When I Grow Up - Career Lesson and Activities

WHEN I

GROW UP

WHEN I

GROW UP

Career Lessons and Activities

for Grades 9-12

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

INTRODUCTION

The When I Grow Up career exploration curricula serve students, teachers, parents and

the community of those in grades Pre-Kindergarten through 12th grades. Each grade level

curriculum is designed to cater to the needs of the students and those presenting the

information at that level.

9–12 (High School) aims to place career decisions and knowledge in action through

APPLICATION. Students will rationalize career and education decisions to map thought

processes and decision points along the way using the When I Grow Up Workbook, which

can be self-directed or used in conjunction with 19 supportive lessons directed by a teacher

or facilitator for larger groups of students.

Labor market information is highly integrated and therefore summarized in a customized

list of high-skill, high-growth occupations and industries for the region. This list comes in

booklet form and includes a list of jobs, called The Hard Facts, which teens often desire

but may not be aware of the market reality.

Designed to serve the high school environment which does not always have personnel or time

resources to delve deep into the career decision process, the workbook allows for students

to consider their options through directed research and questioning to prepare educational

and lifestyle decisions for later discussion and action. As part of this action, students are led

through a series of modules on job search skills which help them apply their own identiﬁed

skills and interests to the job search process. This includes consideration of social media

presentation and attire.

Finally, each lesson and activity integrates practice of some or all of nine Employability

Skills recognized by employers as the most needed traits for workplace success. These skills,

often known as “soft skills,” were identiﬁed through cross-referencing of multiple nationwide

surveys to employers on the topic of next generation hiring.

WHEN I GROW UP

Career Lessons and Activities for Grades 9-12

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

CONTENTS

Skills Identiﬁcation and Career Exploration

1 – Human Knot

2 – Discover Your Interests

3 – Evaluating Your Brand

4 – Reality Check

5 – Egg–streme Sports

Job Search Skills

6 – Networking BINGO

7 – Customized Resumes

8 – The Good, the Bad, and the Ugly (of Applications)

9 – Professional References

10 – 30 Seconds (Answering Interview Questions 1)

11 – Speed Interviewing (Answering Interview Questions 2)

12 – The Negotiations of Interviewing

13 – Thank You Letters

Employability Skills

14 – Skills that Pay the Bills (Verbal and Non–Verbal Cues)

15 – Actions Speak Louder Than Words (First Impressions)

16 – Workplace Personalities

17 – Workplace Ethics

18 – Social Media Pit Stop (Social Media Presence 1)

19 – Let’s Take a Selﬁe (Social Media Presence 2)

WHEN I GROW UP

Career Lessons and Activities for Grades 9-12

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

Employability Skills

a) Teamwork & Working in Diverse Environments f) Professionalism

b) Interpersonal Communication g) Work Ethic: Integrity, Responsibility, & Accountability

c) Problem Solving & Critical Thinking h) Time Management

d) Enthusiasm & Attitude i) Ability to Accept and Integrate Criticism and Feedback

e) Flexibility & Adaptability

Learning Outcome(s)

Students will be able to identify and demonstrate key employability skills desired by employers.

Resources Needed

1. Flip chart

2. Markers

3. Space for movement

Modiﬁcation and Extensions

• Set a time limit for untangling the knot.

• Consider assigning a leader — s/he is the only person allowed to speak and/or use any verbal or non-verbal cues.

• Make it a competition between groups to see which can accomplish the task most quickly, most quietly, fewest movements, etc.

Instructional Direction

Students grouped into 6 or more (the larger the group, the more challenging the activity and the longer it takes to complete).

Group members face one another in a circle. Everyone raise one hand and grab the hand of someone that is not on either side of them.

Everyone raise other hand and grab hands with a different person; again, not someone beside them. Everyone should be holding hands

of two different people and that they are not holding hands with someone directly next to them.

Groups must now untangle themselves without unclasping hands. Students should take their time in order to limit injuries and they

should not tug or pull on each other. Spot students as they pass over/under other students. End result should be that the group is back

in a circle, although not all participants may be facing the same direction.

If group members break the chain, they must start over.

a. Variation – penalize any group that breaks their chain by silencing one or more members from verbal communication

each time it happens

b. Variation – if there are multiple groups, any group that breaks their chain is eliminated

Groups then brainstorm on the skills it took to get back in a circle and write them on the ﬂip chart. Highlight employability skills.

You may need to deﬁne this type of skill. Employability skills, or “soft” skills, are skills that are difﬁcult to measure consistently with a

number but are essential to workplace success. The employability skills most often requested and needed by employers are all embed-

ded in this activity and are found at the top of this page as well as on p. 11 in the When I Grow Up Workbook. The difference between

hard and soft skills is also found in the Workbook on p. 7. Once students have listed the skills needed to complete the activity and

have isolated the employability skills, discuss why these skills might be important to an employer.

Lesson 1: Human Knot

Category: Skills Identiﬁcation and Career Exploration

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

Employability Skills

a) Problem Solving & Critical Thinking

b) Interpersonal Communication

c) Enthusiasm & Attitude

d) Flexibility & Adaptability

Learning Outcome(s)

Students will be able to identify and share personal strengths and characteristics, as well as correlate how these qualities might impact

their career paths.

Resources Needed

1. Life’s an Adventure video — www.wrksolutions.com/adventurevid

2. When I Grow Up Workbook or individual activity pages for “What is Your Dream Job?” and “Deﬁne Your VISion”

Modiﬁcation and Extensions

• Provide students the opportunity to “Showcase” their talent:

• Sing, Write a poem, Create a work of art, Build something

• Demonstrate a lesson on a favorite subject

• Create a presentation using PowerPoint, Prezi, etc.

• Students can interview one another, then the interviewer shares about the other person.

• Complete the Choices Career Planner Interest Inventory available on the Workforce Solutions website

(www.wrksolutions.com/cp) and have students compare the interests revealed in this inventory with those

on their worksheet. Have students write a summary essay or create a presentation to discuss their new ﬁndings.

Instructional Direction

The following is a good introductory activity to the more detailed VISion activities included in the When I Grow Up Workbook (pp. 6–7).

This will help students begin to think about how interests are developed and how they might connect these to career and educational

choices.

To start students may watch and discuss the Life’s an Adventure video (link below). On a blank sheet of paper, students should

record their thoughts into four quadrants labeled (1) Dream Jobs & Careers, (2) Dream Activities, (3) Dream Destinations, and (4)

Nightmares; the nightmares section may include jobs, destinations, and activities that would not interest them. Allow students to share

their dreams and nightmares.

Have students identify a couple of interests that they would like to have in their future job. Ask students which interests they might

want to keep as hobbies. For example, if one of their dreams is to travel to a number of foreign countries, do they want to have this

interest in their work life, personal life, or both? What are the advantages and disadvantages of each option?

Once students have identiﬁed a few dreams and nightmares, have students begin working on the “Deﬁne Your VISion” (pp. 6–7) and

“What is Your Dream Job?” (p. 2–4) pages in the workbook.

Lesson 2: Discover Your Interests

Category: Skills Identiﬁcation and Career Exploration

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

Employability Skills

a) Teamwork & Working in Diverse Environments f) Professionalism

b) Interpersonal Communication g) Work Ethic: Integrity, Responsibility, & Accountability

c) Problem Solving & Critical Thinking h) Time Management

d) Enthusiasm & Attitude i) Ability to Accept and Integrate Criticism and Feedback

e) Flexibility & Adaptability

Learning Outcome(s)

Students will be able to take a critical look at themselves based on employer identiﬁed core competencies. Students will be able to

apply critical thinking and problem solving skills to make changes to their “brand” and enhance how an employer views them.

Resources Needed

1. Brand Evaluation worksheet (Blackline Master 3a)

2. Writing utensils

Modiﬁcation and Extensions

• Students can perform a 360° evaluation by also having peers, parents, teachers, and employers complete the Brand Evaluation

for them. Students can also use a free online performance review tool (such as www.selfstir.com) to rate themselves and receive

tips for improvement.

Instructional Direction

This activity can begin with an icebreaker where students come up with and share one word that they would use to describe

themselves. This can be followed with a discussion about whether the word they used to describe themselves would be what they

would want an employer, college admissions board, or scholarship committee to think of in conjunction with their name. Why or why

not? Students should then be introduced to the concepts of a periodic performance review (PPR) and a 360°evaluation. Examples of

each can be found online. However, in short, each is a means for evaluating and recording your performance at work by your supervisor

and/or team and may include a self-assessment where you rate your own work performance.

Students should complete the Brand Evaluation worksheet. Some or many of these concepts may be new to students. It is therefore

advisable to work through each statement line by line and provide clarity and more detailed explanation to students who may not

understand some of the concepts or terminology. Encourage students to be honest in their scoring as a false, deﬂated, or inﬂated

evaluation can be perceived negatively by an employer.

Option 1 – Students should create an action plan for how to improve any areas where they rated themselves under a “2.”

Action plans should include speciﬁc steps that will be taken and a timeline for when the steps will be completed.

Option 2 – Based on their ratings on the Brand Evaluation worksheet, students should choose the one area where they feel

they are weakest, and the one they feel is strongest. Students should be partnered up; greatest weakness should be matched

with someone else’s greatest strength. Each student should end up with two different partners — one that is weak in their area

of strength, and one that is strong in their area of weakness. Students will then work to mentor one another to improve the

weaknesses. Mentoring plan should action steps, deadlines, and a short activity that can be shared with the class.

Lesson 3: Evaluating Your Brand

Category: Skills Identiﬁcation and Career Exploration

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

Rate competency in each behavior using the following ﬁve level scale:

Please note that the rating “fully meets” does not signify an average performance but a consistently strong one. Therefore, this should be the most frequent rating.

Outstanding (4)

Exceeds Standards (3)

Fully Meets Standards (2)

Below Standards (1)

Unsatisfactory (0)

= consistently and effectively demonstrates the behavior; is a model for others.

= skilled in demonstrating the behavior beyond what is expected.

= fully capable — behavior corresponds with what is expected.

= demonstrates minor deﬁciencies but is coachable in the behavior.

= does not demonstrate behavior and is not responding to coaching.

1. Cross-Border Thinking:

2. Commitment to Excel:

3. Building and Managing Partnerships:

4. Taking Direction and Responsibility:

TOTAL SCORE_____

GRAND TOTAL_____

A. Awareness: thinks and acts beyond boundaries, seeks out the approaches of others Rating _______

B. Perspective: thinks “outside of the box”, beyond own area of responsibility Rating _______

C. Problem Solving: makes decisions based on facts, evaluates risks and beneﬁts Rating _______

D. Continuous Improvement: questions how things are done; creates new methods Rating _______

A. Punctuality: arrives for work daily at least 10 minutes before scheduled time Rating _______

B. Business Acumen: works “smarter” using technology and computer programs Rating _______

C. Drive/Persistence: committed to achieving the best possible result despite setbacks Rating _______

D. Goal Oriented: monitors own progress to achieve and exceed established goals Rating _______

E. Work under pressure: handles multiple tasks simultaneously with composure Rating _______

F. Quality: Checks own work for accuracy and completeness Rating _______

A. Sharing Information: willingly shares knowledge, best practices, and opinions Rating _______

B. Accepting Feedback: seeks, reﬂects on, and uses suggested improvements Rating _______

C. Offering Feedback: gives constructive suggestions that aren’t personal or general Rating _______

D. Teamwork: considers different viewpoints and ideas to work effectively with others Rating _______

E. Diversity: nurtures open interactions with members of different cultures Rating _______

F. Customer Care: creates and reinforces trust; pro-actively seeks information Rating _______

A. Flexibility & Adaptability: appropriately changes approach based on situation Rating _______

B. Enthusiasm & Attitude: gives 100% with a smile Rating _______

C. Impact: stands up for own point of view; acts with integrity Rating _______

D. Inﬂuence: uses a range of arguments to reinforce a point or win support for an idea Rating _______

E. Responsibility: admits mistakes; doesn’t blame others or pass on problems/decisions Rating _______

F. Planning and Organization: prioritizes work efﬁciently and avoids time wasting Rating _______

Blackline Master 3a

Name _________________________________________

Period ________________

Date ________________

BRAND EVALUATION WORKSHEET

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

Employability Skills

a) Problem Solving & Critical Thinking

b) Flexibility & Adaptability

Learning Outcome(s)

Students will calculate their cost of living, determine a high-skill, high-growth job that would meet their cost of living, and investigate

their determined occupation.

Resources Needed

IDEAL: One computer for each student with access to Internet, Reality Check worksheet (Blackline Master 4a), writing utensils

LIMITED: Reality Check Worksheet and Results Grid

EXTENSION: “Focus On Proﬁles” from Workforce Solutions Web site, Focus On Proﬁle worksheet

Modiﬁcation and Extensions

• Students research one or more of the high-skill, high-growth jobs that match their lifestyle choices and complete the Focus On

Proﬁle worksheet. As part of the research process, encourage students to visit www.wrksolutions.com as well as www.lmci.state.tx.us.

• Students create presentations describing their chosen lifestyle, salary requirements, and occupation of choice that will help them to

live that lifestyle. Students should include information on:

a. how they chose the profession they researched

b. what mattered most in choosing their career

c. how inﬂuential were salary and expenses in considering their options

d. what educational steps should they take next (include speciﬁc schools/programs)

e. where might they look for a job (include speciﬁc companies and industries)

Instructional Direction

This lesson can be completed in a number of different ways depending on technological resources available. When at least one

computer is available, you can use the website: texasrealitycheck.com. All learning environments, with or without technology, may use

the paper-based version of the activity supplemented here with Blackline Master 4a.

Complete the exercise considering the appropriate direction for:

A. One computer

a. One person (teacher or student) operates the program depending upon time limitation. Students can call out their

selections as the person running the program makes the chosen selections on the website.

b. Each student completes a Reality Check worksheet reﬂecting their individual choice. This should not match what

is being done collectively as a class (unless their answers are identical) as each student’s complete worksheet will

yield an individual result about their lifestyle choices.

B. Multiple computers

a. Each student completes the online activity and records their answers on the Reality Check worksheet reﬂecting

their choice.

b. Have students write their expected annual salary on their worksheet.

C. No computers

a. Each student completes a Reality Check worksheet reﬂecting their choices.

b. Determine the total number of points for their choices.

Reference the Reality Check Results Grid to view high-skill, high-growth jobs in the Gulf Coast area that would allow students to live

their chosen lifestyle.

Lesson 4: Reality Check

Category: Skills Identiﬁcation and Career Exploration

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

Name _________________________________________

Period ________________

Date ________________

REALITY CHECK WORKSHEET

Housing

(choose 1)

Living at home

None

Efﬁciency apartment

One-bedroom apartment

Two-bedroom apartment

House

Utilities

(may choose more than 1)

Phone

Internet

Mobile phone

Cable

Electricity

Water & gas

Food

(choose 1)

Eat at home

Home and fast food

Home and ﬁne dining

Restaurants mostly

Transportation

(choose 1)

Walking

None

Public bus

Used auto

Basic auto

Average auto

Luxury auto

Clothing

(may choose more than 1, but

only 1 option from choices 3–6)

Accessories

Shoes

$50–75/month

$76–125/month

$126–250/month

$250+/month

Health Care

(choose 1)

No insurance

Basic insurance (I)

Premium insurance (II)

No insurance means no paycheck

deduction but you will pay full

price for each medical visit or service.

Basic insurance may be less from your

paycheck, but you will pay more per visit

than premium insurance.

Directions:

For each box above you are going to choose one or more options for lifestyle expenses you might choose to have when you have

your ﬁrst full-time job after high school or college.

If the box says “Choose 1,” then you would only choose one option. For example: for housing, choose the line that matches the

type of housing you would like to have. If you want to rent a one-bedroom apartment, you would circle 5 next to this choice.

For boxes where you can choose more than one option, feel free to choose as many as you think you need or want. For

example, for entertainment, if you plan to go out with friends in town and also take short vacations, you should circle the

corresponding number next to both of these options for a total of ﬁve.

Total the number of circled points and write the answer in the ﬁnal space. Using the Reality Check Results Grid, ﬁnd the column

that matches your number of points and write down the salary range for that column in the box above. Next, choose one or

more occupations you might consider to achieve this salary.

Reality Check may be found at www.texasrealitycheck.com or as an application for Apple products (Android coming soon).

page 1 of 2

Blackline Master 4a

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

3 5

Stay home

Go out on the town

at least once a week

Spend money on concert

tickets, short out-of-town trips,

and other items that cost more

than a night on the town

Longer vacations and premium

adventures that might require

hotel and travel expenses

Personal

(may choose more than 1)

Basics (toiletries, etc.)

Gym/sports recreation

Hair and skin services

Extras (makeup, cologne)

Luxuries (designer brands)

Entertainment

(may choose more than 1)

Miscellaneous

(may choose more than 1)

M i s c . ( s m a l l p u r c h a s e s )

Pet care

Vacation spending

(aside from the cost of

b o o k i n g h o t e l s a n d t r av e l )

Gadgets (electronics)

Home furnishings

(decorations, sheets,

tables, etc.)

Savings per Check

(choose 1)

10%

Student Loan

(choose 1)

Certiﬁcate

Associates

Bachelor's

Master's

Professional

Total Points

Salary Range

Possible occupations

for my chosen lifestyle

page 2 of 2

Name _________________________________________

Period ________________

Date ________________

Blackline Master 4a

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

REALITY CHECK RESULTS GRID

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

Based on your total from the Reality Check Worksheet, review the occupations which would allow you to live that lifestyle.

Total points from Reality Check Worksheet

Machinist

29 or less 30–39 40–49 50–59 60–69 70–79 80–89

90 or more

$30–40k $41–50k $51–60k $61–79k $71–80k $81–90k $91–100k

$101k+

Boilermaker

Accountant and

Auditor

Cost Estimator

Financial Analyst

Computer Systems

Analyst

Software Developer,

Applications

Pharmacist

Medical Records

Technician

Electrician

Educational,

Vocational and School

Counselor

Electrical and

Electronic Engineering

Technician

Computer Systems

Administrator

Environmental

Engineer

Dentist

Mobile Heavy

Equipment Mechanic

Geological

Technologist

Electrical Power-line

Installer and Repairer

Medical and

Clinical Laboratory

Technologist

Registered Nurse (RN) Physical Therapist Doctor

Rig Operator

HVAC Mechanic

and Installer

Market Research

Analyst

Chemical Plant

Operator

Occupational

Therapist

Software Developer,

System Software

Geoscientist

Welder, Cutter,

Solderer & Brazer

Industrial Machinery

Mechanic

Paralegal Speech Therapist Petroleum EngineerNursing Instructor

Licensed Practical &

Licensed Vocational

Nurse (LPN & LVN)

Radiologic

Technologist

Petroleum Pump System

Operator, Reﬁ nery

Operator, & Gauger

Mining /Geological

Engineer

Plumber, Pipeﬁ tter,

Steamﬁ tter

Respiratory Therapist

Bilingual Teacher

Read the “Focus On” proﬁ le to get more information on occupations that may interest you.

Proﬁ les can be found at http://www.wrksolutions.com/jobs/focuson.html.

Blackline Master C3b

Blackline Master 4a

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

Employability Skills

a) Teamwork & Working in Diverse Environments

b) Problem Solving & Critical Thinking

c) Flexibility & Adaptability

Learning Outcome(s)

Students will be able to identify occupations needed to form a successful company, apply engineering and mathematical principals to

build a structure, use effective communication tools to create company marketing materials, and introduce business acumen to make

decisions about the organizational structure and operation of a company.

Resources Needed

Newspaper, tape, straws, eggs, paper towels, trash can, markers, materials used for “marketing the company,”

High-Skill, High-Growth list, cleaning materials

Modiﬁcation and Extensions

• Students research other extreme sports and prepare presentations on other products they might develop to

support these sports and how adding these product lines would impact their original business structure.

Instructional Direction

Students will break into groups of 4–6 in order to complete this project. Depending on the desired ﬁnal product output, this project

may have components spread out over multiple class periods or can be delivered in as short as 60 minutes.

Scenario – Eddie the egg and dozens of his friends are passionate about base jumping, but they don’t like to be constrained

by wearing a parachute…which tends to make landing a problem. Several friends have scrambled their brains in the process. Your

company is going to capitalize on this new sport by building a structure to place on the ﬂoor where Eddie and his friends can land

safely. You will build a prototype competing with several other companies for Eddie’s business. In order to win you need to not only

build a working structure but have good advertising, promotional materials, and a solid business structure.

Construction – each group must use 6 inches of tape, 4 straws, and 2 pieces of newspaper to build a structure that can sit on the

ground without assistance.

Organization Structure – because this is a start-up company, funding is limited and thus, staff must be limited; each group must

determine what ﬁve critical positions they will hire for and defend why they chose those positions. They then need to develop a mission

statement to guide their new business.

Marketing – each group must come up with a name for the company, a name for their product, an advertising slogan, and either a

marketing poster or commercial. The marketing strategy must align with the mission statement of the company.

Sales – each group must complete a SWOT analysis; based upon this analysis as well as time spent in construction, materials used,

salaries of employees, competitor prices, and product demand, they must determine how much they will charge for their structure and

who will be in their target audience.

Competition – each group will present on their organizational structure, mission statement, SWOT analysis results, and then share

their poster or commercial that includes a slogan and the price they have determined to sell their product at. After each business has

gotten the opportunity to pitch their company, the prototype structures will be tested. Structures should be placed on the ground in

the designated area, one member from each team, should bring their customer and stand beside their structure. When instructed,

each customer should be dropped from waist level into the structure. Each “survivor” will then be dropped from slightly higher.

This process will continue until only one “survivor” remains.

Judging – the winner will be determined based not only on the egg surviving the drops, but also on how well the group structures

their company and presents their information. As time allows, teachers are encouraged to create and explain a scoring rubric deﬁning

how each component will be evaluated and weighted.

Lesson 5: Egg-streme Sports

Category: Skills Identiﬁcation and Career Exploration

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

Employability Skills

a) Teamwork & Working in Diverse Environments

b) Interpersonal Communication

c) Problem Solving & Critical Thinking

d) Enthusiasm & Attitude

e) Flexibility & Adaptability

f) Time Management

Learning Outcome(s)

Students will be able to understand the importance of being able to ﬁnd common ground and build from it to make connections with

others in order to achieve career success.

Resources Needed

1. Networking BINGO handout (Blackline Master 6a)

2. Writing utensils

Modiﬁcation and Extensions

• Give participants a set amount of time to explore their social media sites and record the names of people they ﬁnd that match the

BINGO grid topics.

Instructional Direction

Hand out Networking BINGO worksheet (Blackline Master 6a)

Students complete each square by writing their response to the prompt; allow about two minutes for this to be completed.

Students then network, talk to people to discover and share mutual interests, and gather signatures from people with whom they ﬁnd

things in common.

Based on group size and time allotted, inform students how many minutes they have to network. The ﬁrst student to complete all

12 spaces on grid wins. Most (if any) will not complete the grid.

i. Variations with signatures: Allow each student one signature per square, even if multiple students

share the same characteristic. Allow participants to get only one signature from another

participant, even if they have multiple things in common.

ii. Variations with structure: Students will line up in two rows facing one another. One person will act

as an “anchor.” Set a timer and have students rotate to the next student each time it dings until

students have interacted with all classmates.

Debrief activity discussing things such as:

• who got the most signatures

• what was the easiest match to ﬁnd

• what was the most difﬁcult match to ﬁnd

• were there missed networking opportunities

• were all of the BINGO items work-related

• how could these topics have an impact on a job search

• review questions at the bottom of the worksheet regarding other implications, including social media and

online networking/ presence and consequences

Lesson 6: Networking BINGO

Category: Job Search Skills

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

NETWORKING BINGO WORKSHEET

INDIVIDUALLY

1. Respond to each prompt (as it pertains to your own life and experience) by writing your answer on the “Me” line in each box.

2. You have ______ minutes to complete this portion of the exercise.

IN A GROUP

3. Stand up, walk around, and talk to people. This is called “networking.” Identify individuals that have the same response for

each box. When you ﬁnd someone that matches your response, write their name in the box. You may not have the same

person’s name more than ONE time in the grid.

4. You have ______ minutes to network and complete your grid. Yell “BINGO!” when all blanks are ﬁlled in.

SHOE SIZE

Me:

_____________________

Name:

_____________________

INTENDED COLLEGE MAJOR

Me:

_____________________

Name:

_____________________

FAVORITE ANIMAL

Me:

_____________________

Name:

_____________________

STRONGEST SKILL

Me:

_____________________

Name:

_____________________

YOUR IDEAL CAREER

Me:

_____________________

Name:

_____________________

BIGGEST FEAR

Me:

_____________________

Name:

_____________________

HOMETOWN

Me:

_____________________

Name:

_____________________

FAVORITE STORE

Me:

_____________________

Name:

_____________________

FAVORITE COLOR

Me:

_____________________

Name:

_____________________

INDUSTRY IN WHICH YOU

WOULD LIKE TO WORK

Me:

_____________________

Name:

_____________________

FAVORITE HOBBY

Me:

_____________________

Name:

_____________________

COLLEGE/UNIVERSITY

YOU WANT TO ATTEND

Me:

_____________________

Name:

_____________________

1. How could people who share your interests help you make good educational and career choices?

2. Who would be the most beneﬁcial connection on your grid? Why?

3. How might a “fun” connection like “favorite hobby” or “animal” help in your career development?

4. Can social media, like Instagram or Snapchat, help us network? If so, how? Can it hurt our networking opportunities?

Blackline Master 6a

Name _________________________________________

Period ________________

Date ________________

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

Employability Skills

a) Interpersonal Communication

b) Problem Solving & Critical Thinking

c) Professionalism

Learning Outcome(s)

Students will be able to identify qualities of a good resume and understand the importance of a customized resume. Students will also

be able to make logical conclusions about the implications of having poorly written or “one size ﬁts all” resume.

Resources Needed

1. Sample job posting

2. Sample resumes (good and bad) - Blackline Masters 7a and 7b

3. Paper for recording answers

4. Writing utensils

Reference material — Job Search Tips for Teens as found on Workforce Solutions’ website

Modiﬁcation and Extensions

• a part-time minimum wage position with no past, paid work experience.

• a college scholarship.

• an internship.

• a part-time minimum wage position with no past, paid work experience.

• a college scholarship.

• an internship.

Instructional Direction

This activity can be completed individually, in small groups, or as a large group project.

Using the sample resumes for this activity (Blackline Masters 7a and 7b), students will evaluate versus the job description,

identify key components of an effective resume, and compare and contrast resume samples.

You may have students use When I Grow Up Workbook pages 8-9 on building a resume as a reference before or throughout this activity.

Students should ﬁrst examine the job posting and discuss the requirements.

Students should then review the sample resumes, make a list of any mistakes, choose who to call for an interview and share ﬁndings

with their group or class.

Point out any mistakes not spotted:

Barbie – email address, objective, space in easy going, spelling of sweet, including elementary and middle school,

title of volunteer, no description of work experience

Amanda – space at beginning of bullet point for typed reports, capitalize Summers, make sure dates are a consistent

pattern (either the word “to” or a dash)

Lesson 7: Customized Resumes

Category: Job Search Skills

Barbie Taylor

8375 Cherry Street

Houston, TX 77089

(936) 727 – 1421

[email protected]

My objective is to ﬁnd work

SKILLS

• Excellent computer skills

• Fun-loving

• Easy- going

• Super sweat

EDUCATION

George Washington High School – Spring, Texas

M. B. Miller Middle School – Spring, TX

Roy Rogers Elementary School – Spring, TX

VOLUNTEER

Trinity Health Center, Spring, TX

Clerk

Summers 2012 to present

First Church, Spring, Texas

Volunteer

Summers 2010 to present

Smith Household, Spring, TX

Baby Sitter

2008 to 2010

Blackline Master 7a

Amanda Taylor

8375 Cherry Street

Houston, TX 77089

(936) 727-1421

[email protected]

Veterinary Receptionist 77479, Job Posting ID 685081

SKILLS

• Able to provide support: handle daily clinical procedures, care for animals and assist veterinarians and veterinary

technicians in their daily tasks

• Willing to clean the public areas of the ofﬁce and to close the ofﬁce

• Computer Skills: Microsoft Word, Excel and Power Point

• Bilingual in English and Spanish: read, write, and speak Spanish ﬂuently

• Punctual and reliable; ﬂexible and adaptable; able to work in teams

EDUCATION

George Washington High School – Spring, TX currently in the 12th grade

• Expected date of graduation: Spring 2014

VOLUNTEER / COMMUNITY ACTIVITIES

TRINITY HEALTH CENTER, Spring, TX summers 2012 to present

Front Desk Clerk

• Took phone messages for 4 departments

• Typed reports, ﬂyers, and other documents using Microsoft Word and Publisher

• Assisted with fundraising events

FIRST CHURCH, Spring, TX summers 2010 to present

Volunteer – Soup Kitchen

• Prepared food at proper temperatures and correct portions

• Served 150 to 200 people each event

• Cleaned dining and kitchen areas to health code standards

Smith Household, Spring, TX 2008 – 2010

Childcare Worker

• Cared for four children ages 1 to 7

• Assisted with homework, subjects including English, Math, and Science

• Encouraged creative play amongst children

• Administered appropriate discipline when necessary

Blackline Master 7b

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

Employability Skills

a) Problem Solving & Critical Thinking

b) Professionalism

Learning Outcome(s)

Students will be able to identify the qualities of a good application. Students will also be able to make logical conclusions about the

implications of having a poorly completed application.

Resources Needed

1. Sample applications (Blackline Masters 8a and 8b)

2. Paper for recording answers

3. Writing utensils

4. When I Grow Up Workbook – see p. 9 for tips to share with students on completing quality employment applications

5. Fillable Master Application – found online at www.wrksolutions.com/masterapp

Modiﬁcation and Extensions

• Practice completing their own Master Application, which can be printed and saved for later use: www.wrksolutions.com/masterapp

• Rewrite the bad applications to make them better.

Instructional Direction

This activity can be completed individually, in small groups, or as a large group project.

Inform students that today they are going to review applications for an entry level position to determine who should be interviewed.

Using the sample applications (Blackline Masters 8a and 8b; also available online at wrksolutions.com/whenigrowup), students should

examine the applications, make a list of any mistakes, and choose who to call for an interview.

Students share mistakes found and person(s) chosen to interview.

Variation - Each student or representative for each group shares mistakes found, other groups / individuals cross that mistake

off their list, person or group with the most unique mistakes “wins”.

Point out any mistakes not mentioned:

Tonya Jones – didn’t date the application, drew ﬂowers along edges, wrote in all capital letters, dotted I’s with hearts, put IDK for

social, didn’t include area code on phone numbers, drew dashes instead of putting N/A, circled answers with hearts, put ASAP for start

date, put ANY for salary desired, unprofessional reasons for leaving, used uncle as a reference; positive highlight – mistake had one

line through it and her initials beside it

Gary Allen – didn’t date the application, VERY messy handwriting, put ﬁrst and last names in wrong locations, didn’t ﬁll in all blanks

or answer all questions and didn’t use N/A to indicate they had been read, scribbled out mistakes, only put last four of social, put

Anything for position desired, put NOW for start date, asked for $15/hour, stated he was in high school for twelve years, spelled

bilingual wrong, didn’t include contact information for employers or references, unprofessional reasons for leaving, didn’t sign or date

the application

Lesson 8: The Good, The Bad and the Ugly (of Applications)

Category: Job Search Skills

Blackline Master 8a.1

Blackline Master 8a.2

Blackline Master 8b.1

Blackline Master 8b.2

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

Employability Skills

a) Interpersonal Communication

b) Professionalism

c) Work Ethic: Integrity, Responsibility, & Accountability

Learning Outcome(s)

Students will understand how to effectively choose references and be able to construct a reference page for use in employment

applications or as requested by employers upon conditional offer of employment.

Resources Needed

1. Paper

2. Writing utensils

Instructional Direction

This activity can be modiﬁed in a number of different ways based on teacher preference. Students can work alone, in small groups, or

as part of a large group to complete these activities.

Students should discuss Yelp and similar online review sites then share methods that they use to let others know about a product or

service that they like. Students should then choose at least one of the following categories: music, food, sports, fashion, or technology.

Students should write one positive referral for a product or service that falls into each of their chosen categories. As part of the referral,

students should describe the product or service, how they are familiar with it, how long they have used it, and what is so great about it.

Students should then choose a product or service for the same category/-ies chosen about which to write a negative referral. Allow time

for students to share.

This activity should be used to start a discussion about who students should and should not use as references and why. Explain that

online review sites are like professional references because they are both used by third parties to evaluate our perception of a product,

service, or (in the case of employment) a potential candidate for a job.

Be sure to share the following:

• Students should have between three and ﬁve professional references.

• References should never be family members.

• References may include former or current employers, teachers, coaches, and mentors.

• All references should be asked permission before they are used, then informed after they are used.

• Neither a list of references nor should the line “References Available Upon Request” be included in a resume.

Explain that each reference should include the ﬁrst and last name, mailing address, phone number, and e-mail address. It is also a

good idea to know where that person works and what their title is. Finally, be sure to include a brief description of how you know the

person and how long you have known them. Students should complete the discussion by making a list of people that they might ask

to be a reference for them. A sample reference is included here:

John Smith – Senior Marketing Manager, Accento Corporation

1222 Lead Line Drive, Suite 440B

Houston, TX 77002

(832) 222-2222 (ofﬁce)

[email protected]

Relationship: worked for Mr. Smith as an intern and part-time employee for 1 ½ years in the Sales Department

Lesson 9: Professional References

Category: Job Search Skills

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

Employability Skills

a) Interpersonal Communication

b) Enthusiasm & Attitude

c) Professionalism

d) Time Management

e) Ability to Accept and Integrate Criticism and Feedback

Learning Outcome(s)

Students will understand the importance of being succinct and be able to share a marketing proﬁle that highlights their strengths

to an employer in a professional manner.

Resources Needed

1. Timer – Google “online stopwatch” to ﬁnd a stopwatch you can project on a large screen, if possible

2. Writing utensils

3. “Interviewing and The Power of 30” Worksheet (p. 10) in the When I Grow Up Workbook

Modiﬁcation and Extensions

• Students should research, and invite a panel of employers / professionals to come in and provide constructive feedback to

each student as they deliver their 30-second commercial.

• Students should record their 30-second commercial and share it electronically with at least 3 professionals to receive

constructive feedback.

Instructional Direction

Brieﬂy discuss how long students believe the average person’s attention span to be. Explain that the average attention span is only

about 30 seconds. Students will estimate how long they think 30 seconds lasts. Students will close their eyes and once they believe

the 30 seconds has passed they will raise their hands, but will keep their eyes closed. The instructor should start a timer and keep

track of approximately when hands are raised. When 30 seconds have passed, students should be told to open their eyes. Debrief the

results of the experiment.

Students should be introduced to the idea of sharing their skills with an employer within the 30-second time frame. Share an example

of a well-written commercial. Students should then complete the 30-second commercial in the When I Grow Up Workbook (p. 10).

Students should stand up and share their 30-second commercial with the class while being timed. This is especially effective when a

visible 30-second timer is running behind them. Students should offer encouraging feedback as well as suggestions for improvement

as each student ﬁnishes their commercial.

i) Option 1 – Students gradually work into sharing the entire 30-second commercial. First students stand at their seats

and read the ﬁrst two lines. Students read their entire commercial standing by their seat. Students should go to

the front of the room and read their entire commercial. Eventually, each student should stand at the front of the

room and share their commercial from memory.

ii) Option 2 – Students could be cut off at the 30-second mark whether or not they are done. Feedback should center

around the impression made and skills offered during that time frame – could you tell what that student wanted to

do and why?

Lesson 10: 30 Seconds

Category: Job Search Skills

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

Employability Skills

a) Interpersonal Communication

b) Enthusiasm & Attitude

c) Flexibility & Adaptability

d) Professionalism

e) Ability to Accept and Integrate Criticism and Feedback

Learning Outcome(s)

Students will be able to formulate proper responses to common interview questions.

Resources Needed

1. Timer

2. Speed Interviewing worksheet (Blackline Master 11a)

3. Writing utensils

Reference material — Job Search Tips for Teens as found on Workforce Solutions website and pp. 10–11 in the

When I Grow Up Workbook.

Modiﬁcation and Extensions

• Choose students to act out a mock interview in front of the class. Class then provides feedback.

• Groups of students use technology to record positive and negative examples of mock interviews.

Allow class access to videos and have students write a paper on lessons learned from viewing the various examples.

Instructional Direction

Students should review methods for answering some common interview questions in the When I Grow Up Workbook (pp. 10–11).

Also, you may have students review the most common interview questions, found at www.wrksolutions.com/interview.

Break students into groups of three. Explain that they are going to participate in a brief mock interview to help them practice

answering some of the most commonly asked interview questions. Have them treat it as much like a real interview as possible.

Assign roles to team members: Observer watches the interaction, rates the person being interviewed, and notes their observations

on the Speed Interviewing worksheet; Interviewer asks the questions; Interviewee answers the questions.

i) Variation for smaller sized groups: break participants into teams of two where the Interviewer simultaneously plays

the role of the observer.

Set timer for three minutes and start the interview. Walk amongst the groups and listen to responses throughout the interview session.

When three minutes have passed, stop the interview process and give groups one minute for the observer to offer feedback to Inter-

viewee. Repeat this process until everyone in the group has had a chance to play each of the assigned roles.

Discuss lessons learned, your observations, and share individual observations that could help entire group.

Lesson 11: Speed Interviewing

Category: Job Search Skills

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

Tell me about yourself.

Notes:

How would your teachers describe you?

Notes:

What are your strengths?

Notes:

What are your weaknesses?

Notes:

Why should I hire you?

Notes:

Do you have any questions?

Notes:

Rate the candidate’s body language.

Notes:

Rate your overall impression of the candidate.

Notes:

1 I I I 5

poor

outstanding

SPEED INTERVIEWING WORKSHEET

Blackline Master 11a

Name _________________________________________

Period ________________

Date ________________

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

Employability Skills

a) Interpersonal Communication

b) Enthusiasm & Attitude

c) Problem Solving & Critical Thinking

d) Flexibility & Adaptability

e) Ability to Accept and Integrate Criticism and Feedback

Learning Outcome(s)

Students will be able to critically evaluate a situation and apply labor market information in order to determine when and how to share

information to achieve desired results.

Resources Needed

1. Negotiation Scenario instructions and worksheets (Blackline Master 12a and 12b)

2. Writing utensils

3. PowerPoint, if the instructor would like to provide more detailed instruction on the legalese

(especially applicable for CTE instruction in the legal ﬁeld; but, also valuable for framing a rather complex lesson)

Modiﬁcation and Extensions

• Have students create their own proﬁle that they believe will get them hired in this scenario.

• Assign groups to create their own mock scenario and proﬁles based on an industry and profession in the Workforce Solutions

High-Skill, High-Growth guide.

Instructional Direction

This activity is an extension on the employability skills related to interviewing and networking and is based on the case studies in

the Program on Negotiation at Harvard Law School. Students work together in small groups to role play an interviewing scenario. One

student must play the employer and at least two students play potential candidates. Ideally, the activity is designed for groups of ﬁve

students. When less than ﬁve students are available for a group, the instructor should take note of which candidate proﬁle(s) has/have

been excluded as this will affect the possible hiring outcomes.

Choose to have this completed as a panel session with all candidates present at once or as individual interviews in rotation with

employer. In either case, students are allowed to work freely without coaching but within speciﬁc time parameters. All students should

be given at least ten minutes to read their proﬁles, plan, and make notes. After the individual planning period, the negotiation activity

itself should not last more than 15–20 minutes.

Detailed instructions for this activity are included as Blackline Master 12a, which also includes the teacher copy of the individual role

play proﬁles and possible negotiation outcomes.

Blackline Master 12b has the individual student role play proﬁles and note taking template where they can record their thoughts

on their position, interests, and BATNA (concepts which are explained in the detailed instructions and included in the PowerPoint

available online at www.wrksolutions.com/negotiationslides).

Lesson 12: The Negotiations of Interviewing

Category: Job Search Skills

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

This activity is an extension on the employability skills related to interviewing and networking. Students are expected to work together

in small groups to role play an interviewing scenario. One student must play the employer and at least two students must play potential

candidates. Ideally, the activity is designed for groups of ﬁve students. When there are less than ﬁve students available for a group, the

instructor should take note of which candidate proﬁle(s) has/have been excluded as this will affect the possible hiring outcomes.

You can either choose to have this completed as a panel session with all candidates present at once or as individual interviews in

rotation with the employer. In either case, it is recommended that students are allowed to work freely without coaching but within

speciﬁc time parameters. All students should be given ten minutes to read their proﬁles, plan, and make notes. After the individual

planning period, the negotiation activity itself should not last more than 15–20 minutes.

Prior to beginning the activity, the instructor may choose to cover the following concepts:

1. Position – An individual’s worth in a speciﬁc context. What qualities do you hold that make you or your investment

valuable? What qualities do you hold that make you or your investment risky? For the item of negotiation, is the

supply greater than the demand or vice versa? How does the supply-demand dynamic affect a negotiation? (answer:

it can greatly inﬂuence who holds more power initially)

Example: Who has a better position in a rock band? The lead singer or the bass guitarist? What is the importance

of each to the band? Who is more easily replaced? Who inﬂuences the image of the band more? If either left the

band in an instant, would the band survive?

2. Interests – What are your priorities in a negotiation? What have you got to win or lose? What are the “must have”s,

the “it would be nice to have”s, and the “it doesn’t matter to me”s. Organizing your interests helps in planning for

the bargaining stage of a negotiation.

3. BATNA (Best Alternative to a Negotiated Agreement) – Best option when an ideal outcome cannot be reached. If the

other party refuses to continue negotiation or if you reach a standstill, what is your best 2nd option? Having a

backup plan gives you perspective when trying to get the best deal possible. Your counterpart may also have an

ideal outcome and a BATNA…or they may not. It is up to you to discover positions and interests to determine your

power in the negotiation and BATNA.

Students should be reminded that this is a scenario to help their employability by working on skills such as effective communication,

prioritization of tasks & goals, following directions, planning, and skills evaluation. Each of the student scenarios is included below:

Scenario #1: Pipeline Welder

Employer:

• You are hiring a welder and can offer up to $24/hr for someone with at least one year of experience. You

may offer less. One year of experience is preferred but not required.

• Your company beneﬁts include full medical and dental, a retirement plan, a company vehicle for work, and

15 vacation days a year.

• You must hire someone with at least a 2 year welding certiﬁcate that has some experience in pipeline

welding. No exceptions.

• Your company has had trouble hiring people for evening and overnight shifts. The last three hires have left

because they either get offered better hours or cannot balance the schedule with their family obligations.

• If you hire someone for $16/hr or less, you CAN offer a SECOND person a job for $16/hr or less, but the

2nd hire must have at least a one-year certiﬁcate. You also receive a $5000 bonus for hiring two people

for less than the price of one.

page 1 of 3

NEGOTIATION SCENARIO INSTRUCTIONS

Blackline Master 12a

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

Candidate #1

• You are an experienced pipeline welder of ﬁve years and have a one-year certiﬁcate from Lone Star College.

You are looking to make no less than $18/hr

• You are married with four children, ages 4, 7, 14, and 23 – good employer beneﬁts are important to you.

• Your spouse works as a night nurse’s aide and so an evening shift is least desirable. You are looking for

new work because your last company has asked you to work nights and it is difﬁcult on your home life.

• You were ﬁred from your ﬁrst job after college for yelling at a co-worker. You have since not had any

discipline or other write-ups at any of your jobs.

Candidate #2

• You are fresh out of college with a two-year certiﬁcate in pipeline welding. You have done an internship at

PipeCo Inc. for four months and had good ratings from your mentor.

• You are a single parent of two children ages 9 and 11. Good employer beneﬁts are important to you.

• Your family lives with your parents who take care of your children when you are working. You prefer not to

work nights but can accommodate any schedule.

• Your previous work experience is as a pizza delivery driver, a retail sales clerk for a shoe store, and a night

janitor for the school district.

• You do not know how much a welder with your experience should make and would be happy with anything

over $10/hr.

Candidate #3

• You do not have a degree or certiﬁcate and learned your welding skills from your uncle. You feel you are

fairly talented and can do some pipeline welds. You have worked in your uncle’s shop for the past two

years and have had zero customer complaints.

• You do not have children but have a serious girlfriend/boyfriend and s/he got you this interview because

s/he works for the company in their business ofﬁce.

• You would like to make at least $12/hr. Beneﬁts are not important to you but would be nice since they are

required for all people and you would rather not pay out of pocket for a plan.

• You prefer to work nights or overnights but do not want to work on weekends.

Candidate #4

• You have a two-year degree from Houston Community College in Pipeline Welding. You have two years of

experience as a Pipeline Welding Tech for Shoreline Company and have just been promoted with a raise to

Tech II making $19/hr. You also get time and a half pay when you work nights and weekends, which you

do not mind.

• You are looking for new work because you know the job market needs people like you. Because of this, you

will settle for no less than $23/hr.

• You have been offered a position with Sparx Inc. as a Tech II for $22/hr.

• You have a spouse and a newborn daughter named Elizabeth. You would like to work closer to home and

this company is right around the corner from your house. Your current job is a 30 mile drive round-trip and

requires frequent travel. It is putting many miles on your vehicle which is starting to need more

maintenance and repair work.

• You have great beneﬁts at your current company with 18 vacation days and full medical and dental.

page 2 of 3

Blackline Master 12a

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

POSSIBLE OUTCOMES:

The individual proﬁles contain parameters that should assist the students in prioritizing in planning. It is inevitable that students

will miss details and an “impossible” outcome will be selected. This is an opportunity to allow for review of the proﬁle details to see

why this outcome is not possible. Allowing time for the discussion questions that follow are a great way to have students discover the

importance of proper research, questioning, and, of course, negotiation skills.

First, Candidate #3 should never be hired. This candidate does not have the formal education required and could be a risky hire.

Schools will teach to a standard and employers often learn the expected outcomes of schools that produce quality students and future

workers. Someone that is self-taught might have great skills but could bolster this experience by holding an industry-recognized

credential.

Viable Option 1:

Candidate #4 is hired. S/he is the only candidate that meets the preference of at least one year of experience and the requirement of

a two-year certiﬁcate. The pay rate should be $23-24/hr if Candidate #4 adhered to the guidelines of his proﬁle. If Candidate #4 was

hired at a lesser rate of pay, kudos to the employer for good negotiation skills! Also, if Candidate #4 agreed to $16/hr or less,

Viable Option 2:

Candidate #2 is hired. S/he can be the only hire OR if Candidate #2 agreed to a rate of pay $16/hr or less, Candidate #1 could also

be hired. Candidate #2 has the required two-year certiﬁcate but has less than the desired one year of experience. Still, this is only

a preference so Candidate #2 is eligible for hire. Also, Candidate #2 has no idea that $10/hr is a low rate of pay for this position.

This can be a point of discussion at the end of the activity by either having the employer read their own proﬁle or by having students

“compare notes” on each other’s proﬁles.

Candidate #1 can only be hired if Candidate #2 is also hired. If Candidate #2 and #1 are hired, they must both make $16/hr or less.

If not, the employer spent too much money on less experienced employees and has just cost the company money. NO BONUS!

Follow-up Discussion Questions

Before discussion begins, have each of the new hires stand with their new employers and explain what agreement they derived. How

much pay will they receive? When will they work? What do they know about their beneﬁts? What else may have been part of the

agreement?

1. For the employers, what did you consider most important when looking for a new hire?

2. Same question for new hires.

3. If Candidate #3 was hired, how was this possible since s/he did not meet any of the parameters needed for

a new hire?

4. Did any employers or candidates talk about anything other than skill-related information? Families?

Past work experience? Other circumstance? If so, did this affect your decision either negatively or

positively? If so, how and why?

5. What does this make you think of the employment process? Would this scenario be different if the labor

pool had more qualiﬁed candidates? What if the job requirements were reduced? Can we think of an

example where a job has fewer qualiﬁcations and many available candidates? How might this affect wages

and beneﬁts?

page 3 of 3

Blackline Master 12a

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

Scenario #1: Pipeline Welder

Employer:

• You are hiring a welder and can offer up to $24/hr for someone with at least one

year of experience. You may offer less. One year of experience is preferred but

not required.

• Your company beneﬁts include full medical and dental, a retirement plan, a company

vehicle for work, and 15 vacation days a year.

• You must hire someone with at least a 2 year welding certiﬁcate that has some

experience in pipeline welding. No exceptions.

• Your company has had trouble hiring people for evening and overnight shifts. The last

three hires have left because they either get offered better hours or cannot balance the

schedule with their family obligations.

• If you hire someone for $16/hr or less, you CAN offer a SECOND person a job for $16/hr

or less, but the 2nd hire must have at least a one-year certiﬁcate. You also

receive a $5000 bonus for hiring two people for less than the price of one.

Position (what is your value? What do you have to offer? Or what might others have that you don’t?):

__________________________________________________________________________________________

Interests (what are your priorities and in what order do they matter?):

__________________________________________________________________________________________

Ideal Outcome (what would you like to get and what does it look like?):

__________________________________________________________________________________________

BATNA (if you can’t get everything you want, what is a good backup?):

__________________________________________________________________________________________

page 1 of 5

Blackline Master 12b

NEGOTIATION SCENARIO WORKSHEET

Name _________________________________________

Period ________________

Date ________________

Workforce Solutions is an equal opportunity employer/program.

Auxiliary aids and services are available upon

request to individuals with disabilities.

Relay Texas Numbers: 1-800-735-2989 (TDD) 1-800-735-2988 (voice) or 711

Scenario #1: Pipeline Welder

Candidate #1

• You are an experienced pipeline welder of ﬁve years and have a one-year certiﬁcate from

Lone Star College. You are looking to make no less than $18/hr

• You are married with four children, ages 4, 7, 14, and 23 – good employer beneﬁts are

important to you.

• Your spouse works as a night nurse’s aide and so an evening shift is least desirable. You

are looking for new work because your last company has asked you to work nights and it

is difﬁcult on your home life.

• You were ﬁred from your ﬁrst job after college for yelling at a co-worker. You have since

not had any discipline or other write-ups at any of your jobs.