What's My Job?What's My Job?An Effective Career An Effective Career

Orientation Program For Orientation Program For Middle School StudentsMiddle School Students

Ronald G. Shapiro, Ph. D.Ronald G. Shapiro, Ph. D.

Copyright © 2001, International Business Machines Corporation

Copyright © 2009, Ronald G. Shapiro, Ph.D.

All Rights Reserved.

Permission is granted to copy and distribute this paper without alteration, provided that the work

is distributed without charge and provided further that copies bear all notices contained in

the original, including attributions of authorship, copyright notices and this notice.

Distributed by: U. S. Department of Education

Educational Resources Information Center (ERIC)

ContentsContents

ƒƒAbstractAbstract

ƒƒAbout the PresenterAbout the Presenter

ƒƒAcknowledgmentsAcknowledgments

ƒƒObjectivesObjectives

ƒƒRequirementsRequirements

ƒƒProcedureProcedure

ƒƒProcedure Procedure ---- Mystery GuestMystery Guest

ƒƒSummarySummary

ƒƒAppendices:Appendices:

��A. Rules of the GameA. Rules of the Game

��B. Sample Career Choices B. Sample Career Choices

��C. Rules C. Rules ---- Mystery GuestMystery Guest

ƒƒFigures:Figures:

�� 1: YES sign1: YES sign

�� 2: NO sign2: NO sign

Do you need to organize a Career Day or Night for your local Do you need to organize a Career Day or Night for your local

middle school or youth organization? Are you the person middle school or youth organization? Are you the person

responsible for coordinating a "Bring Your Child To Work responsible for coordinating a "Bring Your Child To Work

Day" program for your business? If either case, this Day" program for your business? If either case, this

presentation is for you!presentation is for you!

An effective and engaging format in which students are An effective and engaging format in which students are

required to discern the job responsibilities of a series of required to discern the job responsibilities of a series of

guests is presented. While the format was motivated by the guests is presented. While the format was motivated by the

1950's and 1960's television show "What's My Line?1950's and 1960's television show "What's My Line?11" the exact " the exact

process and rules of the program are not identical. process and rules of the program are not identical.

Students seem to be very interested in the session, asking Students seem to be very interested in the session, asking

numerous questions. When asked informally if they enjoyed numerous questions. When asked informally if they enjoyed

the event and if they learned a lot the answers to both the event and if they learned a lot the answers to both

questions were unanimously "Yes." questions were unanimously "Yes."

NoteNote11: "What's My Line?" is a Trademark of Mark Goodson : "What's My Line?" is a Trademark of Mark Goodson

Productions, LLC, Santa Monica, CA Productions, LLC, Santa Monica, CA

AbstractAbstract

About The PresenterAbout The PresenterRonald G. Shapiro, Ph.D. is an independent consultant in Ronald G. Shapiro, Ph.D. is an independent consultant in

Learning, Education, Career Development and Planning, Learning, Education, Career Development and Planning,

Leadership, Human Factors, Ergonomics, and Human Leadership, Human Factors, Ergonomics, and Human

Resources. Resources.

Ron received his B.A. from the University of Rochester and Ron received his B.A. from the University of Rochester and

his M.A. and Ph.D. from Ohio State University in his M.A. and Ph.D. from Ohio State University in

Experimental Psychology. Experimental Psychology. He is a Certified Human Factors He is a Certified Human Factors

Practitioner and a Fellow in the Human Factors and Practitioner and a Fellow in the Human Factors and

Ergonomics Society (HFES) and the American Psychological Ergonomics Society (HFES) and the American Psychological

Association (APA). Association (APA).

Ron is the 2010Ron is the 2010--11 Secretary11 Secretary--Treasurer of HFES and has Treasurer of HFES and has

served as the President of the APA Division of Applied served as the President of the APA Division of Applied

Experimental & Engineering Psychology.Experimental & Engineering Psychology.

Ron taught psychology at the university level and presents Ron taught psychology at the university level and presents

regularly at professional psychologists' and educators' regularly at professional psychologists' and educators'

conferences, and to various high school and college student conferences, and to various high school and college student

groups, often on career preparation.groups, often on career preparation.

Dr. Ronald G. Shapiro Dr. Ronald G. Shapiro DrRonShapiro1981 at SigmaXi.NetDrRonShapiro1981 at SigmaXi.Net

(revised 12/2009) (revised 12/2009) (remember to change the at to an @ to send email)(remember to change the at to an @ to send email)

AcknowledgmentsAcknowledgments

ƒƒI would like to thank the following people for helpful I would like to thank the following people for helpful

comments:comments:

ƒƒEileen MasselliEileen Masselli

ƒƒMorgan O'BrienMorgan O'Brien

ƒƒRaquel Shapiro, Ed. D.Raquel Shapiro, Ed. D.

ƒƒPat TatePat Tate

ƒƒIBM Somers 2001 Bring Your Child To Work Day IBM Somers 2001 Bring Your Child To Work Day

Program Student and Adult ParticipantsProgram Student and Adult Participants

ƒƒAppreciation is extended to Christina Clark for permission Appreciation is extended to Christina Clark for permission

to include her photographs and the photographs of her to include her photographs and the photographs of her

daughter Jennifer in this presentation and to Andrea daughter Jennifer in this presentation and to Andrea

Borgelt for taking the photographs. Borgelt for taking the photographs.

ƒƒThe objectives of an effective career orientation program The objectives of an effective career orientation program

are to:are to:

��Provide students with meaningful information so that Provide students with meaningful information so that

they can develop interest in pursing a career. they can develop interest in pursing a career.

��Motivate the students to work to pursue the career.Motivate the students to work to pursue the career.

��Specify a career path that is both meaningful and Specify a career path that is both meaningful and

understandable to the students.understandable to the students.

��Encourage the students to observe, listen, network, and Encourage the students to observe, listen, network, and

learn about additional careers from family, friends, and learn about additional careers from family, friends, and

other people they interact with in their daily lives.other people they interact with in their daily lives.

ƒƒTo achieve these objectives one needs:To achieve these objectives one needs:

��Excellent content.Excellent content.

��A format that will engage the students.A format that will engage the students.

ƒƒ"What's My Job?" seems to achieve these objectives. "What's My Job?" seems to achieve these objectives.

ObjectivesObjectives

ƒƒAn effective "What's My Job Program" should be about an An effective "What's My Job Program" should be about an

hour to an hour and a half in length. hour to an hour and a half in length.

ƒƒThere should be three to four panels during that time frame. There should be three to four panels during that time frame.

ƒƒFor each panel arrange to have an adult guest who:For each panel arrange to have an adult guest who:

��Has an interesting career which cannot be differentiated Has an interesting career which cannot be differentiated

easily by a single obvious question like "Do you sell cars?"easily by a single obvious question like "Do you sell cars?"

��Is not known to the students (except for one mystery guest Is not known to the students (except for one mystery guest

who is the parent of a student. Students must not know in who is the parent of a student. Students must not know in

advance whose parent is participating). advance whose parent is participating).

��Is an engaging presenter.Is an engaging presenter.

ƒƒEach guest professional (except the mystery guest) will:Each guest professional (except the mystery guest) will:

��First introduce themselves but they do NOT say what they First introduce themselves but they do NOT say what they

do for a career... For example they may talk of a hobby, or do for a career... For example they may talk of a hobby, or

their last vacation, or their kids... This gets the students their last vacation, or their kids... This gets the students

interested in the Guest as a person.interested in the Guest as a person.

��Answer "YES"/"NO" questions from a panel and the Answer "YES"/"NO" questions from a panel and the

audience.audience.

��At the conclusion of the panel explain their career, and At the conclusion of the panel explain their career, and

provide an understandable career path that is meaningful provide an understandable career path that is meaningful

to the students (10 minutes). to the students (10 minutes).

RequirementsRequirements

ƒƒArrange seating for students auditorium style, in front of Arrange seating for students auditorium style, in front of

the room (on stage) you will need: the room (on stage) you will need:

��A table with four chairs for the "panel." A table with four chairs for the "panel."

��A chair for the guest professional.A chair for the guest professional.

ƒƒAs the program begins introduce yourself, display and As the program begins introduce yourself, display and

explain the "Rules of the Game" from Appendix A to the explain the "Rules of the Game" from Appendix A to the

students. Answer questions, if any. students. Answer questions, if any.

ƒƒSelect a panel of four students from the audience. A mix of Select a panel of four students from the audience. A mix of

volunteers and calling on people (perhaps the next person volunteers and calling on people (perhaps the next person

to have a birthday) works well. Seat the panelists.to have a birthday) works well. Seat the panelists.

ƒƒInvite your first guest to come into the room and introduce Invite your first guest to come into the room and introduce

themselves for 2 to 3 minutes. The key points to cover here themselves for 2 to 3 minutes. The key points to cover here

concern the "human" side of the individual. This helps to concern the "human" side of the individual. This helps to

engage the students and to see "work/life balance." the engage the students and to see "work/life balance." the

students become interested in the Guest as a person.students become interested in the Guest as a person.

ƒƒAdminister job related question/answer part of the game Administer job related question/answer part of the game

based upon the rules shown. If time allows after the based upon the rules shown. If time allows after the

panelists have run out of questions allow a few questions panelists have run out of questions allow a few questions

from the audience. from the audience.

ProcedureProcedure

ƒƒAdministering job related questions (continued)Administering job related questions (continued)

��Examples of appropriate questions:Examples of appropriate questions:

ƒƒDo you sell?Do you sell?

ƒƒDo you answer the telephone?Do you answer the telephone?

ƒƒDo you write computer programs?Do you write computer programs?

ƒƒDo you type?Do you type?

��Examples of inappropriate questions that would not be Examples of inappropriate questions that would not be

answered for the panel: answered for the panel:

ƒƒAre you a sales person?Are you a sales person?

ƒƒDo you report to a vice president?Do you report to a vice president?

ƒƒDo you know John Doe?Do you know John Doe?

ƒƒDisplay the multiple choice Career Choice Selection page Display the multiple choice Career Choice Selection page

(sample in Appendix B).(sample in Appendix B).

ƒƒPanel and audience attempt to identify guest's job.Panel and audience attempt to identify guest's job.

ƒƒPanelist talks about their job for 10 minutes to:Panelist talks about their job for 10 minutes to:

��Provide students with meaningful information.Provide students with meaningful information.

��Motivate the student to pursue the career.Motivate the student to pursue the career.

��Provide a meaningful career path.Provide a meaningful career path.

ƒƒIf possible, offer a small gift to the guest and panelists.If possible, offer a small gift to the guest and panelists.

ƒƒRepeat the last 6 steps for one or two additional panels.Repeat the last 6 steps for one or two additional panels.

ProcedureProcedure (continued)(continued)

ƒƒThe final panel of the day is the Mystery Guest panel. The The final panel of the day is the Mystery Guest panel. The

objective here is to help motivate the students to observe, objective here is to help motivate the students to observe,

listen, network, and learn about additional careers from listen, network, and learn about additional careers from

family, friends, and other people they interact with in their family, friends, and other people they interact with in their

daily lives. This is done by allowing the students to daily lives. This is done by allowing the students to

discover the gaps they have in understanding their own discover the gaps they have in understanding their own

parent's career parent's career ---- and how much better they would have and how much better they would have

performed without these gaps. performed without these gaps.

ƒƒDisplay Appendix C: Mystery Guest Rules. Display Appendix C: Mystery Guest Rules.

ƒƒCall the four preselected panelists to the front of the room. Call the four preselected panelists to the front of the room.

One of the panelists is obviously the son or daughter of the One of the panelists is obviously the son or daughter of the

"mystery guest." The other three panelists are preselected "mystery guest." The other three panelists are preselected

based upon parents having a career that is somewhat based upon parents having a career that is somewhat

similar to the mystery guest's career (if possible). Seat the similar to the mystery guest's career (if possible). Seat the

panelists at their table, and blindfold them. panelists at their table, and blindfold them.

ƒƒBring the mystery guest into the room, calling them Bring the mystery guest into the room, calling them

"Mystery Guest, not by name of course..." "Mystery Guest, not by name of course..."

ƒƒProvide the mystery guest with two signs, a "YES" sign Provide the mystery guest with two signs, a "YES" sign

(Figure 1) and a "NO" sign (Figure 2).(Figure 1) and a "NO" sign (Figure 2).

ProcedureProcedure ---- Mystery GuestMystery Guest

ƒƒPanelists ask the mystery guest questions. Since the Panelists ask the mystery guest questions. Since the

objective of the exercise is to teach understanding about objective of the exercise is to teach understanding about

what people do, not who they know or what industry they what people do, not who they know or what industry they

may be in, all questions must be job task but not specific may be in, all questions must be job task but not specific

product or person related. product or person related.

��In the Mystery Guest Activity it is especially important to In the Mystery Guest Activity it is especially important to

be certain that only job related task questions are be certain that only job related task questions are

answered. Otherwise, a student might solve the problem answered. Otherwise, a student might solve the problem

by merely asking an irrelevant question such as do you by merely asking an irrelevant question such as do you

know Bill V. Jones know Bill V. Jones ---- knowing that Bill is their parent's knowing that Bill is their parent's

friend, but not knowing anything about work. friend, but not knowing anything about work.

ƒƒAfter the panel asks all of their questions you might allow After the panel asks all of their questions you might allow

the audience to ask a few questions of the Mystery Guest.the audience to ask a few questions of the Mystery Guest.

ProcedureProcedure ---- Mystery Guest (continued)Mystery Guest (continued)

Mystery Guest:

Christina Clark (left)

Panelist:

Jennifer Clark (right)

ƒƒUpon concluding the questions, ask each of the panelists: Upon concluding the questions, ask each of the panelists:

"Is the mystery guest one of your relatives?" If they say "Is the mystery guest one of your relatives?" If they say

"yes", ask the relationship (e.g., mother, father...). "yes", ask the relationship (e.g., mother, father...).

ƒƒAsk the audience to vote as well. Disclose the identity of the Ask the audience to vote as well. Disclose the identity of the

mystery guest. mystery guest.

ƒƒTypically, panelists have not been correct in identifying Typically, panelists have not been correct in identifying

their parent and/or panelists have claimed as their own a their parent and/or panelists have claimed as their own a

parent that is not theirs. A productive discussion on the parent that is not theirs. A productive discussion on the

valuable information on careers that students may be able valuable information on careers that students may be able

to learn from parents and others follows. Indeed, this "eyeto learn from parents and others follows. Indeed, this "eye--

opening experience" that sons and daughters could benefit opening experience" that sons and daughters could benefit

from knowing a lot more about their parent's careers from knowing a lot more about their parent's careers

follows. follows.

ƒƒAsk mystery guest to discuss their career for 10 minutes.Ask mystery guest to discuss their career for 10 minutes.

ProcedureProcedure ---- Mystery Guest (continued)Mystery Guest (continued)

Panelist Jennifer Clark

presented with a gift from

the "Mystery Guest" (her

mother) at IBM Somers

Bring Your Child To Work Day

April 26, 2001.

Conclude the session by asking the following questions:Conclude the session by asking the following questions:

��What careers did we learn about today?What careers did we learn about today?

��What can our parents teach us about careers? What can our parents teach us about careers?

��What questions are you going to ask your parents and What questions are you going to ask your parents and

relatives about their career?relatives about their career?

SummarySummary

Appendix A: Appendix A:

Rules Of The GameRules Of The GameƒƒI will select panelists to come on I will select panelists to come on

stage. Who would like to stage. Who would like to

volunteer for Panel # 1?volunteer for Panel # 1?

ƒƒOur guest will then appear.Our guest will then appear.

ƒƒThe panelists will have the The panelists will have the

opportunity to ask the guest "yes" opportunity to ask the guest "yes"

/"no" questions for five minutes./"no" questions for five minutes.

ƒƒThe questions MUST be about job The questions MUST be about job

related tasks.related tasks.

ƒƒAll of you need to listen very All of you need to listen very

carefully.carefully.

Appendix A:Appendix A:

Rules Of The GameRules Of The Game(continued)(continued)

ƒƒYou will see a multiple choice You will see a multiple choice

question about the guest's job.question about the guest's job.

ƒƒYou will vote for what you think You will vote for what you think

the guest's occupation is.the guest's occupation is.

ƒƒThe guest will tell us if we were The guest will tell us if we were

correct and tell us a little about correct and tell us a little about

her/his job. her/his job.

ƒƒWe will play this game two or We will play this game two or

three times this morning, and three times this morning, and

we will play the mystery game.we will play the mystery game.

Appendix B:Appendix B:

Sample Career ChoicesSample Career Choices

ƒƒMelinda is a:Melinda is a:

��SecretarySecretary

��TeacherTeacher

��Software EngineerSoftware Engineer

��Technical ManagerTechnical Manager

Appendix C: Rules Appendix C: Rules ----

Mystery Guest Mystery Guest ƒƒI have already selected I have already selected

panelists to come on stage. panelists to come on stage.

ƒƒThe panelists will be The panelists will be

blindfolded.blindfolded.

ƒƒOur Mystery Guest will then Our Mystery Guest will then

appear. appear.

ƒƒThe panelists will have the The panelists will have the

opportunity to ask the guest opportunity to ask the guest

"yes"/"no" questions about the "yes"/"no" questions about the

work they do for five minutes. work they do for five minutes.

Appendix C: Rules Appendix C: Rules ----

Mystery GuestMystery Guest(continued)(continued)

ƒƒThe Mystery Guest will answer The Mystery Guest will answer

the questions by holding up the the questions by holding up the

"Yes" or "No" sign. I will read "Yes" or "No" sign. I will read

the answer to the panel.the answer to the panel.

ƒƒEach panelist will then be Each panelist will then be

asked to tell us if the mystery asked to tell us if the mystery

guest is their relative. If so, guest is their relative. If so,

which one. which one.

ƒƒThe audience will also voteThe audience will also vote

Appendix C: Rules Appendix C: Rules ----

Mystery GuestMystery Guest(continued)(continued)

ƒƒThe guest will tell us which The guest will tell us which

panelist is their relative and panelist is their relative and

the relationship.the relationship.

ƒƒWe will discuss:We will discuss:

��What our panel did that was What our panel did that was

effective in identifying their effective in identifying their

relative.relative.

��What our panel did that What our panel did that

interfered with their ability to interfered with their ability to

identify their relative.identify their relative.

FiguresFigures

Signs