of social pressures or just the sake of work. Knowledge helps develop personal growing, but in a work environment they re completely irrelevant. Focused Student Achieve personal goals He´s a human being, not a machine