honesty responsibility grit...grit the power of passion and perseverance by angela duckworth ......

53 activities for mentors and mentees to practice

Fundamental life skills for present and future success

Grit

Networking

Responsibility

Honesty

Problem solving

2

COPYRIGHT © 2017

All rights reserved. This book’s content was developed by the Hillsborough Education Foundation. No part of

these lessons may be reproduced in any form or by any means other than for the intended use by the Hills‐

borough Education Foundation.

For more information, please contact:

Hillsborough Education Foundation

2306 N. Howard Avenue

Tampa, FL 33607

Telephone: 813‐574‐0260

Fax: 813‐574‐0299

www.educationfoundation.com

3

Acknowledgement s From all of us at the Hillsborough Education Foundation, we'd like to extend our thanks to the members of

our community that have contributed towards this activity book from its conception to its publication. We'd

also like to thank you, the reader, for picking up our activity book, sharing it with your mentee, and provid‐

ing us with your valuable feedback. Without the help we've received from our community, "Skills for Life"

would still be a distant dream.

To Lynn Olmstead, who dedicated hours of her time towards leading production efforts, editing, writing

content and providing feedback for revision. Since work began on the activity book, Lynn led efforts to

maintain progress and reach a final product. Her extensive experience as a math teacher and math depart‐

ment chairwoman has given her valuable insight into what our students need beyond the usual school cur‐

riculum. She chose, with the help of others, the most important life skills included in the activity book to

promote the success of our students throughout their entire lives. Lynn spent a considerable amount of her

time editing and critiquing the document in each of its versions, providing feedback for the book's cover,

producing content, providing sources and meeting regularly with staff to review progress and uphold com‐

munication. We are incredibly grateful for all of her hard work and contributions.

To Madison Kilgore, our talented Skills for Life intern from the University of South Florida, who contributed

her technical expertise and a creative eye while writing content, researching, editing, revising, designing

and preparing the book for publication. Madison converted and organized the book's files, redesigned the

activities and chapter pages, produced content for some of the activities, provided the concept for the

book's cover and produced the book's table of contents, introduction and user guide. She worked directly

on the document, typing and formatting, and bringing Lynn's revisions and suggestions to life. She has been

indispensable in piecing together the puzzle and producing the end product, and we are extremely grateful

for her efforts during her time with us.

To Tequilla Spalding‐Winslow, our valued intern from the University of South Florida, who contributed

greatly to the initial efforts of activity book's creation by conducting extensive research, formatting, brain‐

storming, design, resource collection and revision. Without her help, the activity book would not be where

it is today, and we would like to extend our utmost gratitude to her.

To our mentor committee members, who have continually contributed valuable ideas and insight. Their ide‐

as, support and encouragement have been out of this world. We are forever grateful to those who have

extended a helping hand and continue to. Specifically, we would like to thank committee members Joe

Gross, Dr. Alex Rodriguez, and Helen Gilbart who graciously reviewed and offered valuable input regarding

the activities and other components of the activity book. Their feedback was invaluable in revising the final

drafts of the activity book, and we are incredibly thankful for their time and contribution.

4

Acknowledgement s To Fred Weber, Director of Programs for the Hillsborough Education Foundation, who led efforts to facili‐

tate progress on the activity book, as well as provide valuable feedback and technical contributions. We are

incredibly thankful for his hard work and times spent facilitating the book’s progress.

To William Dailey, the Take Stock in Children Program Manager, and Teddy Marcelo, Hillsborough Education

Foundation staff, who were the original pioneers of the activity book, and produced the original content.

We would like to give a special thanks to both Will for setting the project in motion and Teddy for dedi‐

cating his time towards copy editing and providing technical advice for the activity book.

To Dr. Robert Graham, who has been a truly gritty leader and guiding force for the development of the ac‐

tivity book. His passion and vision sparked the inspiration and recognition of the potential impact that a

program such as this could have on the lives of our scholars.

The collection of activities featured in this book are a work in progress. There are a multitude of valuable

lessons and skills that are vital for shaping our youth. Ideally, this book would cover all of those concepts;

however, there are only nine months in a mentoring year! With help from our community, we have shaped

the book according to the most general, vital skills in an attempt to be as comprehensive as possible. The

feedback received from our community will continue to help shape this activity book for future generations

of mentors and their mentees. We thank you for your continual support of the "Skills for Life" activity book

and the Hillsborough Education Foundation. It is with your help that this activity book is a reality today.

With the utmost gratitude,

The Hillsborough Education Foundation

5

Resource s The content and activities in this book were adapted from the following sources:

“Nobel Journeys” <http://landing.eftours.com/nobel‐journeys>

Grit the Power of Passion and Perseverance by Angela Duckworth

GoStrengths.com <http://www.gostrengths.com/what‐is‐grit/>

The Merriam‐Webster Dictionary

Champions of Character by the National Association of Intercollegiate Athletes

Thanks!: How the New Science of Gratitude Can Make You Happier by Robert Emmons

“Top 10 Interview Questions and Best Answers” by Alison Doyle <https://

www.thebalance.com/top‐interview‐questions‐and‐best‐answers‐2061225>

“Leadership and Integrity – Two Powerful Leadership Stories to Tell” by Michael Rogers

<http://www.teamworkandleadership.com/2012/05/leadership‐and‐integrity‐two‐

powerful‐leadership‐stories‐to‐tell.html>

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Tab le o f content s

Communication 6

Responsibility & Accountability

Grit

Gratitude

Activity 1 “Let’s Break the Ice!”

Activity 2 “Flipping the Switch”

Activity 3a “Actions Speak Louder Than Words: Part 1”

Activity 3b “Actions Speak Louder Than Words: Part 2”

Activity 4 “I Can Hear You Now”

7

8

9

10

11

Activity 1a “Let’s Talk About Grit: Part 1”

Activity 1b “Let’s Talk About Grit: Part 2”

Activity 2 “What Gritty People Have in Common”

Activity 3a “A Grandfather’s Open Letter: Part 1”

Activity 3b “A Grandfather’s Open Letter: Part 2”

Activity 4a “Put It Into Practice: Part 1”

Activity 4b “Put It Into Practice: Part 2”

CH

13

14

15

16

17

18

19

12

20

Activity 1 “What Are My Responsibilities?”

Activity 2 “Responsible to whom? To you!”

Activity 3 “Community Service Project”

Activity 4 “What’s Important in Your Life?”

21

22

23

24

Activity 1 “Thank You Project”

Activity 2 “Breathtaking Moments”

Activity 3 “An Attitude of Gratitude”

25

26

27

28

CH

CH

CH

i n t ro Introduction

A Message to Our Mentors

Guide

6

7

8

7


Professionalism 29

Teamwork & Networking

Honesty & Integrity

Critical Thinking & Problem Solving

Activity 1 “Tell Me About A Time When…”

Activity 2 “Workplace Scenarios”

Activity 3 “Practice Writing a Resume!”

Activity 4a “Mock Interview: Part 1”

Activity 4b “Mock Interview: Part 2”

30

31

32

33

34

Activity 1 “You’re On a Role”

Activity 2 “Role Models and Heroes”

Activity 3 “What’s Leadership Got to Do With It?”

Activity 4 “Always Do The Right Thing”

CH

36

37

38

39

35

40

Activity 1a “What We Each Bring”

Activity 1b “The Worst‐Case Scenario”

Activity 2 “How Do You Network?”

Activity 3 “Community Service Project”

Activity 4 “Make A Good Impression!”

41

42

43

44

45

Activity 1 “Fifty Percent”

Activity 2 “The Cultural Divide”

Activity 3 “Ethics in the Workplace”

Activity 4 “Problem Solving On A Team”

46

47

48

49

50

CH

CH

CH

8


Leadership 51

Activity 1a “Pride Lines”

Activity 1b “Exams and Exits”

Activity 2a “What Does it Mean to Lead?: Part 1”

Activity 2b “What Does it Mean to Lead?: Part 2”

Activity 3 “There Are Always Conditions”

Activity 4 “Presidential Policy”

52

53

54

55

56

57

CH

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I n t roduc t ion What are soft skills?

According to skillsyouneed.com, soft skills are “skills which characterize re-lationships with other people, or which are about how you approach life and work.” In contrast to technical skills, soft skills are not usually taught in a classroom. Instead they are usually learned by life experience and guid-ance.

Why are they important?

Soft skills are necessary to achieving success in one’s life and career, but they are often taken for granted. A study conducted in 2012 by Millennial Branding and Experience found that 98% of employers look for candidates with communication skills. 91% of these employers claimed that commu-nication skills are hard to find. Tech-nical skills can help get one’s foot in the door, but soft skills open up oppor-tunities.

Skills Employers Struggle to Find

but Value the Most Soft skills and success

According to a study conducted with Fortune 500 CEOs by the Stanford Re-search Institute International and the Carnegie Melon Foundation, 75% of long-term job success depends on soft skills. On the other hand, only 25% of success depends on technical knowledge.

Sourced from: http://www.amanet.org/training/articles/the-hard-truth-about-soft-skills.aspx

The “Skills for life” Activity book

What contributes to long

term career‐related success?

The intent of this activity book is to pro-vide mentees with the knowledge and practicum they need to develop their soft skills in preparation for their future. Our goal is that, as a complement to meeting with their mentor, mentees will gain a cutting edge against competition in the job market and achieve their wildest dreams. We hope mentors learn something along the way!

Communication

Positive Attitude

Adaptability

Teamwork

Critical Thinking

82%

78%

85%

85%

91%

Technical Skills 25% Soft Skills 75%

10

A Message To Our Men ‐to rs

You are about to embark on what could be one of the most satisfying and rewarding experiences you'll ever participate in. We would like to take the time to extend our gratitude and appreciation for your commitment to mentor a future college scholar. You have an incredible opportunity to make a differ‐ence in a young person’s life. Supporting, encouraging and caring for our young scholars by helping them set goals, build positive values and develop academic skills will go a long way in helping them real‐ize their full potential.

Research shows that a large percentage of young people entering the workforce are significantly lacking in life skills, such as communication, decision‐making, and teamwork. While academics are important, it is the development of these life skills that is critical in producing citizens and employees with communi‐cation ability, a strong work ethic, initiative, interpersonal skills and teamwork.

Consider the following while working with your scholar:

Get your scholar "doing" in addition to listening. Try to engage them in a variety of ways that will in‐crease the likelihood of not only learning but retaining and applying the information.

Repetition is key. It often takes repeated exposure to something before we retain it. Take extra time to reinforce earlier topics in the context of the new ideas being discussed. In other words, connecting pre‐vious lessons to current ones, which will help in retention and assimilation. Be creative as you offer the concept from a different point of view.

You are a role model! Use this opportunity to demonstrate honesty, authenticity and excitement while working with your scholar. Remember excitement is contagious. Your passions can inspire the same within your scholar as you engage in these lessons.

Presume competence and instill confidence. One of the best gifts you can give your scholar is the confi‐dence to succeed. Have high expectations for your scholar as you help them in realizing their potential by supporting them in becoming independent, confident and productive citizens.

Encourage students to express their own thoughts and opinions throughout the activities.

This is not a "one size fits all" curriculum. Please feel free to adapt the activities to fit the particular needs of your scholar.

It is our goal to make this program a model for other school districts. We cannot accomplish this with‐out your help. Your consistent, honest feedback will help us in perfecting our curriculum. Be sure to check the mentor monthly newsletter for our quarterly survey to leave us direct feedback on your expe‐rience with the activity book. Thanks for all you do in making our mentoring program a success.

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Activity #

Month

gu ide

Quote Icon

This icon, located un‐

derneath a speech

bubble, indicates a

thoughtful quote.

These are located on

some activities

throughout the book.

Additional

Thoughts Icon

This icon indicates ad‐

ditional thoughts re‐

garding the activity or

thoughts for the men‐

tor.

Intent Icon

This icon indicates the

intended outcome of

the activity.

Instructions Icon

This icon indicates

the steps to follow in

order to complete

the activity.

Materials Icon

This icon indicates the

list of materials need‐

ed to complete the

activity.

Each of the activities featured in the book include a section for materials, intent, instructions,

additional thoughts and content. At the top of each page, you can find the activity number,

month, theme of the month, and the title of the activity. Refer to this simple guide for aid in

navigating the activity pages.

“Title of the Activity” [Theme] Theme of the Month:

Intent:

Instructions:

Materials:

[The activity is located in this space.]

12

Introduction September

People communicate everyday through language, sounds,

signs, and/or behaviors. These cues are used to express or

exchange information with others. Communication is the

exchange of information or news.

Chapter 1 is intended to emphasize the importance of communication by completing activities, responses, reading quotes, and encouraging interactions between mentor and mentee.

Chapter 1 Communication

13

Activity 1 September

“Let’s Break the Ice!”

Communication Theme of the Month:

Intent:

Instructions:

Materials:

When having a friendly get‐to‐know each other type conversation, use open‐ended ques‐

tions and try not to interrupt the other persons thoughts. If you are receiving one word or

responses such as, “I don’t know,” answer the question yourself and ask: “what do you

think?” Stay silent until you get a response. It is also acceptable to ask the other person to

provide more details about their answers and ask what influenced their response.

What are three words to describe how you feel at the moment?

What is something you wish you could do better?

What is something you are proud of?

What is a special place you like to visit?

What is something special you enjoy?

What is an important moment from your past?

What is something you would like to ask your parents or grandparents?

What is something that you do well?

What is something you can’t live without?

What was an important lesson learned?

If you had a million dollars, how would you spend it?

What is something you would like to tell someone?

What is something you could change if the opportunity presented itself?

What was or has been the biggest challenge in your life?

Who is the person you admire the most and why?

If you had three wishes, what would they be?

If you could spend a day doing whatever you wanted, what would you do?

If you were able to choose an era to live in, which era would it be?

A copy of this activity.

To prompt communication between the mentor and mentee.

The mentor and mentee should face each other to engage in conversa‐

tion about the following questions. Take turns asking each other the

questions. The questions are intended to be thought provoking.

“Success is most often achieved by those who don’t know that failure

is inevitable.”

Coco Chanel

14

Activity 2 September

“Flipping the Switch”

Theme of the Month:

Communication

Intent:

Instructions:

Materials:

Think of a time that a miscommunication caused an issue. What happened? What was said?

What was communicated through body language? What could have been done differently

to prevent the miscommunication?

Discuss the differences and similarities in the responses. Then, ask each other:

Why is each situation different?

What are the expectations of each person?

What would happen if you greeted your friends in the way you greeted an interviewer?

What would happen if you greeted an interviewer the same way you greet your friends?

How does body language play a role in communication, especially in these scenarios?

SITUATION 1: Saying “hello” or “goodbye”

Friends:

Family:

Professional:

SITUATION 2: Asking for help

Friends:

Family:

Professional:

SITUATION 3: Emailing or texting

Friends:

Family:

Professional:

SITUATION 4: Showing excitement

Friends:

Family:

Professional:

A blank sheet of paper and a writing utensil.

The intent of this activity is to encourage mentees to discuss the

types of communication they may use in different situations and

environments, and to facilitate an understanding that what may be

acceptable in one situation may not be appropriate in another.

Mentors and mentees are to describe or demonstrate how they com‐

municate with their friends and family members. Be conscious of both

verbal and nonverbal cues.

“No one can make you

feel inferior without your consent.”

Eleanor Roosevelt

This is My Story

15

Activity 3a September

“Actions Speak Louder Than Words: Part 1”

Theme of the Month:

Communication

Intent:

Instructions:

Materials:

Communication skills are important to everyone. They are how we give and receive

information, and convey our ideas and opinions with those around us.

Communication comes in many forms:

• verbal (sounds, language, and tone of voice)

• auditory (listening and hearing)

• non‐verbal (facial expressions, body language, and posture)

• written (emails and text messages)

• visual (signs, symbols, and pictures)

It is important to develop a variety of skills for both communicating TO others and

learning how to interpret the information received FROM others. Knowing our audience

and understanding how they need to receive information is equally as important as

knowing ourselves.

To an employer, good communication skills are essential. In fact, employers con‐

sistently rank good communication skills at the top of the list for potential employees. A

job interview can be an indication to employers of how the candidate or employee will in‐

teract with supervisors, co‐workers, and customers or how they will resolve conflicts when

they arise. Remember, non‐verbal communication is also critical in an interview. Employers

expect good eye contact, a firm handshake, good posture, and “active” listening.

The activities in this section will not only help participants practice and recognize

how they provide information to others but also help them consider how others may prefer

to receive information. It is important to reinforce with participants that communication

skills involve give and take – and they can, indeed, be learned and strengthened over time.

A copy of the activity, “Actions Speak Louder Than Words: Part 1,” a

blank sheet of paper and a writing utensil.

The intent of this activity is to inform readers about the different

forms of communication and its importance in the workplace.

Mentors and mentees should read the following passage out loud.

Then, refer to the activity page titled, “Actions Speak Louder Than

Words: Part 2.”

16

Activity 3b September

Theme of the Month:

Communication “Actions Speak Louder Than Words: Part 2”

Intent:

Instructions:

Materials:

Consider seven types of nonverbal signals and cues we often use to communicate our interests to others: facial expressions, body movement and posture, gestures, eye contact, touch, voice (tone, pitch, volume), and space. Discuss how we might use them to communi‐cate to others.

Scissors [to cut out the word boxes at the bottom of this activity], a writing

utensil, and a copy of the activity titled, “Actions Speak Louder Than

Words: Part 1.”

This activity is intended to help youth gain a better understanding of how

non‐verbal communication can be interpreted by others and the impact it

can have.

Mentors and mentees should cut out the words in the boxes below, fold

each in half, and place into a hat or bowl. Then, alternate pulling one word

at a time. Using only body language and facial expressions, demonstrate

the emotion drawn. The other person has to guess which expression is be‐

ing demonstrated. Afterwards, the mentee can create a list for things to do

and things to avoid when it comes to using body language in a professional

setting.

Afraid Bored Jealous Thankful

Shy Excited Stressed Curious

Sad Happy Proud Content

DO DO NOT

17

Activity 4 September Communication

Theme of the Month:

“I Can Hear You Now”

Intent:

Instructions:

Materials:

Try to think before you speak. Our first reactions are often very emotional.

Even if we're right, we want to find the nicest and most productive way to speak to others.

What are Poor Listening Habits? Check those listening bad habits that you are sometimes guilty of committing when communi‐cating with others. Be honest with yourself! ____1. I interrupt often or try to finish the other person’s sentences. ____2. I jump to conclusions. ____3. I am often overly parental and answer with advice, even when not requested. ____4. I make up my mind before I have all the information. ____5. I am a compulsive note taker. ____6. I don’t give any response afterward, even if I say I will. ____7. I am impatient. ____8. I lose my temper when hearing things I don’t agree with. ____9. I try to change the subject to something that relates to my own experiences. ____10. I think more about my reply while the other person is speaking than what he or she is saying. Discussion Questions 1. How did you do? 2. Can you think of any other poor listening hab‐its? 3. How do you think you can improve on your listening habits? Tips for Practicing Your Listening Skills a) When it is your turn to speak, try paraphrasing what the other person had just said to you. b) If you repeat their message, it can help you

remember what they said. c) Was there information the speaker left out? Don’t be afraid to ask questions when appropri‐ate. d) Was there information you didn’t understand? Make sure to clarify this information with the speaker. This ensures you understand what the speaker has communicated. e) At the very least, try to commit the most im‐portant points of the message to memory. This will help you remember what was talked about in the future. Discussion Questions 1. Do you use these tips in your communication with others? 2. Do you use these tips on a regular basis with‐out being aware that you are using them? 3. If you could use them more often, what effect do you think it might have on your listening skills? At home? In school? Bonus Activity: Listening Practicum Either the mentor or the mentee are to take two minutes and draw a picture on a sheet of pa‐per. Then, without showing the other your pa‐per, describe your drawing the best you can us‐ing only your words. The other person listens and draws without looking. Compare your draw‐ings. Were they similar? Now switch roles and repeat the process. Reproduced from 50 Communications Activities, Icebreakers, and Exercises, by Peter R. Garber. Amherst, MA, HRD Press, 2008.


The intent of this activity is to identify poor listening habits and equip

mentees with the tools to practice listening for effective communication.

Mentors and mentees should read the passages out loud. In be‐

tween passages, mentors and mentees should discuss the follow‐

ing questions. If there is time left over, mentors and mentees may

complete the bonus activity.

Communication Theme of the Month:

18

Introduction October Chapter 2

When one works hard to overcome challenges in order to

fulfill goals, hopes and/or dreams, they express the quality

of grit. All goals, short-term or long-term, can be achieved

with a little courage, determination and a positive attitude.

Chapter 2 is intended to emphasize the importance of grit, and what it means to “have grit,” by completing activities, responses, reading quotes, and encouraging interactions between mentor and mentee.

Grit

19

Activity 1a October

Theme of the Month:

Grit “Let’s Talk About Grit: Part 1”

Intent:

Instructions:

Materials: A copy of “Let’s Talk About Grit: Part 2,” a copy of this activity, and a

writing utensil.

The intent is to have mentees assess the factors that play into

their level of grit.

Mentees should complete the following assessment to determine the grit they possess. Each circled answer is worth points ranging from 1‐5. The rubric is included below. Afterwards, refer to the activity page titled, “Let’s Talk About Grit: Part 2.”

New ideas and prospects sometimes distract me from previous ones.

Very much like me|Mostly like me|Somewhat like me|Not much like me|Not like me at all

My interests change from year to year.


Setbacks don’t discourage me. I don’t give up easily.


I finish whatever I begin.


I am a hard worker.


I have overcome setbacks to conquer an important challenge.


Very much like me: 1 point

Mostly like me: 2 points

Somewhat like me: 3 points

Not much like me: 4 points

Not like me at all: 5 points

Points for each answer

26‐30: You’re extremely gritty.

21‐25: You’re more gritty than not.

15‐20: You’re somewhat gritty.

10‐14: Keep practicing grit!

6‐9: You could use some practice.

Tally your score. How gritty are you?

Theme of the Month:

How did you score? Discuss what your score means for you and brainstorm some strate‐

gies for improving your grit moving forward.

20

Activity 1b October

Theme of the Month:

Grit “Let’s Talk About Grit: Part 2”

Intent:

Instructions:

Materials:

To read about other gritty Nobel Prize winners, go to: http://landing.eftours.com/nobel‐journeys

A copy of “Let’s Talk About Grit: Part 1,” and a copy of this activity.

The intent of this activity is to provide a basis for understanding how grit

is defined and demonstrated in real life.

Mentors and mentees should read the following passages out loud. Then,

answer the discussion questions.

Theme of the Month:

How Do You Define Grit? Grit may be defined in many different ways, but gostrengths.com provides the most comprehensive definition of grit. “Grit is a per‐sonality trait possessed by individuals who demonstrate passion and perseverance toward a goal despite being confronted by significant ob‐stacles and distractions. Those who possess grit are able to self‐regulate and postpone their need for positive reinforcement while working diligent‐ly on a task.” ‐Sourced from <http://www.gostrengths.com/what‐is‐grit/>. Grit is having the self discipline to dream big and commit to reaching your goals. Not just any goals, but goals that you are passionate about and that provide long term satisfaction. Grit is having the strength to know when to say no. It’s about knowing when it’s acceptable to have fun, and when it’s time to put hard work in. It’s about choosing the fun activities that aren’t going to prevent you from success in both your present and future, and keeping those activities from distracting you from what’s important. Grit is balancing short term goals with long term goals and striving to achieve greatness no matter the obstacle. A Real Life Example of Grit Born in 1932, Toni Morrison grew up in a small town that didn’t know discrimination. It wasn’t until she moved away to pursue her pas‐sion in literature at Howard University in Wash‐ington D.C. that she realized, at that time in the U.S. especially, society was racially polarized. As a young African American woman, she faced dis‐crimination for both her race and gender. Despite these setbacks, she continued her education to graduate from Cornell University with a master’s degree in English. She loved to read classic litera‐

ture, and in the 1950’s she found herself search‐ing for stories with African American female pro‐tagonists. However, she soon realized that there were none. She found herself unable to truly re‐late to the stories she enjoyed. After joining a writing club, she tried writing her own stories and realized she had a lot to say. She wrote constant‐ly from that point on, and eventually published her first book, The Bluest Eye, in 1970. Her book didn’t sell well, but she didn’t care. For her, it was about writing a story young African American women could read and relate to. It was about changing the way people thought about beauty and African American culture. It was about being a voice for African American men and women who struggled with their identities. Morrison pur‐sued these passions and wrote several novels thereafter with similar themes and messages. In 1988, she won a Pulitzer Prize for her novel, Be‐loved, and in 1993 she was the first African Amer‐ican woman to be awarded a Nobel Prize in Liter‐ature. She has been highly recognized as a voice in contemporary African American literature ever since. ‐Sourced from “Nobel Journeys” <http://landing.eftours.com/nobel‐journeys>. Discussion Questions 1. How did Toni Morrison show grit? 2. What was the outcome of her hard work? 3. Can you think of a time you worked hard on something you cared about? What was it? 4. What about a time you overcame obstacles or distractions to reach a goal? What happened? 5. What are some strategies you use to overcome distractions to reach your goals? 6. How do you keep yourself motivated? 7. How do you stay motivated towards reaching a goal when things don’t go right?

21

Activity 2 October

Theme of the Month:

Grit “What Gritty People Have in Common”

Intent:

Instructions:

Materials:

If you don't get it right, try again and again. Don't get discouraged. Giving up is the only

way to fail.


The intent of this activity is to explain what it means to practice and ex‐

hibit grit in order to provide a well rounded basis for understanding the

life skill.

Mentors and mentees should read about the four characteristics of grit

and then discuss the following questions.

Interest ‐‐> Practice ‐‐> Purpose ‐‐> Hope

Interests:

Practice:

Purpose:

Hope:

Discussion Questions

1. What do you like to think about?

2. What do you care about?

3. How do you enjoy spending your time?

4. What are you passionate about?

5. How can you use your current passion(s) to reinforce your core values?

6. Imagine yourself fifteen years from now. What do you think will be the most important to you then?

7. Can you think of someone whose life inspires you to be a better person? Who? Why?

8. How can the world be a better place? Can you draw a connection to what you are learn‐ing in school?

9. Henry Ford said, "Whether you think you can or you think you can't, you

are right." What do you think he meant?

Passion begins with enjoying what you do. One form of perseverance is the daily discipline of trying to do things better than yesterday. Devote yourself to the sort of focused, full hearted chal‐lenge exceeding practice that leads to mastery. "Whatever it takes, I want to improve." Conviction that your work matters. Interest without purpose is impossible to sustain long term.

Rising to the occasion. Hope defines every stage of Grit. At various stages, we get knocked down. If we stay down, Grit loses; if we get up, Grit wins. ‐Sourced from “Grit the Power of Passion and Perseverance” by Angela Duckworth

Theme of the Month:

22

Activity 3a October

Theme of the Month:

Grit “A Grandfather’s Open Letter: Part 1”

Intent:

Instructions:

Materials: A copy of “A Grandfather’s Open Letter: Part 2,” and a copy of this activity.

The intent of this activity is to provide a real life example of grit, bravery,

and dealing with failure.

Mentors and mentees should read the following passage. Afterwards,

refer to the activity page titled “A Grandfather’s Open Letter: Part 2.”

To My Three Best and Beloved Grandchildren, “The Super Bowl is the most watched TV show in the United States, and one of the top two sporting events in the entire world. On Sunday, February 5th, 2017, the game be‐tween the New England Patriots and the Atlanta Falcons had 111 million viewers. It was the fourth most watch American TV show EVER. With all those people watching, with all the pressure he was under, with his sick mother and father at the game along with his wife and three children, the most famous, talented football quarterback of all time, Tom Brady, made a TERRIBLE MISTAKE. He threw an interception which was returned for a touchdown by the other Team, the Falcons, which gave them a 21 to 0 lead. This HORRIBLE DECISION and failure meant that his team now had an almost zero chance to win. Every expert thought the game was over. So what did Tom Brady do? Did he go to the bench and hang his head? Did he give up? Did he use bad words and language? DID HE ALLOW THIS FAILURE TO STOP HIM FROM CONTINUING TO TRY AND GET BETTER? No. He called his teammates together. He told them the game was not over. He said that he had made a mistake, but would try hard to do better. He told them they still could win even though no one else thought that they could. So what happened? Tom Brady led the GREATEST COME BACK IN FOOTBALL AND ALL OF SPORTS HISTORY. His team tied the game in the last minute, and then won in over‐time. He cemented his reputation as the best football player and quarterback of all time. How? He never gave up. He kept trying and working harder. He did not allow himself to get sad or to feel that he was not good enough. He kept on fighting, one play at a time. He also worked with his teammates and inspired them to keep playing as hard as they could. The moral of this true story is: never ever give up. Everyone will fail in life. All of us. The winners are those who get up and keep trying to get better. Everyone is like Tom Brady in his/her own way. You will fail, but you can keep trying and learn from your failures. Failures are GOOD. They help you grow and get better. Remember, you are surrounded by family and friends who care about you and sup‐port you regardless of any victories or failures you may face in life. You are loved and ap‐preciated because of who you are.” Sincerely, Gramps

Theme of the Month:

23

Activity 3b October

Theme of the Month:

Grit “A Grandfather’s Open Letter: Part 2”

Intent:

Instructions:

Materials:

What’s a paragon? According to the Merriam‐Webster Dictionary ‘s website, the term paragon is defined as, “a model of excellence or perfection.” For example, a paragon of grit would be someone who is a per‐fect example of that quality. Consider this term when answering the following discussion questions. Discussion Questions 1. Do you think Tom Brady is a paragon of grit? 2. Think about last week’s activity, “What Gritty People Have in Common.” The activity covered four developing factors essential to practicing grit: interests, practice, purpose and hope. Did Tom Brady exhibit these? Why or why not? 3. Sometimes to be courageous, one must fear failure. Would you describe Tom Brady as coura‐geous? Do you think he was afraid of failure? What might have happened if he let fear of failure get the best of him? 4. Michael Jordan once said, "To learn to succeed, you must first learn to fail." Do you think this is true? Can you give an example of a time when you learned from failure? Did it make you more cou‐rageous? 5. Teddy Roosevelt, a paragon of grit, spoke of overcoming fear in a speech he made in 1907. He stated: "It is not the critic who counts; not the man who points out how the strong man stumbles, or where the doer of deeds could have done better. The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood; who strived val iantly; who errs, who comes again and again, because there is no effort without error and shortcoming; but who does actually strive to do the deeds; who knows great enthusiasms, the great devotions; who spends himself in a worthy cause; who at the best knows in the end the triumph of high achievement, and who at the worst, if he fails, at least fails while daring greatly." Can you think of a time you worked hard to overcome a fear? 6. Who would you consider to be a paragon of grit? How do they embody this quality? How do they inspire you?

How do you think the grandchildren felt after receiving this letter? Why do you think

“gramps” wrote it? Have you ever received a letter like this from a family member?

A copy of “A Grandfather’s Open Letter: Part 1,” and a copy of this activi‐

ty.

The intent of this activity is to facilitate discussion between mentors and

mentees.

After reading “A Grandfather’s Open Letter: Part 1,” mentors and

mentees should discuss the following questions.

Theme of the Month:

24

Activity 4a October

“Put It Into Practice: Part 1”

Theme of the Month:

Grit

Intent:

Instructions:

Materials:

Developing goals is useful only when you follow them up. Make sure to review this activity

at least a week or month after completion. Upon review, if a goal is unaccomplished or in‐

complete, examine the reason(s). Remember that goals are aimed at self‐improvement and

should be used to build confidence.

A copy of “Put It Into Practice: Part 2,” a copy of this activity, a blank

sheet of paper, and a writing utensil.

This activity is intended to inspire grit in mentees by charting and

committing to goals they set for themselves.

Mentees are to chart their own goals and objectives. Mentors are to

assist mentees with charting goals and to clarify differences between

goals and objectives. The chart should be referred to periodically

throughout the year to monitor mentees’ progress.

(S)PECIFIC

Write the goal

here. Be spe‐

cific. Who?

What? When?

Where? Why?

(M)EASURABLE

How can I meas‐

ure my goal? How

much/many __?

How will I know

when it is accom‐

plished?

(A)CHIEVABLE

How can I ac‐

complish this

goal?

(R)ELEVANT

This goal is im‐

portant to me

because (…)

(T)IMELY

What can I do

today? Tomor‐

row? In the fu‐

ture?

Academic Goal

Career Goal

Personal Goal

Other Goal

25

Activity 4b October

Theme of the Month:

Grit “Put It Into Practice: Part 2”

Intent:

Instructions:

Materials:

Helping to craft interview questions also prepares students to be interviewed. Use this as a

way to connect how body language plays a factor in interviews for both sides.

A copy of “Put It Into Practice: Part 1,” a copy of this activity, a writing

utensil, and a blank sheet of paper.

To provide instruction on interviewing etiquette and learning through

another’s personal experience with an emphasis on Grit.

Read the “Interview Etiquette” section, and review the “Pre‐Interview

Research.” Write down three additional questions of your own to ask dur‐

ing the interview. Then, mentors and mentees can choose between taking

turns conducting the interview, interviewing someone available at their

school, a neighbor or family member. After the interview, answer the

questions in the “Post‐Interview Reflection” section.

Interview Etiquette:

First, ask permission to interview. Then, ask what a good time would be to complete the inter‐view.

Practice brainstorming and writing down questions you’d like to ask before the interview.

During the interview, ask respectfully, listen intently and react appropriately.

Be polite, respectful and a good listener. Pre‐Interview Research:

Identify who your interviewee is and what experience they have which relates to “grit.”

What were obstacle(s) they overcame to accomplishing a goal/milestone? Interview Questions (Create 3 of your own questions): Sample Question #1: During your life so far, what has been one of the biggest goals you’ve set that you were able to achieve? Sample Question #2: Where did you get your inspiration? Sample Question #3: Have you experienced failure? How did you deal with it? 4)

5)

6)

Post‐Interview Reflection: 1.What similarities do you share with this person? 2.How can you apply their experience to your own personal obstacles?

“Grit is that everyday

attitude of not giving

up, refusing to settle for

second place“

Rick Dodd

Theme of the Month:

26

Introduction November

To successfully manage and fulfill responsibilities, one must

hold themselves accountable for their actions. By holding one-

self accountable and successfully fulfilling responsibilities, one

could increase their productivity, concentration, and ability to

build better relationships with other individuals.

Chapter 3 is intended to emphasize the importance of holding oneself accountable for their responsibilities by completing activities, responses, reading quotes, and encouraging interac-tions between mentor and mentee.

Chapter 3 Responsibility & Accountability

27

Activity 1 November

“What Are My Responsibilities?”

Theme of the Month:


Intent:

Instructions:

Materials:

Don’t focus on the negative; We all make mistakes. Identify action steps for improving your‐self. Discuss how you feel when you fail to live up to these responsibilities. How do you re‐act? How should you react? Discuss what it means to be “responsible.” Make sure to com‐municate your responsibilities. How do responsibilities evolve over time?

Three things I like about myself:

1. ________________ 2. ________________ 3. _________________

Three things that are special to me (i.e., good friends, loyalty, volunteering, etc.):

1. ________________ 2. ________________ 3. _________________

Three things I like to do in my spare time:

1. ________________ 2. ________________ 3. _________________

Three responsibilities I have at home include:

1. ________________ 2. ________________ 3. _________________

Three responsibilities I have at school include:

1. ________________ 2. ________________ 3. _________________

Three things I am additionally responsible for (think clubs, sports, work, etc.):

1. ________________ 2. ________________ 3. _________________

Three consequences of neglecting any of my responsibilities:

1. ________________ 2. ________________ 3. _________________

Three good things that happen when I fulfill any of my responsibilities:

1. ________________ 2. ________________ 3. _________________

A copy (or two) of this activity and a writing utensil.

The intent is to promote discussion about the mentee’s strengths

and their correlation to their responsibilities and self accountability.

The mentee and mentor (optional) are to fill in the blanks with their

honest answers. Then, alternate discussing answers.

28

Activity 2 November

“Responsible to whom? To you!”

Theme of the Month:


Intent:

Instructions:

Materials:

Challenge yourself with something.

You will be happier and stronger all of your life if you challenge yourself.

What does it mean to be responsible?

You’re responsible to many different people. Your family, your classmates, your teammates,

your community are all depending on you in one way or another. That can be a lot of pres‐

sure, but don’t forget the most important person to whom you’re responsible — you!

You’re responsible for your own happiness. If you think another person can make you hap‐

py, then you’ve got it all wrong. Sure, friends, family and boyfriends or girlfriends can help

us enjoy life, but each person is in charge of his or her own happiness. What type of future

do you want? You’re responsible for your own education. In the U.S., we tend to take our

education for granted. Everybody goes to school. It isn’t a big deal. In fact, it’s taken for

granted to such an extent that we actually complain about school. Imagine: we complain

about something that other people are literally dying to get! It’s your job to appreciate your

educational opportunities and make the most of them. Think of education as the fuel that

will take you where you want to go in life. –NAIA’s “Champions of Character”

What are five ways you can show more responsibility?

A copy of this activity and a writing utensil.

The intent of this activity is to promote discussion about what it

means to be responsible and hold oneself accountable.

Mentors and mentees should read the passage out loud. Then, mentees

should write down five ways they can show more responsibility.

29

Activity 3 November

Theme of the Month:

“Community Service Project”

Intent:

Instructions:

Materials:

Discuss what you and/or the mentee got out of the service, or could get out of doing com‐munity service. What responsibilities did/would you take on? How did/would you fulfill your responsibilities? How did/would it feel? How did/would those around you respond? Did/would you encounter any obstacles? How did/would you overcome them? What lessons did/could you learn from this experience that you can apply to your future?

A copy of this activity or a blank sheet of paper, and a writing utensil.

The intent is to have mentees write a reflection about their experience with a hypothetical, or last week’s, community service project.

Depending on whether or not the mentee attended last week’s communi‐ty service project, the instructions will be different. If the mentee partici‐pated, have them write a reflection about how they contributed to the project. If the mentee did not, have them think of a way to improve their community. Why that specific project? How can they individually contrib‐ute? Why is community service important?

Theme of the Month:


30

Activity 4 November

Theme of the Month:

“What’s Important in Your Life?”

Intent:

Instructions:

Materials:

Homework isn't supposed to be easy.

The hard work makes you smarter, stronger and will bring you more success.

A copy of this activity, and a writing utensil.

The intent of this activity is to aid mentees in prioritizing the responsibili‐ties that matter the most to them, and to provide the groundwork for improving time management.

Discussion Questions Are you making time for the things that are important to you in your day? How might you rearrange your schedule to fit more important tasks in? Do the tasks you spend the most time on have a high priority level? If not, how can you allot more time to the tasks that are a higher priority in your life?

Theme of the Month:


Mentees should fill out the tables to the best of their ability. Look at both lists for matching themes between the two. Draw lines to connect them. For example, if the mentee eats dinner with their family, and family is on their list of important things, then a line can be drawn between the two. After, refer to the discussion questions at the bottom of the page.

LIST OF TASKS

THAT MAKE UP MY

DAILY ROUTINE

TIME I

SPEND

ON

EACH

PRIORITY

LEVEL

LIST OF THINGS THAT ARE

IMPORTANT TO ME

PRIORITY

LEVEL

31

Introduction December

Chapter 4 is intended to emphasize the importance of cultivating and expressing gratitude by completing activities, responses, reading quotes, and encouraging interactions between mentor and mentee.

Chapter 4 Gratitude

When one takes time to focus on what they have, rather than

what they do not, and cultivates an appreciation for someone

or something, that is known as gratitude. Expressing grati-

tude is a valuable tool to boost one’s confidence, boost the

confidence of those around them, and to help maintain a

positive attitude.

32

Activity 1 December

“Thank You Project”

Theme of the Month:

Gratitude

Intent:

Instructions:

Materials:

Thank you cards should use expressive, appreciative language to properly convey attitude.

Being specific about what you are appreciative of will enhance the impact of this gesture.

If you do not have a pre‐addressed envelope, or are unsure of who your scholarship donor

is, please contact William Dailey (813‐574‐0264) or [email protected]

and he will follow up with you.

Gratitude is one of the easiest, most effective skills one may utilize. Our pur‐pose for this activity is for the mentee to write a thank you card to their scholarship donor, a school staffer and a person of their choice. The mentor and mentee will both be sent an email containing information about the mentee’s specific scholar‐ship donor. Completed donor thank you cards should be placed in a pre‐addressed envelope. The other two thank you cards may be distributed by the mentee if possi‐ble. The mentee should follow the instructions below.

1.) Write a thank you card to your scholarship donor. Remember, these peo‐ple/organizations donated their own money for your benefit. In your message, write about how you felt when you were awarded the scholarship. What does it mean for your family? Write about what you hope to accomplish in life and how this scholar‐ship is a stepping stone to your life goals.

2.) Write a thank you card to someone you respect and admire at school. This could be a teacher, guidance counselor or maybe a cafeteria worker! Write what you admire or appreciate about them. Express gratitude for something they did for you or someone you know. Try to be specific.

3.) Write a thank you card to anyone in your life. This could be your mother, your friend or anyone who has done something nice for you in the past 3 months.

4.) Place the thank you card you wrote to your donor in the pre‐addressed envelope. Give to the school liaison or secretary and ask that it be placed in school mail.

A copy of this activity, three blank thank you cards, a pen, and one

pre‐addressed envelope (addressed to donor).

The intent of this activity is to help mentees understand the pur‐

pose of feeling and expressing gratitude.

Mentors should help mentees write three thank you cards. Proper ad‐

dressing, grammar, syntax, expression of appreciation and elegant an

signature should be included in each one. Specific instructions are includ‐

ed below.

As we express our gratitude,

we must never forget that

the highest appreciation is

not to utter words, but to

live by them.

John F. Kennedy

33

Activity 2 December

Theme of the Month:

“Breathtaking Moments”

Intent:

Instructions:

Materials:

Learn to say “thank you” and mean it. Look people in the eyes so they know you appreciate them.


The intent of this activity is to promote discussion about how

gratitude is generated, felt, expressed, and its outcome on oneself

and those around them.

Take a few minutes to put yourself in the photographer’s shoes and examine the photographs provided. Then, answer the discus‐sion questions.

Theme of the Month:

IMG_0076 (c)Valentina Yachichurova, CC BY 4.0

Iceland (c)Moyan Brenn, CC BY 4.0

Imagine the photographers behind these photos were attempting to capture a moment they were grate‐ful for.


What impact do you think each of these photos had on the photographer?

Did any of the photos have an impact on you? Why?

What is something you’re grateful for having experi‐enced?

Have you ever seen something beautiful/ felt gratitude for something and took a photo‐graph to remember that mo‐ment? What was it?

What are some ways you show gratitude?

What are some ways you can give back to your community and show gratitude?

Describe a time when kindness and gratitude became conta‐gious in your life.

How can you show gratitude to those around you in order to inspire others to do the same? The Kindness of Strangers (c)Darinka Maja, CC BY 4.0

Gratitude

34

Activity 3 December

“An Attitude of Gratitude”

Theme of the Month:

Intent:

Instructions:

Materials:

Be grateful for what you have. You have more now than many will have their entire lives.

Did You Know? People who regularly take time to notice and reflect upon the things they're thankful for experience more positive emotions, feel more alive, sleep better, express more compassion and kindness, and even have stronger immune systems. Research by UC Davis psychologist Robert Emmons, author of Thanks!: How the New Science of Gratitude Can Make You Hap‐pier, shows that simply keeping a gratitude journal and regularly writing brief reflections on moments for which we’re thankful can significantly increase wellbeing and life satisfaction. Discussion Questions What does gratitude mean to you? What are ways you can show gratitude in your home, school, and/or communities? What are nine things you’re grateful for? Write down your answers and discuss.

1.______________________ 2.______________________ 3.______________________

4.______________________ 5.______________________ 6.______________________

7.______________________ 8.______________________ 9.______________________

Gratitude Challenge: Keep a gratitude journal for one week over winter break. Spend five minutes each morning and night writing down what you are grateful for. Next time you meet, be sure to share what you've written. What did you notice you were grateful for? Discuss how easy or hard it was to be grateful.


The intent of this activity is to provide a scientific perspective on

the effects of gratitude and to promote discussion between men‐

tors and mentees about the life skill.

Mentors and mentees should read the passage out loud. Then, answer

the discussion questions. Mentors and mentees may discuss the op‐

tional gratitude challenge.

Gratitude

35

Introduction January

Those who act with professionalism and a good attitude know

how to remain calm in difficult situations, dedicate themselves to

building upon their skills, honor commitments, and accept re-

sponsibility for their actions. A professional knows how to look

the part inside and out. A professional gets the job done and

garner the respect of those around them because of it.

Chapter 5 is intended to emphasize the effects of practicing professionalism by com-pleting activities, writing responses, reading quotes, and encouraging interactions between mentor and mentee.

Chapter 5 Professionalism

36

Activity 1 January

Theme of the Month:

“Tell Me About A Time When…”

Intent:

Instructions:

Materials:

Remember that the more detailed the answers the better, because it demonstrates an abil‐

ity to go into depth on a given topic.

A copy of this activity page.

The intent is to introduce students to the type of open‐ended

questions that require more in‐depth responses often used by

interviewers.

Mentors and mentees are to determine how they reacted to and han‐

dled the following scenarios, while comparing their responses.

Tell me about a time when you:

Did not agree with a teacher (or supervisor)

Were able to use persuasion to successfully convince someone to see things your way

Were faced with a stressful situation that demonstrated your coping skills

Used good judgment and logic to solve a problem

Set a goal and were able to meet or achieve it

Had to conform to a policy with which you did not agree

Had too many things to do and were required to prioritize your tasks

Tried to accomplish something and failed

You motivated others

Encountered a challenge or conflict at work/school

Exercised leadership

Disagreed with a decision that a team member made at work/school

Worked hard for something and succeeded

Helped someone (a teammate, family member, teacher, peer, etc.) when you didn't have to

Theme of the Month:

Professionalism

37

Activity 2 January

Theme of the Month:

“Workplace Scenarios”

Intent:

Instructions:

Materials:

Discuss examples from your work experience and describe how you reacted. Talking about

failures in the workplace and what you learned from them sets a good example.


This activity is intended to demonstrate to mentees how their

attitudes, positive or negative, could affect their paths to success.

Mentor and mentee should read each scenario, and determine which

path each would most likely choose. Afterwards, the mentee should dis‐

cuss and write about what influenced their decisions.

Examining Work Attitudes:

1) Justin is a stock clerk at the local grocery store. Justin does only what he is told to do, no more and no less.

Question: Does Justin have a good attitude toward work? Why or Why not?

2) One day, one of Justin’s co‐workers knocked over a product dis‐play. Boxes were scattered all over the floor. At the time, Justin was working close by. He ignored the scattered boxes and left his work‐station to tell others what had happened.

Question: If you were the co‐worker who knocked over the display, what would you have told Justin?

3) Later the same day, Justin was stocking shelves. The item he was stocking belonged in another part of the store. A co‐worker trying to help Justin told him he was making a mistake. Justin insisted he was right and started an argument.

Question: Was it right for Justin to argue with his co‐worker? What could Justin have done differently?

4) Before Justin went home that night, he overheard a personal con‐versation between two co‐workers and the supervisor. The next morning, Justin told everyone what he had heard. The entire grocery store was soon talking about what Justin told them.

Question: Was Justin correct in discussing what he had overheard? Explain.

5.When Justin’s supervisor found out what had happened, she called Justin into her office for a conference.

Question: What do you think was said to Justin? If you were one of Justin’s co‐workers, what advice would you give to him? If you were Justin’s supervisor, what could you do to help him become a better employee?

“Confidence is

quiet, insecu‐

rities are loud”

Unknown

Theme of the Month:

Professionalism

38

Activity 3 January

[Name:] _____________________________ [Address:]

[Phone:]

[Email:]

Experience [Job Title:] [Company Name:]

[Start:] – [End:]

[What did you do? Write responsibilities and achievements. Start each sen-tence with a verb:]

Awards & Accomplish‐ments

[List any awards/accomplishments you’ve received that you are proud of.]

Education High School Diploma

[School Name:] _______________________________________________________

[GPA:] ______________

Skills [These can be hard skills like Microsoft Word and/or soft skills like teamwork.]

Reference(s) [Name:] [Company/Occupation:] [Phone or email:]

Theme of the Month:

Professionalism “Practice Writing a Resume!”

Intent:

Instructions:

Materials: A copy of this activity sheet and a writing utensil.

The intent of this activity is to prepare mentees for their future careers by

practicing resume writing and marketing their skills to employers.

Mentors should guide mentees through the resume, and mentees should

fill out their information on the spaces provided to the best of their abil‐

ity. Utilize the “Experience” section to document a job, a volunteering

experience or even a position you held/hold in club.

Theme of the Month:

39

Activity 4a January

Theme of the Month:

“Mock Interview: Part 1”

Intent:

Instructions:

Materials: A copy of last weeks activity, “Practice Writing a Resume!” completed, a

copy of the activity, “Mock Interview: Part 2”, and a copy of this activity.

The intent of this activity is to provide a resource for mentees to prac‐

tice professionalism and ace interviews in their future careers.

Mentors and mentees should read the questions and suggestions for an‐

swering together. Mentees should take a moment after each question to

think about their answer. Then, refer to the activity titled, “Mock Inter‐

view: Part 2.”

When Preparing for an Interview

It's important to be prepared to respond effectively to the interview questions that employers typically ask. You don't need to memorize each answer, but think about what you're going to say so you're not put on the spot during the job interview.

Top 9 Interview Questions and How to Approach Them

1. What is your greatest strength? Talk about your greatest strengths that are most rele‐vant to the job you’re applying for.

2. What is your greatest weakness? Address your weaknesses, but focus on positive aspects of your skills and abilities.

3. Tell me about yourself. Mention a hobby or two that says something about your character, or any clubs, volunteering or sports you’re involved with after school. Then, talk about your skills and how they make you the best fit for the job.

4. Why should we hire you? Think about the job you’re applying for. What qualities is the interviewer looking for? Mentioning your skills and experience relative to the job is a great way to begin your answer. Keep it concise. Focus on what makes you unique to set yourself apart from the other candidates.

5. What are your salary expectations?

Think about the average salary for the position you’re applying for. Take into account your experience and skills. Don’t over shoot, but don’t sell yourself short either.

6. Why do you want this job? [Research the company beforehand.] Talk about the company and what you value about it. Be specific. What values do they have that coincide with yours? Emphasize the skills you have that match what the company is looking for in a new employee, and how you can add value to the company.

7. How do you handle stress and pressure? The best way to answer this question is to draw from experience, and tell of a time you handled/overcame stress and pressure.

8. Describe a difficult work situation / project and how you overcame it.

Approach this question in the same fashion as #7.

9. What are your goals for the future? Talk about how your future aligns with the job you’re applying for. The interviewer is looking for candidates that are going to be committed to the job.

Bonus Questions How do you handle success?

How do you handle failure?

Do you work well with other people?

What can you do better for us than the other appli‐cants?

Adapted from, “Top 10 Interview Questions and Best Answers” by Alison Doyle. <https://www.thebalance.com/top‐interview‐questions‐and‐best‐answers‐2061225>.

Theme of the Month:

Professionalism

When mentees are thinking about their answers, it is okay to discuss possible responses.

However, try not to spend too long on doing so. Save the answers for when the mock inter‐

view is conducted in the next activity.

40

Activity 4b January

Theme of the Month:

“Mock Interview: Part 2”

Intent:

Instructions:

Materials: A copy of last weeks activity, “Practice Writing a Resume!” completed, a

copy of the activity, “Mock Interview: Part 1” and a copy of this activity.

The intent of this activity is to provide a resource for mentees to prac‐

tice professionalism and ace interviews in their future careers.

Mentors and mentees should pretend that they are taking part in an in‐

terview. Mentors are to act as the interviewer, and mentees are to act as

the job candidate. Follow the directions in the activity for further instruc‐

tion.

Before the interview, research an actual job opening, or write down a pretend example:

Job title:_________________________________

Company:________________________________

What makes the company unique?

________________________________________

________________________________________

________________________________________

________________________________________

Qualities they’re looking for in candidates:

‐________________________________________

‐________________________________________

‐________________________________________

‐________________________________________

Practice nonverbal communication:

Mentees should practice approaching their mentors in the same fashion they would approach an interviewer before a job interview. Take a few mo‐ments to focus on these nonverbal factors that com‐municate confidence and professionalism:

Eye contact: Make consistent eye contact with the “interviewer.” This communicates confidence, even when you may feel nervous.

Posture: Maintain good posture when standing and sitting.

Smile: Remind yourself to smile every now and then. A smile communicates confidence, a positive attitude and a friendly demeanor.

Firm handshake: Your handshake is vital to leav‐ing a lasting impression on an interviewer. Prac‐tice a firm handshake, but don’t overdo it. A firm handshake communicates leadership, confidence and professionalism. It immediately establishes a basic level of trust and can leave a lasting positive impression on its receiver. While shaking hands, make eye contact, maintain good posture and smile if it feels appropriate.

Once you’re ready, conduct the interview:

Pretend you’ve met for the first time. Shake hands, and remember the tips for nonverbal communi‐cation. Mentees should have their resume from last week’s activity to hand to the interviewer. The “interviewer” should ask the questions from the activi‐ty, “Mock Interview: Part 1” and the “job candidate” should do their best to answer.

Afterwards, discuss what went right. What answers were exceptional? Was the handshake ex‐traordinary? Then, the mentor should give some con‐structive feedback, if any, that the mentee may be able to take into consideration for their future careers.

Theme of the Month:

Professionalism

Shake hands when you meet a grownup. Look them in the eyes and speak clearly.

They will be impressed. You're going to want this skill all of your life.

41

Introduction February

Practicing honesty & integrity includes telling the truth,

and all of the truth, even when it may seem difficult to do

so. It also includes standing up and taking action for what is

right. Those who are honest and have integrity respect oth-

ers and act with honor and truthfulness. They stick by their

morals and always do the right thing, even when no one is

looking.

Chapter 6 is intended to emphasize the importance of honesty & integrity by completing activi-ties, responses, reading quotes, and encouraging interactions between mentor and mentee.

Chapter 6 Honesty & Integrity

42

Activity 1 February

Theme of the Month:

Honesty & Integrity “You’re On A Role”

Intent:

Instructions:

Materials:

Be honest. Lying always gets you into more trouble.

A blank sheet of paper, and a die.

The intent is to motivate mentees to view a scenario from

different perspectives and to teach mentees the importance

of honesty and integrity. This activity should be used to

evaluate the decisions that are made in the different scenar‐

ios and their outcomes or consequences.

The mentor and mentee are to take turns rolling the die. Match

the number on the die to the corresponding number on this activi‐

ty sheet. Act out how each of you would handle the situation in a

honest way. After, evaluate the decisions you made and their out‐

comes or consequences.

1) One will receive an award, but the award is meant for someone else with the same name. One will be the award presenter.

2) One will be the sibling who has just witnessed their sibling disciplined by parents because of something you did. One will be the parent.

3) One will be the customer who has just received more money back than they should have. One will be the merchant.

4) One will be a co‐worker who sneaks off from work early. One will be a co‐worker who is stuck at work late to cover the extra work.

5) Both will be students working silently on a test in class. One will be the student who tries to look at the other’s paper to cheat.

6) One will be a student who just found the teacher’s answer key. One will be a student asking to see it.

Theme of the Month:

43

Activity 2 February

Theme of the Month:

Honesty & Integrity “Role Models and Heroes”

Intent:

Instructions:

Materials:

Help someone whenever you can.

"Service to others is the rent we pay for our room on earth"

Charles Lindsey Wood Halifax


The intent of this activity is to identify admirable traits in a person

or people the mentee looks up to.

Mentees should take a moment to think of someone they admire in their

life. Mentors and mentees should follow the discussion questions and

elaborate on the specific traits and qualities the person exhibits.

What is a Role Model/ Hero? Role models and heroes are terms we hear a lot, but what do they mean? For some people, a hero is a person who overcomes great challenges. For others, a hero is someone who makes an impact on an entire society. You might consider a successful ath‐lete a hero, or your hero might be a parent who works two jobs in order to support the family. Heroes come in all shapes and sizes. There’s no one mold for role models, either. A role model is anyone who you look up to and turn to for leadership by example. You might consider a coach a role model, or your role model might be a leader who has impact on an entire society. No matter who your role models are, you are learning from them every day. Everyone has to define for himself or herself what qualities make a hero and what qualities make a role model. Any way you look at it, integrity should play a part in who you admire. The key is to find people who inspire you. What traits do you think are important for a role model? What about for a hero? Finding heroes and role models isn't about idolizing another person. It's more about finding people that inspire you and help you become the person you want to be. Discussion Questions 1. What does the word “hero” mean to you? 2. Do you have a role model/hero? Who? 3. What heroic qualities do they have that you admire? 4. What do you think are their values? 5. What qualities and values would you like to develop? 6. If you could ask your hero one thing, what would it be and why? 7. If you could write your hero a letter, what would it say? 8. Does anyone think of you as a hero? 9. Who or what group of people would you want to be considered a role model/hero by? 10. Who is your favorite Super Hero? Why?

Theme of the Month:

44

Activity 3 February

Theme of the Month:

Honesty & Integrity “What’s Leadership Got To Do With It?”

Intent:

Instructions:

Materials: A copy of this activity page.

The intent of this activity is to promote critical thinking about hon‐

esty & integrity by examining a real life example.

Mentors and mentees should read the passage, and then discuss the sub‐

sequent questions.

Two Stories – Integrity and Leadership Story One A number of years ago Al Capone owned virtually all of Chicago. He wasn’t famous for anything heroic, instead he was known for leading an organized group in illegal activities. Capone had a lawyer nicknamed “Easy Ed‐die.” Eddie’s skills had kept Al Capone out of prison for a long time. Capone showed his appreciation for Easy Eddie by showering him with every luxury in life that could be enjoyed, including a gated mansion with serv‐ants. Eddie lived the high life and gave little thought to the evils that went on around him. But he had one soft spot in his heart. He had a son he loved completely, and he ensured he had everything in life to help him get ahead. Despite Eddie’s involvement in organized crime, he tried to teach his son right from wrong. He wanted his son to be a better man than he was. Yet with all of his wealth and influence there were two things Eddie could not pass on to his son – his good name and example. It was later that Easy Eddie decided to try to right all his wrongs. He went to law enforcement and told the truth about Al Capone in hopes that it would clean up his tarnished name and offer some semblance of integrity to his son. In order to do this he knew he would have to testify against Al “Scarface” Capone and the mob and that it would most likely cost him dearly. He testified and within a year Easy Eddie’s life ended in an enormous blaze of gunfire on a lonely Chicago street. In his eyes he had given the greatest gift he could to his son. Story Two World War II had created many heroes. One such hero was Lieutenant Butch O’Hare, a fighter pilot. One day his entire squadron was sent on a mission. After being airborne, he looked down at his fuel gauge and to his surprise realized that someone had for‐gotten to top off his fuel tank! As a result he would not have enough to complete his mission and get back to the ship. He was told by his commander to return to the ship immediately. He did so reluctantly and dropped out of formation. As he was returning he saw something that turned his blood cold; a Japanese

squadron was speeding towards the American fleet. With the American fleet gone on a sortie the ship was defenseless. He had no time to bring back his squad‐ron and he had no way of warning the fleet of ap‐proaching danger. There was only one thing he could do and that was to divert them from the fleet. Not taking into account his own personal safety he dove into the formation of Japanese planes with his wing mounted guns blazing as he surprised one enemy plane after another. When his ammunition ran out, he dove at enemy planes with the hope of clipping a wing and sending them in a downward spiral. Finally, the surprised and frustrated Japanese squadron took off in another direction. Butch O’Hare and his battled fighter limped back to the carrier. Once he landed he told of his adventure. The film from the gun‐camera mounted on this plane told the entire tale and showed the extent of Butch’s heroism. He had destroyed five enemy aircraft. Be‐cause of his actions, he became the Navy’s first Ace of World War II and the first Naval Aviator to win the Congressional Medal of Honor. A year later at age 29 Butch was killed in aerial combat. His hometown would not allow his memory to fade and today the O’Hare Airport in Chicago is named after his bravery. So what do these two stories have in common? Butch O’Hare was “Easy Eddie’s” son. Discussion Questions 1. What else do these stories have in common? 2. What makes it difficult to have integrity in leader‐ship? 3. How did each of these men show honesty, responsi‐bility, dependability, accountability, empathy? 4. Why do these characteristics make a good leader? 5. Integrity can simply mean, "to do the right thing.” How did these men "do the right thing"? Was it easy? 6. How do you think these men are remembered? 7. Share an example of someone you know (past or present) who lives a life of integrity?

Theme of the Month:

Sourced from: http://

www.teamworkandleadership.com/2012/05/leadership

‐and‐integrity‐two‐powerful‐leadership‐stories‐to‐

tell.html

45

Activity 4 February

Theme of the Month:

Honesty & Integrity “Always Do The Right Thing”

Intent:

Instructions:

Materials:

Don't do things just to fit in. Take a stand for what is right. A lot of times your friends just

need someone else to be brave first.


The intent of this activity is to further define honesty and integrity, and

to challenge mentees to think about how they can practice it effectively.

Mentors and mentees should read the passage out loud. Then, record

answers to the response questions.

Having Honesty & Integrity Isn’t Always Easy Because having honesty and integrity means you stand up for what’s right, there may be times when you’re the only person doing so. To have integrity and honesty requires courage to keep going during

those moments. A well known example of a person who embodied honesty & integrity was Malala Yousafzai. In her hometown in Pakistan, Malala stood up to the Taliban who banned girls from going

to school by blogging her experiences for the BBC and speaking out against the rules. She quickly became a voice for the voiceless. When she and her father were threatened, and her father wanted to move away, Malala did not back down. Instead, she said, “How can we do that? You were the one

who said that if we believe in something greater than our lives, then our voices will only multiply ever if we are dead. We can’t disown our campaign!” ‐ I am Malala. She has gone on to be awarded a

Nobel Peace Prize, become a global advocate for girls without access to education, and inspire a United Nations petition calling for the end of global female discrimination in education. Even though you may be the only one standing up for what you believe in, practicing integrity and living an ethical life can be freeing and empowering for you and the world.—Adapted from NAIA Champions of Char‐

acter, “Integrity”

What are some ways I can practice honesty & integrity in my life?

Theme of the Month:

What are some strategies I can use to maintain the courage and confidence I need to stand up for

what I believe in?

46

Introduction March

When working with others, it’s important to practice each of the

skills discussed thus far: communication, grit, personal responsibil-

ity, gratitude, positive attitude, conflict resolution and honesty.

Maintaining a good relationship with team members not only helps

get a job done, but creates connections that may be invaluable to

your career and open doors for future opportunities.

Chapter 7 is intended to emphasize the importance and value of teamwork & networking by completing activities, responses, reading quotes, and encouraging interactions between mentor and mentee.

Chapter 7 Teamwork & Networking

47

Activity 1a March

Theme of the Month:

Teamwork & Networking “What We Each Bring”

Intent:

Instructions:

Materials:

Make certain to let the mentee know that this is just a starting point. Recognizing their strengths and weaknesses is the first step in best contributing when a team‐oriented situ‐ation arises.


The intent is to have the students take an inventory of what they

can bring to any given team.

Have your mentee complete the following assessment to find out what they have a grasp on, what they have to offer, or what they may need to work on when it comes time to working cooperatively in a team.

Reliability (You can be counted on to get the job done)

Rating: ___Not so confident ___Sort of confident ___Confident

Effective Communication (You express your thoughts clearly and respectfully)


Active Listening (You listen to different points of view. Others can offer you construc-

tive feedback without you getting upset or defensive.)


Participation (You get involved in team activities. You contribute regularly.)


Flexibility (You adapt easily when the team changes direction or you’re asked to try

something new)


Once the assessment is completed, discuss with the student why they chose the ratings they did.

“Unity is strength…when there is

teamwork and collaboration, won‐

derful things can be achieved.”

Mattie J.T. Stepanek

Theme of the Month:

48

Activity 1b March

Theme of the Month:

“The Worst-Case Scenario”

Intent:

Instructions:

Materials:

Not everyone is good at everything. Having to rely on others, albeit in less extreme situa‐

tions, will become a regular part of the lives of our mentees. Feel free to ask your mentee

if there is a recent time when they wouldn‘t have gotten through an event as smoothly if

they didn’t have additional help. What was that event, and what did they learn from it?

A blank sheet of paper, writing utensil and a copy of this activity sheet

The intent is to motivate students to use the resources and infor‐

mation afforded to them in conjunction with other people around

them.

The mentor and mentee are to pretend they are strangers who have be‐

come separated from their tour groups in the wilderness and have found

only each other. They should work together to create a plan for surviving

in the wilderness overnight.

Theme of the Month:


Scenario

It’s winter, and it looks like it will begin to snow before night falls.

The both of you have basic survival skills: fire‐building, hunting game, etc.

There is a nearby forest.

Survival Plan

How long are you willing to wait before moving to another location?

What would you find to eat?

What are your biggest fears in the wilderness?

Do either of you have allergies?

What item (you may choose one survival tool) do you have on yourself?

Continue to ask each other questions in order to determine what skills and items

are needed to make it out of the wilderness safely.

Record your answers on a separate sheet of paper.

49

Activity 2 March

Theme of the Month:

Teamwork & Networking “How Do You Network?”

Intent:

Instructions:

Materials:

Be the best YOU that you can be.

Sometimes others will be better at different things than you.

That's okay .

A copy of this activity page and a writing utensil.

The intent of this activity is to introduce networking through a real‐life ex‐

ample and challenge mentees to think about how they can practice net‐

working in their own lives.

Mentors and mentees should read the following passage. Then, discuss the following questions and record your answers.

Networking Scenario

Pradeep had a friend (Bob) who had a friend (Ray) who started his own compa‐ny when he was 20 years old. Pradeep is a young entrepreneur who also wants to start his own business one day and want‐ed to talk to Ray to learn all he could. Pradeep was reluctant to reach out to Ray, because he thought Ray was too busy or would think his questions were dumb. Eventually, Pradeep decided that the benefits of networking outweighed the potential harm. After all, he knew Ray had built a very successful business from scratch, and Pradeep concluded that he had nothing to lose. Pradeep knew that if he wanted to start his own company, he would have to learn how to network with other people and over‐come his fear of talking to people he did‐n’t know well. He thought, “Better to do it now (and learn) than to try it later and possibly ruin opportunities for my busi‐ness.” So Pradeep called Ray, who agreed to a meeting. Before the meeting, Pradeep did some basic research to get a better idea of what it takes to start a new business. He also wanted to know about marketing, web design, and prod‐

uct development, so he researched Ray’s company to get a better idea of Ray’s business strategy. He had his notes written down to be sure to stick to spe‐cific issues. Ray was really receptive – especially because Pradeep was pre‐pared and didn’t waste his time. In fact, Ray was flattered that Pradeep contact‐ed him. Part of overcoming his network‐ing fear was just getting the courage to call Ray. The other part of overcoming his fear was doing his homework and be‐ing prepared.

Questions

1. How did Pradeep prepare?

2. How did Pradeep practice networking?

3. How did Pradeep stay confident? What techniques did he use?

4. What are some ways you can practice networking? At school?

5. What are some strategies you could use to prepare for networking? What about networking with your teachers?

6. What are some strategies you can use to gain confidence before networking?

7. What are some strategies you can use to maintain confidence while you’re net‐working?

Theme of the Month:

50

Activity 3 March

Theme of the Month:

“Community Service Project”

Intent:

Instructions:

Materials:

Discuss what you and/or the mentee got out of the service, or discuss what you could get out of doing community service. What responsibilities did/would you take on? How did/would you fulfill your re‐sponsibilities? How did/would it feel? How did/would those around you respond? Did/would you en‐counter any obstacles? How did/would you overcome them? What lessons did/could you learn from this experience that you can apply to your future? Why is community service important?

This activity, or a blank sheet of paper, and a writing utensil.

The intent is to get mentees further engaged with the com‐munity they belong to.

Depending on whether or not your mentee attended last week’s community service project, the instructions will be different. If they participated, have them write a reflection of how they feel they contributed to the project. If they did not, have them think up of a way that they could improve their community. Why that specific project? How can they individually contribute?

Theme of the Month:


51

Activity 4 March

Theme of the Month:

Teamwork & Networking “Make A Good Impression!”

Intent:

Instructions:

Materials:

If you are not sure of something, it's okay to ask.

No one expects you to know everything.


The intent of this activity is to inform mentees about how new technology

could effect their career, and to provide tips for utilizing it professionally.

Mentors and mentees should read each passage, and answer the discus‐sion questions.

Did you know?

In a study conducted in 2015 by the Pew Research Center in Washington D.C., 92% of teens ages 13‐17 in the United States reported going online daily. 71% of teens surveyed had a Facebook account and used more than one type of social networking outlet.

A study conducted in 2015 by Career‐builder.com that surveyed hiring managers and human resource professionals found that 52% of employers use social networking sites to research and screen job candidates.

This can be intimidating to think about, but before you delete your profiles, consider that a lack of social media presence can hinder you as well. Of those employers, 35% are less likely to contact job applicants for an interview if they can’t find their social media account(s). The mor‐al of the story is: be careful of what you post, share, like, or what others post that may show up on your profile.


1. What are some ways social media can help you professionally?

2. What are some ways you can alter your so‐cial media accounts to appear more profes‐sional?

Electronic Communication: Texting vs. Email

It’s important to have an idea of how to electronically communicate professionally with teachers, bosses, clientele, classmates, etc. You will face situations where you will have to send a

formal email, or even text. Here are some tips:

1. The subject line should be about 2‐3 words and summarize what the point of your email is.

2. Be respectful, polite and straight to the point. Concise writing makes it easier for your recipient to understand what your point is.

3. Be aware of your tone. Blunt sentences and lots of period punctuation can come off as angry. Keep your tone professional, but friendly.

4. Asking questions will make your message more likely to get a response.

5. Check grammar and spelling thoroughly.

6. Begin your email with, “Dear (Name),”.

7. End your message by tapping the “Enter” key, and typing, “Sincerely,” “Best Regards,” “Thank you,” etc., and then your name.

8. When it comes to writing formal texts, revisit numbers 2‐5. Be as professional as possible, and avoid using any acronyms like “LOL” or “TTYL.”


1. Why is it important to know how to write a professional/formal email and/or text?

2. Would it be appropriate to use emoticons? How about ALL CAPS? Why or why not?

3. If you were reading a poorly written, unpro‐fessional email sent from one of your coworkers, what kind of impression would that give you of that person?

Theme of the Month:

52

Introduction April

Problems can arise at work, school at home and all other as-

pects of life. Working through these issues can be difficult,

and it’s not always easy to know if your solution is the right

thing to do. Assessing a situation, deciding on a solution and

communicating to reach that solution are all steps to practic-

ing excellent critical thinking & problem solving.

Chapter 8 is intended to emphasize the importance of critical thinking & problem solving by completing activities, responses, reading quotes, and encouraging interactions between men-tor and mentee.

Chapter 8 Critical Thinking & Problem Solving

53

Activity 1 April

Theme of the Month:

“Fifty Percent”

Intent:

Instructions:

Materials:

Ask your mentee to think of a recent time when it was obvious to them that the person they were speaking to wasn’t listening.

What gave it away that the other person was tuning out?


The intent is to have mentees familiarize themselves with what they offer in terms of listening, because it makes up half of all interpersonal interaction.

Mentors should ask their mentees to identify any tendencies listed in the activity that they may exhibit while others are speaking to them. Check the box of the most accurate answer from always –never. After the last row, add up the total points. Discuss the re‐sponses, evaluate their outcomes and brainstorm steps to practice good listening skills.

Theme of the Month:


When lis‐tening to another person, I…

Always (1

point)

Usually (2 points)

Often (3 points)

Rarely (4 points)

Never (5 points)

Listen only to facts

Think of what to say next

Interrupt

Prejudge

Tune out

Ignore nonverbal

clues

Total + + + + +

54

Activity 2 April

Theme of the Month:

“The Cultural Divide”

Intent:

Instructions:

Materials:

Ask your mentee if they or someone they know face challenges that others may breeze through due solely to the culture or subculture they may represent. How did your mentee handle these situations, and what did they learn?


The intent is to appreciate and understand the differences in perspectives that arise when various groups of people come together in the classroom and the workforce beyond. This understanding is key before handling many scenarios of conflict.

Mentees are to analyze the imagined situations and provide their interpretation.

Theme of the Month:

1. Tony is 24 years old. He has tattoo sleeves on both of his arms, as well as a name tattooed on his neck. Tony would like to be a waiter at a very fancy res‐taurant. He has his first interview today. What might a job interviewer think of Tony? What might the reality be? What sort of questions might help Tony feel as though he’s being judged for how he can benefit the restaurant instead of how he physically comes across?

2. Marissa in in 10th grade. She comes from a family of mechanics. Her dad and three brothers are mechanics, and her grandfather owns a garage. Marissa has secretly wanted to work on cars, but has been afraid to tell her family. She wants to approach her grandfather for a summer job. Why do you think Marissa has kept her career dream a secret? How might she ask her grandfather for a summer job? What might Marissa say to convince her family that she, too, should be a mechanic?

3. Sam is 20 years old, a sophomore in college, and is looking for an engineering internship. He has Asperger syndrome (a form of autism), and while he has an A average in his engineering courses, he recognizes the fact that he has trouble interacting socially and is worried about his interviews. Why do you think Sam is worried about his interviews? What advice would you give to Sam? What are some challenges Sam could face?

4. Ruth is 62 years old and is looking for a job. She loves one of the local clothing stores and applied online for a job as a sales clerk. She has an interview today and is afraid the store manager will be much younger than she is. Ruth consid‐ers canceling the interview. Why do you think Ruth is worried about her inter‐view? What would you tell her?


55

Activity 3 April

Theme of the Month:

“Ethics in the Workplace”

Intent:

Instructions:

Materials:

Stick up for people when needed.

Especially if they're nice and need your help, or if they're doing the right thing and others don't appreciate it.


The intent of this activity is to guide mentees through the process of critical thinking and problem solving, and to apply the process to real‐life scenarios.

For each individual scenario, mentors and mentees should discuss the “Critical Thinking and Problem Solving Questions” above the scenario list.

Theme of the Month:

For each of the scenarios below, answer the following questions:

What is the problem/ethical issue?

What are the facts?

What are some possible solutions?

What are you going to do?

How will you know if your decision was the right one? Scenario 1: LaKeisha is an administrative assistant in the Human Resources Department. Her good friend Michael is applying for a job with the company and has agreed to be a reference for her. Mi‐chael asks for advice on preparing for the interview. LaKeisha has the actual interview questions asked of all applicants and considers making him a copy of the list so he can prepare. Scenario 2: Marvin is an assistant in the Building Services Department. He has just received a new work computer and is excited to try it out. His supervisor has a strict policy about computer usage (for business purposes only), but Marvin wants to learn the email software. He figures one good way to do this is to send emails to his friends and relatives until he gets the hang of it. He has finished all of his work for the day and has 30 minutes left until his shift is over. His supervisor left early. Scenario 3: Jennie was recently hired to work as a receptionist for the front lobby. As receptionist, she is responsible for making copies for the people in her office. Her son, Jason, comes in and needs some copies for a school project. He brought his own paper and needs 300 copies for his class. If he doesn’t bring the copies with him, he will fail the project. The company copier does not require a security key, nor do they keep track of copies made by departments. Scenario 4: Nonye works in the Customer Service Support Department and spends a lot of his day responding to email. One day he got a message from an email address he didn’t recognize. It said, “I’d like to get to know you better, outside of work.” Nonye had no idea who sent it, so he deleted it. A few days later, he received another message from the same source. Nonye ignored the mes‐sage again, thinking they would stop. He mentioned these emails to one of his co‐workers, who re‐sponded, “You’re lucky to have a fan.” The messages continue to come every few days and he’s feel‐ing pretty weirded out.


56

Activity 4 April

Theme of the Month:

“Problem Solving On A Team”

Intent:

Instructions:

Materials:


The intent of this activity is to introduce a means of conflict resolution that avoids blame, and to allow mentees to think critically and practice it by walking through a series of real‐life applications.

Mentors and mentees should read the passage. After, mentors and mentees should discuss what they would say or do about a team member in the situations listed.

Don't talk badly about people.

There's not a single time in your life when that will help.

Theme of the Month:


Resolving Conflict Without Assigning Blame Sometimes, we may run into problems or conflict that involve other people. It is important to know how to approach these situations in order to avoid further conflict. Step 1: Take a deep breath. Remain calm, and try to clear your head before approaching the other person/people. Step 2: Avoid assigning blame. It’s important to discuss the problem and the way you feel by begin‐ ning your sentences with “I.” For example, instead of saying, “You pushed me!” one could say, “I felt hurt and confused when I got pushed just now.” Even though the other person may have caused the conflict, it’s important to avoid blame. The conflict will only get worse by hurting the other persons feelings or inflaming their emotions. Step 3: Give them your full listening attention. Step 4: Respond respectfully by continuing to begin your sentence with “I.” Paraphrasing what the other person said is an effective way to let them know you were listening.

Step 5: It’s important to establish a fair compromise. After you’ve talked through the situation and stated your feelings, think about what you can do to help the situation. If there's something specific you’d like the other person to do, an example for beginning a request could be, “It would make me feel better if you...”

Discuss what you would say or do about a team member in the following situations:

Is always late

Whispers to others or starts side conversations during discussions

Gets upset when his/her recommendations are not followed

Hogs the conversation/discussion

Leaves before the job/work is done

Constantly tells jokes and gets people off work

Refuses to work with another “certain” team member

Won’t share in the leadership role

Falls asleep

Just sits there

57

Introduction May

To lead is to know oneself and one’s strengths and weak-

nesses. It is to establish a common goal with those around

them, encourage others, take initiative, and have humility.

A leader strives to make the right decisions, set a positive

example and rise above. A leader thinks big.

Chapter 9 is intended to emphasize the importance of leadership by completing activities, re-sponses, reading quotes, and encouraging interactions between mentor and mentee.

Chapter 9 Leadership

58

Activity 1a May

Theme of the Month:

“Pride Lines”

Intent:

Instructions:

Materials:

Were there any answers that surprised them?

Which were they and why?

A copy of the activity, “Exams and Exits,” a copy of this activity, and a

writing utensil.

Because leaders must be certain of their merit, the intent of this

exercise is for the mentee to gauge for themselves where exactly

their accomplishments lie.

Mentees are to end the sentences as they best see fit. At this point in the

year, discourse will flow more naturally if communication is kept verbal,

so there is no need to write their answers. Afterwards, refer to the activi‐

ty titled, “Exams and Exits.”

I am proud that on my own I can…

I am proud that I made a friend happy by…

I am proud that I spent my money on…

I am proud that I learned a new skill when…

Something I’ve done for my family that I’m proud of is...

Something I’ve done for someone else that I’m proud of is…

Something I did this year to help a team I was on (in class, sports or a club) was…

I am proud that I received a grade of ___ in my ___ class because…

Something I worked hard for and achieved this year was…

I am proud that this summer I will…

I am proud that next school year I will…

I am proud that I am _____ to better my future...

Leadership Theme of the Month:

59

Activity 1b May

Theme of the Month:

“Exams and Exits”

Intent:

Instructions:

Materials:

Because this is the heart of exam season, having the mentees find their own answers to these questions is of added benefit.

A copy of the activity, “Pride Lines,” a copy of this activity, a blank sheet

of paper and a writing utensil.

The intent is for the mentee to be able to guide a peer through the (basic) steps of how to best approach exam season.

Mentees are to imagine they’ve been tasked with helping a student strug‐gling with their exams. Responses are open‐ended and personalized.

Theme of the Month:

Leadership

Would you recommend your fellow student study alone or in a group? Why, and how have your experiences influenced your answer?

Where would you recommend the student study? Would switching up locations be ideal or not, in your opinion?

Depending on the exam, would you advise the student to study only what is on the review, in order to reduce items to memorize, or to study additional material in case of surprise questions thrown in from the teacher?

If you were asked for five basic steps that you personally use that help you with your exam‐taking, what would those five be? Rank them in order of importance.

1.

2.

3.

4.

5.

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Activity 2a May

Theme of the Month:

“What Does it Mean to Lead?: Part 1”

Intent:

Instructions:

Materials: A copy of the activity, “What Does it Mean to Lead?: Part 2,” a copy of

this activity and a writing utensil.

The intent of this activity is to assess the leadership qualities of mentees and encourage further practice and development.

Mentors and mentees should read each question out loud. For each ques‐tion, mentees should circle the number that best answers the question. Afterwards, mentors and mentees should discuss the results.

Theme of the Month:

Leadership

1) I always put my group/teammates first.

2) I am confident in my ability to make choices

for myself and teammates in a group/team.

3) I like to set an example for others.

4) I am not afraid to communicate within a

group/team.

5) I treat others with friendliness and respect.

6) I am willing to take initiative to do some‐

thing that needs to be done without anyone

telling me to do it.

7) When I’m in a team, I am committed to the

success of my team no matter what hardships

we may face.

8) When I’m in a team, I work hard to get eve‐

ryone united and to develop a sense of com‐

munity.

9) I am always thinking about my future and

how my actions affect it.

NEVER ALWAYS

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

TOTAL:___________________ 41‐50 You were born to lead!

31‐40 You’re a good leader!

21‐30 Keep practicing your leadership skills, you’re almost there!

10‐20 You may need some help practicing leadership.

Adapted from NAIA Champions of Character’s, “Servant Leadership in Action”

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Activity 2b May

Theme of the Month:

“What Does it Mean to Lead?: Part 2”

Intent:

Instructions:

Materials:

The difference between ordinary and extraordinary is just a little extra.

A copy of the activity, “What Does it Mean to Lead?: Part 1,” and a copy

of this activity page.

The intent of this activity is to further define leadership and the qualities that leaders exhibit.

Mentors and mentees should read the passage out loud. Then, mentees should record strategies for improving leadership skills in the space pro‐vided.

Theme of the Month:

Leadership

What Does it Mean to Be a Leader? Anyone can be a leader. You can be a leader at home, school and/or in your community as long as you’re ready to face any challenge that comes your way. Leaders know themselves,

aren’t afraid to make mistakes, have a positive role model they look up to, think of how their actions change the lives of those around them, listen and strive to meet goals they set for themselves. Leaders often put the wellbeing of the people they lead before their own. They put their team first in every decision they make. It can be a big commitment, so why pursue a role in leadership? Leading helps you make a positive difference in peoples lives

and your own. You’ll practice good decision making, and be able to help others make good decisions as well. Leaders change the world. You have the power to change the world. –

NAIA Champions of Character’s, “Servant Leadership”

What are five ways you can practice your leadership skills?

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Activity 3 May

Theme of the Month:

“There Are Always Conditions”

Intent:

Instructions:

Materials:

Aside from informing your mentee that there is no definitive right answer, let them know that you are available to offer your interpretation. A good leader, after all, knows when its time to ask for help.


The intent is to inspire the mentee to recognize that not every opportunity they have at leadership will be an easy one.

Mentees are to put themselves in the shoes of someone in charge, and figure out how to best handle the following scenario.

Theme of the Month:

Leadership

You are the manager of a restaurant. As one of your employees, Roy, is leaving to go home after his shift, he scrapes against a car parked next to him. Instead of stop‐ping, he pretends it never happened and drives away. Jennifer, another one of your employees, sees the incident and reports it to you. You know that Roy is soon to be

a father, and is worried about budgeting once the baby arrives. What do you, as manager, do? Why?

63

Activity 4 May

Theme of the Month:

“Presidential Policy”

Intent:

Instructions:

Materials:

This is a culmination of all the knowledge the scholar has thus far acquired, be it from school, recent life experiences, or your mentoring sessions. Feel free to facilitate brain‐storming an idea, but allow them to decide on their own.

It’s their time.


The intent is for mentees to imagine the decisions they would make if given the opportunity to influence change on a larger scale.

Mentees are to assume the role of the most powerful person of the class‐room, the student body president, and answer the following prompt with as much detail as possible.

Theme of the Month:

Leadership

You’ve just been elected into office as student body president, and you need to plan your first speech. What is the number one thing you promise to accomplish within your term? It can be a social issue you feel particular passionate about or an eco‐

nomic take on how you think things should be run. How does this policy shift better the student body? What influenced you to decide on this as your driving issue?

honesty responsibility grit...grit the power of passion and perseverance by angela duckworth ......

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