Career Orientation for MS students

1. What's My Job?What's My Job?
An Effective CareerAn Effective Career
Orientation Program ForOrientation 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)

2. ContentsContents
ƒƒAbstractAbstract
ƒƒAbout the PresenterAbout the Presenter
ƒƒAcknowledgmentsAcknowledgments
ƒƒObjectivesObjectives
ƒƒRequirementsRequirements
ƒƒProcedureProcedure
ƒƒProcedureProcedure ---- Mystery GuestMystery Guest
ƒƒSummarySummary
ƒƒAppendices:Appendices:
A. Rules of the GameA. Rules of the Game
B. Sample Career ChoicesB. Sample Career Choices
C. RulesC. Rules ---- Mystery GuestMystery Guest
ƒƒFigures:Figures:
1: YES sign1: YES sign
2: NO sign2: NO sign

3. Do you need to organize a Career Day or Night for your localDo you need to organize a Career Day or Night for your local
middle school or youth organization? Are you the personmiddle school or youth organization? Are you the person
responsible for coordinating a "Bring Your Child To Workresponsible for coordinating a "Bring Your Child To Work
Day" program for your business? If either case, thisDay" program for your business? If either case, this
presentation is for you!presentation is for you!
An effective and engaging format in which students areAn effective and engaging format in which students are
required to discern the job responsibilities of a series ofrequired to discern the job responsibilities of a series of
guests is presented. While the format was motivated by theguests 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, askingStudents seem to be very interested in the session, asking
numerous questions. When asked informally if they enjoyednumerous questions. When asked informally if they enjoyed
the event and if they learned a lot the answers to boththe 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, CAProductions, LLC, Santa Monica, CA
AbstractAbstract

4. About The PresenterAbout The Presenter
Ronald G. Shapiro, Ph.D. is an independent consultant inRonald 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 HumanLeadership, Human Factors, Ergonomics, and Human
Resources.Resources.
Ron received his B.A. from the University of Rochester andRon received his B.A. from the University of Rochester and
his M.A. and Ph.D. from Ohio State University inhis M.A. and Ph.D. from Ohio State University in
Experimental Psychology.Experimental Psychology. He is a Certified Human FactorsHe is a Certified Human Factors
Practitioner and a Fellow in the Human Factors andPractitioner and a Fellow in the Human Factors and
Ergonomics Society (HFES) and the American PsychologicalErgonomics Society (HFES) and the American Psychological
Association (APA).Association (APA).
Ron is the 2010Ron is the 2010--11 Secretary11 Secretary--Treasurer of HFES and hasTreasurer of HFES and has
served as the President of the APA Division of Appliedserved as the President of the APA Division of Applied
Experimental & Engineering Psychology.Experimental & Engineering Psychology.
Ron taught psychology at the university level and presentsRon 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 studentconferences, and to various high school and college student
groups, often on career preparation.groups, often on career preparation.
Dr. Ronald G. ShapiroDr. 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)

5. AcknowledgmentsAcknowledgments
ƒƒI would like to thank the following people for helpfulI 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 DayIBM Somers 2001 Bring Your Child To Work Day
Program Student and Adult ParticipantsProgram Student and Adult Participants
ƒƒAppreciation is extended to Christina Clark for permissionAppreciation is extended to Christina Clark for permission
to include her photographs and the photographs of herto include her photographs and the photographs of her
daughter Jennifer in this presentation and to Andreadaughter Jennifer in this presentation and to Andrea
Borgelt for taking the photographs.Borgelt for taking the photographs.

6. ƒƒThe objectives of an effective career orientation programThe objectives of an effective career orientation program
are to:are to:
Provide students with meaningful information so thatProvide 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 andSpecify a career path that is both meaningful and
understandable to the students.understandable to the students.
Encourage the students to observe, listen, network, andEncourage the students to observe, listen, network, and
learn about additional careers from family, friends, andlearn 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

7. ƒƒAn effective "What's My Job Program" should be about anAn 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 differentiatedHas 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 guestIs not known to the students (except for one mystery guest
who is the parent of a student. Students must not know inwho 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 theyFirst introduce themselves but they do NOT say what they
do for a career... For example they may talk of a hobby, ordo for a career... For example they may talk of a hobby, or
their last vacation, or their kids... This gets the studentstheir 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 theAnswer "YES"/"NO" questions from a panel and the
audience.audience.
At the conclusion of the panel explain their career, andAt the conclusion of the panel explain their career, and
provide an understandable career path that is meaningfulprovide an understandable career path that is meaningful
to the students (10 minutes).to the students (10 minutes).
RequirementsRequirements

8. ƒƒArrange seating for students auditorium style, in front ofArrange 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 andAs the program begins introduce yourself, display and
explain the "Rules of the Game" from Appendix A to theexplain 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 ofSelect a panel of four students from the audience. A mix of
volunteers and calling on people (perhaps the next personvolunteers 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 introduceInvite your first guest to come into the room and introduce
themselves for 2 to 3 minutes. The key points to cover herethemselves for 2 to 3 minutes. The key points to cover here
concern the "human" side of the individual. This helps toconcern the "human" side of the individual. This helps to
engage the students and to see "work/life balance." theengage 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 gameAdminister job related question/answer part of the game
based upon the rules shown. If time allows after thebased upon the rules shown. If time allows after the
panelists have run out of questions allow a few questionspanelists have run out of questions allow a few questions
from the audience.from the audience.
ProcedureProcedure

9. 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 beExamples 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 pageDisplay 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)

10. ƒƒThe final panel of the day is the Mystery Guest panel. TheThe 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 fromlisten, network, and learn about additional careers from
family, friends, and other people they interact with in theirfamily, friends, and other people they interact with in their
daily lives. This is done by allowing the students todaily lives. This is done by allowing the students to
discover the gaps they have in understanding their owndiscover the gaps they have in understanding their own
parent's careerparent's career ---- and how much better they would haveand 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 theOne 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 somewhatbased upon parents having a career that is somewhat
similar to the mystery guest's career (if possible). Seat thesimilar 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 themBring 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" signProvide 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

11. ƒƒPanelists ask the mystery guest questions. Since thePanelists ask the mystery guest questions. Since the
objective of the exercise is to teach understanding aboutobjective of the exercise is to teach understanding about
what people do, not who they know or what industry theywhat people do, not who they know or what industry they
may be in, all questions must be job task but not specificmay 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 toIn the Mystery Guest Activity it is especially important to
be certain that only job related task questions arebe certain that only job related task questions are
answered. Otherwise, a student might solve the problemanswered. Otherwise, a student might solve the problem
by merely asking an irrelevant question such as do youby merely asking an irrelevant question such as do you
know Bill V. Jonesknow Bill V. Jones ---- knowing that Bill is their parent'sknowing 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 allowAfter 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)

12. 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 theAsk the audience to vote as well. Disclose the identity of the
mystery guest.mystery guest.
ƒƒTypically, panelists have not been correct in identifyingTypically, panelists have not been correct in identifying
their parent and/or panelists have claimed as their own atheir parent and/or panelists have claimed as their own a
parent that is not theirs. A productive discussion on theparent that is not theirs. A productive discussion on the
valuable information on careers that students may be ablevaluable 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 benefitopening experience" that sons and daughters could benefit
from knowing a lot more about their parent's careersfrom 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.

13. 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 andWhat questions are you going to ask your parents and
relatives about their career?relatives about their career?
SummarySummary

14. Appendix A:Appendix A:
Rules Of The GameRules Of The Game
ƒƒI will select panelists to come onI will select panelists to come on
stage. Who would like tostage. 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 theThe 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 jobThe questions MUST be about job
related tasks.related tasks.
ƒƒAll of you need to listen veryAll of you need to listen very
carefully.carefully.

15. Appendix A:Appendix A:
Rules Of The GameRules Of The Game
(continued)(continued)
ƒƒYou will see a multiple choiceYou will see a multiple choice
question about the guest's job.question about the guest's job.
ƒƒYou will vote for what you thinkYou will vote for what you think
the guest's occupation is.the guest's occupation is.
ƒƒThe guest will tell us if we wereThe guest will tell us if we were
correct and tell us a little aboutcorrect and tell us a little about
her/his job.her/his job.
ƒƒWe will play this game two orWe will play this game two or
three times this morning, andthree times this morning, and
we will play the mystery game.we will play the mystery game.

16. Appendix B:Appendix B:
Sample Career ChoicesSample Career Choices
ƒƒMelinda is a:Melinda is a:
SecretarySecretary
TeacherTeacher
Software EngineerSoftware Engineer
Technical ManagerTechnical Manager

17. Appendix C: RulesAppendix C: Rules ----
Mystery GuestMystery Guest
ƒƒI have already selectedI have already selected
panelists to come on stage.panelists to come on stage.
ƒƒThe panelists will beThe panelists will be
blindfolded.blindfolded.
ƒƒOur Mystery Guest will thenOur Mystery Guest will then
appear.appear.
ƒƒThe panelists will have theThe panelists will have the
opportunity to ask the guestopportunity 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.

18. Appendix C: RulesAppendix C: Rules ----
Mystery GuestMystery Guest
(continued)(continued)
ƒƒThe Mystery Guest will answerThe Mystery Guest will answer
the questions by holding up thethe 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 beEach panelist will then be
asked to tell us if the mysteryasked 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

19. Appendix C: RulesAppendix C: Rules ----
Mystery GuestMystery Guest
(continued)(continued)
ƒƒThe guest will tell us whichThe guest will tell us which
panelist is their relative andpanelist is their relative and
the relationship.the relationship.
ƒƒWe will discuss:We will discuss:
What our panel did that wasWhat our panel did that was
effective in identifying theireffective in identifying their
relative.relative.
What our panel did thatWhat our panel did that
interfered with their ability tointerfered with their ability to
identify their relative.identify their relative.

20. FiguresFigures
Signs