Navigating Expectations in a New Job

Navigating Expectations in a New Job


Mindy graduated from a local polytechnic with a Diploma in Early Childhood Education. Right after graduation, she started work as a scriptwriter in a production house, pursuing her interest in media. After three years, she left her job, planning ongoing freelance. She had just started doing some jobs as a wedding and events photographer when the covid-19 pandemic hit. Jobs in the media and events industry dried up and Mindy was stuck.    

Faced with a desert in terms of job opportunities in her preferred industry- media, Mindy made the tough decision to switch to become a preschool teacher. “It’s the only job I could get due to covid.” Mindy has been a preschool art teacher to toddlers aged 2 to 6 years old, for close to a year. Through her journey, Mindy has worked on tips that have worked for her in navigating through unexpected career transitions.

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Having made the decision to take up a job in the pre-school sector, Mindy was prepared that it would be different from the work contexts that she had been used to in the past. She was aware not to impose her preference for creative expression, unto her new work setting. 

Mindy understands that as a teacher representing her company, there are certain protocols and standards she would need to meet. “I think that was the biggest culture shock for me, the emphasis on branding.” She gets that some things are out of her control, as the company does need to operate as a business, which means upholding certain standards that align with the branding. 

Nevertheless, she appreciated the fact she still gets to enjoy a certain degree of freedom, in how she creates lesson plans for her classes. She also learned to appreciate the role of structure.  

“Because the company sets in place a clear set of criteria and guidelines, it helps me achieve certain work objectives easily.” 

In the past, Mindy used to think that having creative freedom is better. Now she thinks that it is important to have a balance of both structures set by the company and freedom for employees in terms of achieving their work.

“Of course, I still experience a fear of being restricted and confined, however, I am grateful as an art teacher, I get to explore different mediums. I also get to learn a lot as I am involved with students of different age groups.”

Mindy was able to do this because she has “learnt to not attach my identity to my job”. She no longer expects her job to be the place where she can fulfil all of her passions or meet her preferences. 

She muses about how when she was younger, she had more idealistic expectations of work. But now, she understands that other than her own identity, she takes on a role as a representative of the company, and she has learnt to navigate through her expectations while respecting the decisions her company makes.

That said, it does not mean that Mindy has ‘lost her identity to the expectations of her job. Rather, she continues to nurture her identity and passions, beyond her workplace. 

“I have an identity aside from my job. Outside of my job, I continue to steer in the direction I want.” 

What is the definition of work? If it is an expression of our labour, one might say that Mindy not only works at her job, she is also working at her passions outside of work.

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When Mindy first started, she did voice out her preference for working with something more creative. However, at that time, there was no such opportunity and Mindy took on the role of teaching the standard curriculum as a class teacher. 

When the school’s art teacher left, the position opened up, and her supervisor thought of Mindy. Though an uncommon move in the industry, Mindy was able to move up to the art teaching position, much more quickly than usual. She much prefers her current position teaching art, as it provides a greater space for her to exercise the freedom and creativity she loves.  

From the start, Mindy had a clear idea of the kind of work she prefers and her own strengths in the creative realm. She was able to set an intention and communicate it. And as things shifted, opportunities did open up and she was well set up for securing it.


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Even though being a pre-school teacher is not the career of her choice, Mindy does not see herself as simply stuck in a job she does not want. Instead, she looks for ways she can make the most of her job, by turning her experiences, skills and knowledge into assets she can use in the future.

Being a teacher, there are skills that she gets to learn, from honing her communication skills as she works with different teachers and teams to curate the classes, to how to better interact and engage with children. 


When job opportunities start opening up post-pandemic, she still hopes to step back into the media industry. Nonetheless, she is determined that this stint in teaching will not be time wasted. Mindy is honing different skills, knowing they are ready to be used whenever she may need them in future.

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#BeBoldAtWork is a Design Your Workplace series that seeks to covers practical tips, stories and tools that would serve employees and employers to better design how you choose to think, feel and show up in workplaces so as to improve the performances of not only your organisations but also the lives of the people you work with.

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