1.0Thinklusionhttps://thinklusion.webs.uvigo.es/en/thinklusionhttps://thinklusion.webs.uvigo.es/en/author/thinklusion/rich600338<blockquote class="wp-embedded-content" data-secret="GoJaWdc66U"><a href="https://thinklusion.webs.uvigo.es/en/models/01-marie/">01 – Marie</a></blockquote><iframe sandbox="allow-scripts" security="restricted" src="https://thinklusion.webs.uvigo.es/en/models/01-marie/embed/#?secret=GoJaWdc66U" width="600" height="338" title="“01 – Marie” — Thinklusion" data-secret="GoJaWdc66U" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" class="wp-embedded-content"></iframe><script> /*! 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She is 35 years old, speaks French and arrived in Greece 8 months ago with her two children aged 6 and 8. Their main weaknesses are a lack of knowledge of Greek and English languages and limited digital skills. She has work experience in the sewing industry. Empathize Put on the other person’s shoes and walk around in them for a while! In this first phase, the educator must understand Marie’s feelings and needs in order to help her in her process of social and labor inclusion. In addition, it is intended to evaluate the initial level of the competencies to be developed during the Design Thinking (DT) process. Timing Session 1. Activity Who am I? Session 2. SWOT analysis and evaluation thermometers Session 3. Initial evaluation tests With the aim of getting to know Marie, the educator uses the activity Who am I? After viewing the different videos, Marie indicates that she identifies with the characters Miney Mouse, Porky and The Roadrunner. This information shows that, in general terms, he identifies with a profile of a friendly, smiling, hard-working, intelligent, observant and distrustful person. In order to obtain more information about the person with whom she is going to intervene, the educator asks Marie questions informally using a simultaneous translation system. The information obtained is organized in a SWOT Analysis. Weaknesses Difficulties in reconciling work and family life, lack of knowledge of the languages of the host country and poor command of digital tools. Threats Lack of resources, lack of knowledge of the environment and discrimination. Strengths Hard-working, intelligent and observant person. Opportunities Previous work experience, guidance from the educator and collaboration on the part of the institution providing assistance. Once this first phase has been completed, the educator uses the Evaluation thermometers.The evaluation is based on the openness shown by the participant and whether the time spent has been adequate, as well as the degree of satisfaction with the information obtained. Educator Opening 3 Time spent 4 Satisfaction 4 The measures obtained reflect a favorable evaluation (all three scores exceed the minimum score of 3 out of 5) to be able to move on to the next phase of the DT process. Once an adequate level of empathy has been achieved, it is time to proceed to the initial competency assessment. The evaluation instruments used with Marie are: the Test of Creative Imagination for Adults (PIC-A), the CREA test and an adaptation of the Development of Basic Employability Competencies situational test (DCBE). The information gathered will be useful to evaluate at the end of the process whether the DT methodology has promoted improvements that will favor greater autonomy and empowerment in Marie. The results of the initial assessment indicate a low number of multiple and diverse responses by Marie to a given situation, as well as difficulties in questioning different problems. Also noteworthy are the low scores for the decision-making process and self-organization. Define What are your day-to-day challenges? Define them and prioritize them to begin to address them. This phase is aimed at improving Marie’s ability to identify her problems and needs, define them concretely and decide where to start. Timing Session 4. Definition and prioritization of challenges Session 5. Evaluation thermometers Session 6. Repetition of the process In the second phase of the method, we use the Needs roulette for Marie to manifest challenges in different areas of her life. In this way, with the guidance of the educator, he/she identifies different challenges, which from the Definition formula (Description of the person+ NEED +need +WHY+ personal situation) can be specified as follows: Challenge 1 Marie NEEDS to improve her training BECAUSE she wants to increase her chances of job inclusion. Challenge 2 Marie NEEDS to learn the language BECAUSE she wants to improve her social inclusion. In order for Marie to choose what will be her first challenge, different criteria are discussed with her: the time frame for its achievement (short, medium or long term), its level of difficulty (easy, medium or difficult), the degree to which she believes she will be able to achieve this challenge (expectations of success) and the locus of control (if the resolution of the problem depends only on herself, depends on other people or is mixed). Two tools will be used for the application of these criteria: the Evaluation Axis, to classify the ideas according to difficulty and temporality and the Analogical scaleswhich assess expectations of success and locus of control. Marie decides to solve in the first instance the Challenge1. The difficulty is medium, but it could be solved more quickly. Moreover, she feels empowered to solve it even if it is not entirely up to her. At the end of this phase, both the educator and Marie reflect on the achievement of the main objective of this phase using the Evaluation Thermometers.This allows us to assess their capacity to identify their needs, their ability to define them concretely and to decide which challenge to face. In this case, both assess these criteria and use the thermometers, so the educator should explain to Marie the self-assessment process and the criteria to be used. Marie Specific definition/requirements operation 3 Identification of different needs 2 Decision making adequate/motivating 4 Educator Specific definition/requirements operation 2 Identification of different needs 2 Decision making adequate/motivating 4 The educator and Marie consider that the challenges posed by Marie were not sufficiently clear and detailed in their definition (scores below 3 points out of 5). With unfavorable scores, Marie and the educator must meet before they can move on to the next phase of the DT process. Marie is asked to provide greater operationalization and detail in the challenges posed, so that she is able to expand on different nuances, so she now gets a favorable evaluation to move to the Ideate phase and can continue with the process of solving the Challenge 1. Challenge 1 Marie NEEDS to be ablehttps://thinklusion.webs.uvigo.es/wp-content/uploads/2022/12/Thinklusion-Modelos-Fases-Empatizar.png