RSMs Empathy Map for Design Thinking Class
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The document discusses the author's negative experience after obtaining a master's degree. She felt unprepared for the realities of the workplace by her academic program and advisors. They did not provide guidance on career-applicable coursework or skills. In the workplace, she struggled with criticism from her boss and rigid processes unlike the "ideal" processes taught in school. She wishes she had known to select a different program that better aligned with her career goals or provided more real-world experience and mentorship to prepare for the challenges of employment.
RSMs Empathy Map for Design Thinking Class
- 1. We didn’t know what we were looking for? I thought the master’s degree would get me a bigger salary, title and … respect. It didn’t. Only a few companies value the advanced degree. The advisors, they weren’t there. They didn’t provide any direction as to what to take that would help after graduation. I don’t think the school cared. They were just making money. No one criticized me. They were too nice. I wasn’t prepared for when my boss criticized my work and I would fight him back. It caused a lot of tension. They taught us the ideal process, not reality. Once I was on the job I learned the process never follows the ideal. They should have taught us to be more flexible. Employers wanted to see real work examples and I didn’t have enough. If I had known going into school, what I wanted to do after, I would have went to a different program. My first boss was so matter of fact, unfeeling, my teachers had always been so nurturing. I didn’t know how to take “business.” Thank you. That was cathartic; I needed to express that to someone. Laughed about her naiveté in workplace. Expressed annoyance about school being in it for the money. Face expressed relief when thanked for interview. Felt “ripped off” by the school. Embarrassed by her early bravado in the workplace. Insecure about her abilities to perform real work. Undesirable by employers. Demoralized by matter-‐of-‐fact manager. I spent a lot of money, the school should have done more to prepare me for the workplace. I wish I knew then what I know now. Criticism of my work would have prepared me to better defend my ideas or to accept the ideas of others. Even simulated real-‐ world projects weren’t really like true work experiences. No one cared enough about my success. Why teach me the ideal process when reality is very different. Teach me how to adapt to reality. Teachers are often too nurturing; bosses typically aren’t. School-‐sponsored real-‐world projects never truly are. They cannot substitute for true work place experiences. Students need professional mentors (not academic advisors) who can tell them truly what classes and skills that they will need in the workplace. Students need to fail to be prepared for work; there are no points awarded for effort in the workplace. While process is important, students need to learn to by problem solvers – to be adaptive and flexible. Working Professional / Former Graduate Student A dedicated, goal-‐driven, and creative graduate student To see the future She needs to prepare for work, which is a very different environment from school.