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TS Empathy to Problem Statement

Empathy and Definition Submission for DTAL

Tim Smith

on 6 August 2013

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Transcript of TS Empathy to Problem Statement

Here is where you add what your interviewee said (feel free to delete this once you copy the template)
If you were able to make any direct observations of the person you interviewed in action, here is where you describe what you observed (feel free to delete this once you copy the template)
Make inferences here about the person's thoughts, deriving from the SAY and DO sections
Make inferences here about the person's feelings, deriving from the SAY and DO quadrants
Makes notes here about all the things that surprised you from the interview, and those that challenged the assumptions you had.
The problem statement encapsulates the need for the stakeholder you will continue working on for next week
Intentionally Left Blank
1- When I say “Career Discovery Process” what does it mean to you?

2-What feelings do you think people have when doing a “Career Discovery Process”?

3-Tell me about your “Career Discovery Process”?

4-Tell me about pivotal transitions you have experience between education and worklife?

5-What was difficult/destructive about these transitions? Why?

6-What was enjoyable/meaningful about these transitions? Why?

7-What are some to the ways we can prepare people for these transitions?

8-What are some of the ways we can support people through these transitions?

9-What are some of the ways people approaching/in transition can support each other?

10-When does this transition process stop?

11-What are the last 5 songs your added to your playlist?

University not set up to resource nontraditional working students for career discovery.
Her education has not prepared her with a realistic road map for career discovery.
Her education has not helped her develop the networking, interviewing, advocacy skills she needs.
Her socio-emotional make-up, change phobic, controlling, anxious, structured, untrusting, isolating contributed to under performance.
Her economic circumstances entrapped her with untenable trade-offs.
Society is not invested in her success or future.
Alone, unconsidered by trusted institution
Disadvantaged by coping skills
Like punching those congratulating her
Dis-served by higher education system
Afraid of boring career, oppressive debt
Delayed ambition clarity and achievement
Powerless and disenchanted
Determined to power through
Surprised by degree of cynicism and disappointment.
Surprised by mismatch between university product and what consumer expected.
Surprised by fatigue and worry in such a young person.
Surprised that discovery of career sparks, career goals, and worklife skills seems to be left to chance.
Surprised by lack of institutional, individual, community career engagement in her life.
Better assessment of socio-emotional factors, whole person approach?
Holistic view of young adult development. Clear competency goals for worklife skills development?
Investment adequate in student evaluation and rationale for field of study?
Higher education institutions adapting to montraditional working students.
Collaboration skills and cultures maximizing peer influence, networks?
Mentoring and reverse mentoring models on campus for career and life planning. Community engagement points?
Integrating relationships with professionals and experientiall education in instructional design.
More flexibility in worklife academic credit and virtual learning for nontraditional students.
Anxiety filled, overwhelmed, and isolated full-time student and full-time worker feels powerless, deceived, disenfranchised. She
Ensure that others like her do not have their career discovery process overlooked by the higher education system. New graduates like her have an effective career discovery partnership with the higher education institutions accepting their tuition money and graduating them.
Talented young people are becoming disengaged and society is losing their gifts. The social compact with young adults is being corrupted.
Last five
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