Justin Steele, Community Service Chair, Harvard Business School African American Student

Justin Steele, Community Service Chair, Harvard Business School African American Student
Union (jsteele@mba2010.hbs.edu)
Boston 8
th
Grade Academy
Description of Brand YOU Apprenticeship Curriculum

Brand YOU background:

Brand YOU was developed by members of the Harvard Business School African American
Student Union (AASU) in an effort to address the 35% high school dropout rate and 90% failure
to attain a post-secondary credential among Black and Latino students in Boston Public Schools
(BPS). Each Saturday for 10 weeks members of AASU traveled less than 3 miles from the HBS
campus to the Roxbury - a neighborhood the City of Boston describes as "the heart of Black
culture in Boston" - to partner with Citizen Schools to teach an apprenticeship about branding to
fifteen Black and Latino 8th grade students from various middle schools across BPS. Utilizing
HBS cases, interactive projects, and one-on-one mentoring, volunteers worked to teach the
students about branding and connect the personal brands of these youth to careers and college.

Brand YOU schedule:

Stage Week PrimaryBrandingTopic Corestudentactivity
1 TargetAudience/BrandIdentity HBS"MountainDew"Case
2 BrandPromise/BrandIdentity
HBS"AmericanLegacy:TruthCampaign"Case
(TeenSmoking)
3 BrandPositioningStatement
Createamarketingcampaign,includingabrand
positioningstatement,fora"useless"product
4 BrandIdentity
PeopleasBrands:SocialCliquesandCelebrity
Brands
5 TargetAudience/BrandIdentity PersonalInterestType/Careersurvey
6 TargetAudience/BrandIdentity
Selectandresearchatargetcareer;Completethe
careerchoiceworksheet
7 BrandAssessment/BrandAudit
"IfMyLifeWereaBook"exercise;BrandAudit
worksheet
8 BrandPositioningStatement
Createa"BrandYOU"positioningstatement;
Chooseaslogan
9 BrandImage Createavisualrepresentationof"BrandYOU"
10 PracticefortheWOW! RehearsetheWOW!presentation
Intro/
Product
Brands
Brand
YOU

!"#$%&'()&*+,-."/+,0
The two cases iefeienceu above in weeks one anu two can be founu at the links below.
Each case costs $2S, which is ieimbuisable by youi campus oi youi campus can puichase
them uiiectly.
BBS "Nountain Bew" Case
BBS "Ameiican Legacy: Tiuth Campaign" Case (Teen Smoking)

Brand YOU overview:

The apprenticeship begins with a class on the HBS Mountain Dew case. The students watch
Mountain Dew's various advertising campaigns and use the case method to quickly identify the
"energizing, empowering, extreme" brand identity and the "skater dudes, young, Caucasian"
target market. The second class introduces the students - who report that over 50% of their
middle school classmates smoke - to the HBS American Legacy Truth Campaign case. Here the
students identify the primary causes of teenage smoking (stress usually being the most prevalent)
and evaluate the Truth Campaign's various advertising tactics to get teenagers to stop smoking
(the most effective often being those that tie the ingredients in cigarettes to chemicals in urine,
dog feces, and rat poison).

One of the most powerful classes that marks the transition from discussing product brands to
personal brands is an exercise where the students map out the brands of the social cliques on
their campuses. A dominant social group that emerges in the discussion is the so-called "Bangers
on Deck" or "Beat-Down Posse", a violent group of students who instigate fights. The class
breaks out into small groups to discuss how students maintain their "swagger" when confronted
with violence and bullying. Social cliques also fracture along ethnic lines, with Blacks, Whites,
Asians, and Latinos often forming separate groups and, within the Latino community, further
breaking down by country-of-origin. Other cliques include the "Nerds" (not to be confused with
the "smart but socially awkward and clumsy" Geeks) and the "Emos" who are described as
overly emotional "goth knock offs." There are also interest groups like "AIM heads" (students
who are always on instant messenger) and "kick heads" (students who are obsessive about their
sneakers). Like all teenagers across the country, the students in BPS navigate a complex mix of
social identities, and the challenge for the volunteers from HBS is to connect these emerging
identities to college and careers.

Students also explore the challenges they have overcome, including parents and siblings who are
imprisoned, gun violence in the neighborhoods, absent fathers, and the challenges that
accompany growing up in poverty. Furthermore, students identify their unique assets such as rich
cultural heritages that extend from the great migration of African Americans to northern cities
like Boston to international identities in the West Indies and Latin America, tight-knit family
networks, and a history of accomplishments in the face of great obstacles.

The final step is for the students to choose a career for which to target their brands. Students
complete a career assessment tool and end up with professions ranging from social work to
accounting to musical production. After working hard to hone their personal brand messages,
students travel to HBS to deliver their brands in aclassroom packed with HBS students in what
Citizen Schools calls the "WOW!" event.

Lesson # 1 HBS Mountain Dew Case

Name of the Apprenticeship:
Brand YOU
Citizen Teacher: Justin Steele
Pre-Planning

Lesson Objectives:
By the end of the lesson, the students will have learned:
1. Each others names and interests
2. The classroom ground rules
3. What is expected of them for the WOW!
Learning Objectives:
By the end of the lesson, the students will be able to:
1. Understand and correctly apply the concepts of target market and brand identity
2. Choose the correct Mountain Dew Super Bowl advertisement based on the Mountain Dew target
market and brand identity
Agenda based on the lesson plan. Post in the room for the students to see.
1. Welcome/Introductions
2. Review Agenda and Set Context
3. Break for snacks
4. Activity: Introduction to Branding
5. Activity: Mountain Dew Case
6. Closing and Journaling
25 Minutes
15 Minutes
10 Minutes
15 Minutes
45 Minutes
10 Minutes
Preparation and Space Set up:
x Arrange the desks so that students sit in clusters of 4 students with enough space in the aisles to be able
to easily walk around the classroom while you facilitate discussion. Have the volunteers sit
interspersed throughout the classroom.
x Lay out the students pre-printed nametags on a desk as they walk in the door. Have them grab their
nametag and find a seat.

Vocabulary
x Brand: A promise to deliver some benefit desired by a customer through a specific product or service
(combined with the customers actual experience of the product)
x Target Audience: A group of employers who have been identified as target consumers of your brand
x Brand Identity: The core, enduring features of your brand that employers will remember
x Brand Promise: The unique, concrete benefits your brand promises to deliver to your target employers

Materials and Equipment
x Session 1 Mountain Dew PowerPoint deck
x Harvard Business School Mountain Dew: Selecting New Creative (Multimedia Case) from HBS
Publishing (Product Number: 503038)
x Projector and laptop speakers
x Participation incentives (i.e. movie tickets, gift cards, etc.)
x Adhesive name badges for volunteers
x Large tent cards with each students name (so you can call on students in class)
x Pencils (ideally mechanical)
x Folders (one per student) with notebook paper inside for notes
x Two large pieces chart paper (for writing notes from the discussion)
x Snacks: ideally healthy breakfast food (fruit, orange juice, pastries)

Lesson # 1
Planning the Lesson
Opening (Slides 1-2) Time: 25 Minutes

Welcome/Check-In: Welcome the students. Then ask the students and volunteers to check-in with a
thumbs up, thumbs middle, or thumbs down. For those students who are a thumbs down, ask if theyd like
to share whats got them down and what the class can do this morning to support them.
x It is important to do this check-in so that you can gauge the students attitudes and meet them
where they are
x Dont be surprised if you find that many students are thumbs down on the first day. They dont
know you yet and may not be excited about another afterschool/weekend class.

Incentive System: Before you jump into the introductions, explain the incentive system to the students (it
will motivate them to wake up a bit). Raffle tickets will be handed about by the volunteers for good class
participation as well as for winning certain games that will be played. At the end of every class, there will
be prize raffled off. Explain todays prize. Then ask the students what other prizes that cost $20 or less
would they be interested in competing for (take notes so you can purchase these prizes for future classes).

Introductions/Name Sharing: Begin by orienting the students to who you and the volunteers are. Explain
that you are all students at Harvard Business School.
x Ask the students what they think of when you say Harvard (what types of students go there, what
is the campus like, what type of place it is, etc.). After some discussion, point out that what they
just described was Harvards brand.
x Then ask the students what they think business school students study. After some discussion,
explain that one of the many things business school students study is brands, particularly how to
make money from brands.

Explain that the apprenticeship will be focused on branding.
x Ask a few students to explain what a brand is. After some discussion, explain that a brand is
simply a promise to deliver some benefit desired by a customer. Over time if the experience that
the customer has with that product is consistent with what they were promised, the brand becomes
very powerful and customers will insist upon always buying that brand.

Now have each student and volunteer introduce themselves by giving their name, where their parents are
from (if you have a lot of 1
st
generation immigrants), and their favorite brand (the one to which they
exhibit brand insistence). Have each student explain why it is that they insist on purchasing or using that
brand.
x When teaching moments arise, use them. For instance, if someone says they like Coca-Cola, ask
about those who like Pepsi. Have the students exchange arguments about their favorite product.
Ask the students how much money they think the Coca-Cola brand name is worth (its estimated
worth is $67B).

Review Agenda and Set the Context (Slides 3-8) Time: 15 Minutes
Review Agenda: Briefly go over the days agenda.

Set Ground-rules: There are only two primary rules that will ALWAYS be enforced in the classroom.
The CT creates the first, the class creates the second.
1) Always raise your hand before you speak
2) Respect each other
o Ask the students to explain what respect means to them. Write these elements of respect up
on the board and ask the class if everyone is in agreement about how we have defined
respect.

Make sure going forward that you enforce these rules EVERY time. The students will quickly catch on to
any inconsistency in the rules and take advantage of them. Its important that you provide a consistent
source of structure.

Overview of the Apprenticeship: Give a week-by-week overview of the apprenticeship curriculum and
show an example of a student presenting their final WOW! from the Brand YOU DVD. Walk through
the elements of the Brand Positioning Statement and give the students two examples of past Brand
Positioning Statements.

1) Target Audience: A group of employers who have been identified as target consumers of your brand
2) Brand Identity: The core, enduring features of your brand that employers will remember
3) Brand Promise: The unique, concrete benefits your brand promises to deliver to your target employers
4) Support Statement: The proof that your brand is real and valid
5) Point of Difference: The unique and recognizable advantage you bring when compared to the competition

Carson Passes Brand Positioning Statement Example:

Target Audience
x To . . . all the leaders in the field of National Security. . .
Brand Identity
x I am . . . a protector of the people, fighter for peace and harmony, and a soldier of equality for all. . .
Brand Promise
x Who provides . . . fair judgment and clear thinking under any situation no matter how intense it may be
and leadership and analytical thinking in rough settings . . .
Support Statement
x Because . . . my father, who worked as a politician, taught me many things about the law and how it
functions, which enabled me to acquire knowledge and a passion in the field of criminal justice. . .
Point of Difference
x Unlike . . . those who have not been exposed to such knowledge of the field of criminal justice as I
have at such a young age or who have as much love for the matter as I have.

Esther Nkwahs Brand Positioning Statement Example:

Target Audience
x To . . . Children's Hospital Boston . . .
Brand Identity
x I am . . . a very hard-working, kind, well-mannered person who is patient with people, especially
young ones. . .
Brand Promise
x Who provides . . . devotion to my work and commitment to my responsibilities. . .
Support Statement
x Because . . . I get A's in math and science and consistently help children in my neighborhood and
school. . .
Point of Difference
x Unlike . . . others who might not be good in math and science, but good at working with children.

Break for snacks Time: 10 Minutes
x Have the volunteers set up food in the back during the apprenticeship overview
ACTIVITIES Time: 60 minutes
Activity 1: Introduction to Branding (Slides 9-11) Time: 20 minutes
Objective: Students understand the core concepts of branding.
Walk the students through Slide 10, drawing out the different brands we associate with what are actually
product categories. Use this lesson to show the power of brands.

On Slide 11, explain to the kids that the two core aspects of brands are the brand identity and brand
promise. Have the students choose two Tiger Woods advertisements that they would like to watch. Have
the students identify the brand identity and brand promise associated with each commercial.
x For instance, in the American Express commercial, the brand identity could includes aspects such
as hardworking, consistent, real while the brand promise could include aspects such as the
American Express card will never fail you, it will always be there working for you.

Activity 2: Mountain Dew Case (Slides 13-20) Time: 40 minutes
Objective: Students learn how to identify a brands identity and brands promise and apply it in a real
world example to make an effective commercial
Slide 13 provides the background to the case. Ask the class to imagine they are the Board of Directors of
Mountain Dew. Make sure to set the context and emphasize how expensive SuperBowl commercials are.

Slide 14 provides the four storyboard commercial choices. You will need the Harvard Business School
Mountain Dew: Selecting New Creative (Multimedia Case). Play each of the four storyboard
commercials and have the students each choose one commercial they would select as Mountain Dews
choice for the Super Bowl. Have the students move seats to sit next to each other according to their
choice. Engage the students in a discussion of why they chose the ads they did.
x Explain to the students that we will now be watching advertisements from each decade since
Mountain Dew was first created. Ask them to pay attention to the target audience and brand
identity.
x Use your two pieces of chart paper to record the students discussion of the evolution of the target
audience and brand identity. For target audience, focus on to which group of customers Mountain
Dew is making a brand promise.

Slide 15 discusses the early history of the company. Play the advertisement from the disc and ask the
students to discuss the early brand identity and target customer group of the brand promise.
x Typical answers will include a brand identity of energizing and fun and a target group of the brand
promise of rural whites

Slide 16 discusses the evolution of Mountain Dew in the 70s and 80s

Slide 17 discusses the evolution of Mountain Dew in the 90s

Slide 18 discusses Mountain Dews attempts to target urban blacks and Hispanics

Slide 19 returns to the Super Bowl choices. Ask the students if they would change their original choices.
Ask them to explain why they would or would not change.
x Explain that Mountain Dew chose the Cheetah advertisement because it was the most consistent
with Mountain Dews brand of extreme and energizing

Slide 20 shows the actual advertisements that were made by Mountain Dew. The Cheetah ad ran in the
Super Bowl and the Mock Opera ad was renamed Rhapsody and ran after the Super Bowl

Closing & Teach Back (Slides 21-23) Time: 10 Minutes
Review what you covered in this session and tell them what is coming for the next session. Time permitting,
make sure students learned by having one or more of them teach back.

Preview the next lesson.

Ask the students to journal about what they learned and what they see as their personal brand identity. Ask
a few students to share.

Collect raffle tickets and do a drawing for the prizes.

Ask students to do a final thumbs up, thumbs down, thumbs middle check in

Lesson # 2 HBS American Legacy: Truth Campaign Case

Name of the Apprenticeship: Brand YOU
Pre-Planning

1) Smoking doesnt carry the kind of social value they think it does
2) Smoking is the #1 preventable cause of death in the United States
3) Tobacco companies target audience, brand identity, and brand promise

1. Understand the tangible value of a brand promise (smoking has real value for teens that must be
replaced if an anti-smoking campaign is to be effective)

2. Trivia Review
3. Activity: Design Your Own Cigarette Brand
4. Break for snacks
5. Activity: Truth Campaign Case
6. Closing and Journaling
10 Minutes
20 Minutes
30 Minutes
10 Minutes
40 Minutes
10 Minutes
x Arrange the desks so that students sit in clusters of 4 students with enough space in the aisles to be
able to easily walk around the classroom while you facilitate discussion. Have the volunteers sit
interspersed throughout the classroom.
x Lay out the students pre-printed nametags on a desk as they walk in the door. Have them grab their
nametag and find a seat.

Vocabulary:
x Target Audience: A group of employers who have been identified as target consumers of your brand
x Brand Identity: The core, enduring features of your brand that employers will remember
x Brand Promise: The unique, concrete benefits your brand promises to deliver to your target employers
x Session 2 Truth Campaign PowerPoint deck
x Session 2 Cigarette Pack Microsoft Word document
x Harvard Business School American Legacy: Beyond the Truth Campaign from HBS Publishing
(Product Number: 9-504-014)
x Large tent cards with each students name
x Pencils
x Students Folders

Lesson # 2
Planning the Lesson
Opening Time: 10 Minutes
thumbs up, thumbs middle, or thumbs down.

Introductions/Name Sharing: Have the volunteers introduce themselves by name, career interest, where
they went to college, and how they would describe their colleges brand identity
x Remind the students what brand identity means

Trivia Review Time: 20 Minutes
Today we will be reviewing last weeks lesson with a game.
Teams:
- Boys vs. Girls
Rules:
- The team that rings the bell first will have 10 seconds to answer
The bell will rotate among each team member. While the person with the bell can
consult their team, they must be the ones to both ring the bell and answer the
question.
- Each correct answer adds 1 point to the team
- Each incorrect answer will subtract 1 point from the team
If the first team answers incorrectly, the other team will have 10 seconds to attempt
to steal the answer
- There will be no penalty for the second team if they respond incorrectly
Winner:
- Each member of the winning team will receive 5 raffle tickets

Trivia questions are as follows:
x Where do the volunteers here currently go to school (what is the name of the school)?
x What is the name of the student club we are a part of at Harvard Business School?
x Name three countries besides the U.S. where the parents of the students our apprenticeship come
from: Mexico, Cambodia, Dominican Republic, Grenada, Haiti, Honduras, Jamaica, Nigeria,
Trinidad
x Name three of our students favorite brands: (Abercrombie, Marshalls, H&M, Aeropostle, Nike,
Jordan, Old Navy, Starbucks, Addidas, Burger King, Wet Seal, Rainbows)
x Name one of the volunteers favorite brands: (REI, Coca-Cola, Tumi, Apple)
x Which company does Terrance work for?
x Which country are both Kayode and Nana from?
x Which country is Yves from?
x What is one of my favorite hobbies?
x Name one of the two rules in our apprenticeship?
x What famous celebritys commercials did we watch?
x What were two parts of Tiger Woods brand identity?
x What softdrink did we study last class?
x What company owns Mountain Dew?
x What were two parts of Mountain Dews brand identity?
x What were two characteristics of Mountain Dews core target market?
x What was the name of Mountain Dews new drink targeted towards urban teenagers?
x Which advertisement did Mountain Dew end up choosing for the Super Bowl and why?
x Which brand or case study will be studying today?
x What is our WOW! going to be?
x How much money is the Coca-Cola brand worth?

Activity 1: Design Your Own Cigarette Pack Time: 40 Minutes
(Include 10 minutes for a break for snacks during the transition to the cigarette pack designs)
Objective: Apprentices will learn how large companies brand their products to appeal to a targeted set of
customers

Steps:
1) Choose a group of customers who would be interested in the benefits of your product
2) Choose a theme/slogan
3) Brand Identity: How would you describe the core, lasting features of your cigarettes brand? (Example:
Smooth, genuine)
4) Brand Promise: What unique benefits does the brand promise to deliver? Is your target market
interested in these benefits? (Example: Helps you relax, Makes you look cool)

Break : 10 minutes
Activity 2: HBS Truth Campaign Case Time: 40 Minutes
Objective: Challenge students to think about branding a product to alter someone elses behavior. Lock in
the idea of brand identity and brand promise

Slide 12: Phase I ads emphasize fatal nature of smoking cigarettes

Slide 13: Phase II ads emphasize disgusting products included in cigarettes

Slide 14: Phase III ads emphasize that, rather than being a form of rebellion, smoking cigarettes is actually
doing exactly what the man and other authority figures wants you to do

Slide 15: Phase IV ads emphasize cigarette companies manipulative marketing

Slide 16: Compare effectiveness of Truth Campaign ads to cigarette company run anti-smoking ads

Closing & Teach Back Time: 5 Minutes
Review what you covered in this session and tell them what is coming for the next session. Be sure students
learned by having one or more of them teach back.

Reflection
What did you learn today?
What is your brand identity?
- How would you describe the core, lasting features of your brand?

Lesson # 3 Create a Marketing Campaign

Name of the Apprenticeship: Brand YOU
Citizen Teacher: Tiffany Singleton / Justin Steele
Pre-Planning

1. How to create their own branding campaigns for a product
2. Oral communication skills
3. Teamwork skills

1. Identify brands target markets
2. Put together brand positioning statements for branded products

2. Trivia Review
3. Activity: Requested Commercials
4. Break for snacks
5. Activity: Branding Campaign Exercise
6. Preview Next Class/Journaling
20 Minutes
20 Minutes
15 Minutes
10 Minutes
50 Minutes
15 Minutes

Arrange the Room this way in order to facilitate discussion

Vocabulary:
Vocabulary
x Target Market: The set of customers chosen to consume the branded product
x Brand Identity: The core, enduring features of the brand
x Brand Promise: The unique benefits a brand promises to deliver to a group of targeted customers

x At least three useless products such as used tennis balls, aluminum foil, etc.
x Session 3 Branding Campaign PowerPoint Deck
x Branding Campaign Score Sheet
x Project and laptop speakers
x Participation incentives (i.e. two movie tickets, gift cards, etc.)
x Three large pieces chart paper (for teams to create their presentations)
x Snacks: Ideally healthy breakfast food (fruit, orange juice, pastries)

Lesson # 3
Planning the Lesson
Opening (Slides 1-3) Time: 20 Minutes

Introductions/Name Sharing: Have the volunteers introduce themselves by name, where they went to
college (briefly describe what your college was like), and their favorite commercial
x Have the entire class watch each volunteers commercial, have the class discuss the commercial,
and then have the volunteer talk about why they like the commercial

Trivia Review (Slides 4-5) Time: 20 Minutes
Today we will be reviewing last weeks lesson with a game.
Teams:
- Boys vs. Girls
Rules:
- The team that rings the bell first will have 10 seconds to answer
The bell will rotate among each team member. While the person with the bell can
consult their team, they must be the ones to both ring the bell and answer the
question.
- Each correct answer adds 1 point to the team
- Each incorrect answer will subtract 1 point from the team
If the first team answers incorrectly, the other team will have 10 seconds to attempt
to steal the answer
- There will be no penalty for the second team if they respond incorrectly
Winner:
- Each member of the winning team will receive 5 raffle tickets

Slide 5 has pictures from last weeks volunteers to help the students remember them.

Trivia questions and answers:
x Name any two of the colleges that the volunteers from last class attended? (Stanford, Harvard, NC
A&T, Dillard, University of Virginia, Cornell, Northeastern, UC Berkeley, Pomona, Florida State)
x Name one part of the brand identity of any one of the colleges that the volunteers from last class
attended? (Stodgy, Old-Fashioned, Excellent, High graduate rate of black students, etc.)
x Which volunteer actually works in branding and marketing as a career? (Alliah)
x What type of college did Tiffany and Angelica attend? (Historically black college pump the
upcoming D.C./Howard trip)
x What is one target market that both cigarette companies and mountain dew pursued? (teenagers)
x How much money do tobacco companies spend on marketing cigarettes every year? ($11B have
the kids get within $2B)
x On average, how many years does it take for teens to quit smoking? (18)
x How many people does tobacco kill every day? (1200)
x What was the brand name of Chris cigarette brand? (Gothmania)
x Who was the brand promise of Carsons cigarette brand (i.e. what benefit did it promise its
customers)? (Women could lose weight)
x What was the brand identity of Lucys cigarette brand? (Paradise, relaxing, stress free)
x What are two aspects of cigarettes brand identity (reasons we brainstormed for why teenagers
smoke)? (Stress, Cool, Family influence, Curiosity, Fit In, Lose weight)
x Name one chemical found in cigarettes? (Cynanide, urea, ammonia)
x What celebrity singer was interviewed in the Truth Campaign ad? (Nick Cannon)
x Who did the Truth Campaign blame for the Tobacco problem? (Tobacco companies)

Activity 1: Requested Commercials (Slides 6-7) Time: 40 Minutes

Objective: Apprentices will continue to refine their understanding of brand identity and brand promise

Play the students requested commercials. After each one, have the class discuss the target market, brand
identity, and brand promise. Ask the students why they chose these specific commercials for class today.


Activity 2: Branding Campaign Exercise (Slides 8-10) Time: 50 Minutes
Objective: Give the students hands on practice with creating a branding campaign for a product. Have the
students practice oral presentation and teamwork skills.

Explain to the students that they have been doing a great job of identifying the target market, brand
identity, and brand promise in the various commercials and brands we have studied thus far (Mountain
Dew, Truth Campaign, and various commercials in-between). It is now time for the students to get some
hands on practice with creating their own branding campaign.

Break the students out into groups of four. Give each group a bag that contains useless products (give
each group the same products from which to choose). Explain that the task of the team is to choose an
item from which they believe they can make a strong branded product. Teams must decide which product
they think they can best utilize to create a compelling branding campaign.

Have the volunteers distribute themselves among the teams. Explain that the role of the volunteers to help
the students develop their ideas, but that those volunteers are not allowed to contribute any original ideas
to the team.

Explain that each team should go through the following steps in creating their brands (show Slide 9 on the
projector):
1) Value: What benefit can your product create for someone?
2) Target Market: Choose a group of customers who would be interested in the benefits of your
product
- Example: Mountain Dew - Young, middle-income, white, suburban teenagers who enjoy
extreme sports
3) Brand Promise: What unique benefits does your brand gurantee to deliver? Is your target market
interested in these benefits?
- Example: Cigarettes: Helps you relax, Makes you look cool
4) Brand Identity: How would you describe the core, lasting features of your cigarettes brand?
- Example: Tiger Woods - Excellence, diligence, dependability
5) Choose a theme/slogan
- Example: Apple - Think Different, Mountain Dew- Do the Dew

The final product should be a poster that explains the teams brand. The poster should include a logo,
slogan, and visual explanation of the brand identity/brand promise. Students should also be able to explain
who the target market of the product is.

After about 35 minutes, have each of the groups come up and present their brands. Before the students
come up, walk through Slide 10, which explains the elements of good oral presentation skills.

The Citizen Teacher, Team Leader, and any other Citizen Schools staff should judge each of the
presentations along the following dimensions (see Branding Campaign Score Sheet).

BRAND EFFECTIVENESS (1= needs work, 5= excellent)

The benefits of the product are clear and compelling
1 2 3 4 5
The target market has been clearly identified
1 2 3 4 5
The identity and promise of the brand is attractive to the target market
1 2 3 4 5
The slogan and logo are creative and capture attention
1 2 3 4 5

ORAL PRESENTATION SKILLS (1= needs work, 5= excellent)

Voice is clear and loud (without shouting)
1 2 3 4 5
Speakers makes good eye contact
1 2 3 4 5
Speakers stands tall with feet shoulder width apart
1 2 3 4 5
Speakers uses effective hand gestures (no fidgeting)
1 2 3 4 5

Each member of the winning team should receive 5 raffle tickets.

Closing & Teach Back (Slides 11-14) Time: 15 Minutes

Preview the Next Class
x We will begin to study people as brands in the next class. We will be looking at different celebrities
and discussing how they handle their swagger as compared to how we each handle our swagger.
This will mark a shift in our class as we begin to transition from talking about product brands to people
brands (and eventually talking about students own personal brands).

Reflection
What did you learn in class today?
Where does your confidence come from?
What makes other people respect you?

Lesson # 4 People as Brands

Name of the Apprenticeship: Brand You
Pre-Planning

1. The key to life is to leverage the good, the bad, and the ugly of your life to move forward to a better
future
2. How people and social cliques represent brands

1. Understand themselves and their brands better


Arrange the Room this way in order to facilitate discussion. The circle allows for intimate conversation,
the tables on the outside allow the students to turn their chairs around to do journaling exercises.

Vocabulary:
x Social clique - An exclusive group of people who share interests, views, purposes, patterns of behavior,
or ethnicity
x Swagger - How one presents him or her self to the world; the core of who one is and from where one
draws their confidence
x Brand Assessment - A thoughtful look at your major successes and failures to see what they taught
you and how they have shaped your personal brand
o Use your experiences, positive or negative, to craft new ways to reposition yourself and your
personal brand for future success, satisfaction, and achievement

x Downloaded commercials chosen by each volunteer featuring their favorite celebrities
x Large tent cards with each students name
x Pencils
x Students Folders

Lesson # 4
Planning the Lesson

Overview of the Day:
x We have thus far talked about different products brand identities and brand promises
o Ask the students to give you examples of a brand identity and a brand promise
x Today, we will be discussing how, as people, we each have our own personal brands
x The starting place of our brands is our swagger. Open by asking the students to define
swagger:
o What does swagger look like?
o Where does swagger come from?
o Who, in your mind, has swagger? Who doesnt have swagger?
o Is it necessary to have swagger?
x Ask a couple students to share with the class where their swagger comes from as
o Explain that this will be important in putting together their personal brands (people form an
impression of your swagger and confidence that becomes part of your brand)
o To be successful in school and jobs, you must find a lasting source of swagger to

Introductions/Name Sharing: Have the volunteers introduce themselves by name and where they went to
college. Then play a commercial chosen by each volunteer featuring their favorite celebrity.
x As the students to identify where each celebrities swagger comes from
o How would you describe each celebrities brand?
x Have the volunteers explain their choice of commercial

Break for Snacks Time: 10 Minutes

Activity 1: Social Cliques Time: 40 Minutes

x Our brands are not only defined by our individual swagger but also by the groups with which we
are associate
x Open by asking the students what is a social clique or social group
x Have the student brainstorm the following question and write their responses on the board:
o What cliques exist on campus? How would you describe these cliques brand identities?
x Then have the students in the class guess what clique each volunteer was a part of in high
school?
o For new volunteers, rather than have the students guess their social clique, simply have the
volunteer describe their social clique

IF USING THE SURVIVING HIGH SCHOOL VIDEO
Play the video from the start to minute 11:26
x After youve stopped the video, ask the students if they feel theyve missed any cliques in their
original brainstormed list and write those on the board
x Ask the students whether some social cliques have more power on campus than others
o If so, which cliques have more power and why?
x Ask the students whether or not they think you can choose which social clique to belong to

Have the students answer the following question on a blank sheet of paper:
x What clique/s would you consider yourself a part of, or do you consider yourself independent of
social groups?

Time permitting, have a few students share which social cliques they identify with

Activity 2: Life Story/Challenges Time: 20 Minutes

IF USING THE SURVIVING HIGH SCHOOL VIDEO
Play the video from minute 11:26 to minute 21:16

x Ask students to take out the Brand Assessment: If My Life Were a Book worksheets
x Explain that your life can be thought of as a book, with you as the main character. This book has
different chapters and different high points and low points. It is in the process of being written.
x Have the students fill in parts 1-5 of the worksheet
o Beginning Point: your earliest memory
o High Point: The time in your life when you were felt the most joy
o Low Point: The time in your life when you felt the most pain
o Turning Point: The time in your life when you changed the direction you were headed
o Greatest Challenge: The challenge in your life that has been the hardest to overcome
o Characters in My Life Story:

Ask a couple students to share their one of their experiences

Closing Reflections
x Ask the students two follow-up questions:
o Where do you feel the most pressure at school from other people to be somebody you are
not?
o If you really knew me, youd know Im a strong, resilient person because . . .

Optional: Break out into small groups based on gender for this portion

x Career Surveys

Lesson # 5 Career Survey

Name of the Apprenticeship: Brand You
Citizen Teacher: Sally Steele / Justin Steele
Pre-Planning

1. Their interest profiles
2. Their career interests

2. Articulate which career they will tailor their brand towards


Arrange the Room this way in order to facilitate discussion

Vocabulary (interest types):
x Realistic (R) People who have mechanical and athletic abilities. They like careers such as auto
mechanic, surveyor, carpenter, electrician, cook, and farmer.
x Investigative (I) People who have math and science abilities. They like investigative careers such as
biologist, geologist, chemist, anthropologist, laboratory assistant, and medical technician.
x Artistic (A) People who have artistic skills, enjoy creating original work, and have good
imaginations. They like artistic careers such as composer, musician, dancer, singer, interior decorator,
actor, writer, and auctioneer.
x Social (S) People who usually like to be around other people. They like careers such as teacher,
speech therapist, religious worker, counselor, and nurse.
x Enterprising (E) People with leadership and public speaking abilities. They like careers such as
business executive, television producer, salesperson, waiter/waitress, travel agent, supervisor, and store
manager.
x Conventional (C) People who have clerical and math abilities. They like careers such as financial
analyst, banker, tax expert, bookkeeper, secretary, office clerk, and radio dispatcher.

x SDS Career Explorer Self Asessment Booklet (one for each student)
x SDS Career Explorer Careers Booklet (one for each student)
x Participation incentives (i.e. two movie tickets, gift cards, etc.)
x Snacks: Ideally healthy breakfast food (fruit, orange juice, pastries)

Lesson # 5
Planning the Lesson

Overview of the Day:
x The last two weeks we set the foundation for your brands by getting you to think about who you are
and what has shaped you.
o Last weeks lesson got you thinking about your personal stories as well as how your brand
is impacted by the social cliques youre affiliated with
Have a few students volunteer to describe some of the social cliques we talked about
to refresh the students memories
x Todays lesson is focused on identifying the target market for your brand
o Ask the students who was the target market for the following cases:
Mountain Dew
Truth Campaign
The branded products they created in the third class
o Just like the commercial product brands, each of us must define a target market for our own
personal brands
There are multiple target markets for our personal brands
x Last weeks discussion of social cliques showed you that our peers are often
the target market for our personal brand hence the need for swagger and
personal identity
The target market for our Brand You apprenticeship is people who can help you
succeed in your career
x Successful people in your career
x College admissions officers who want to know your career goals
x Potential mentors who could help you get connected in your career
x We will be taking a interest survey that will tell you which careers you would be good at and why

Introductions/Name Sharing: Have the volunteers introduce themselves by name, what career they
thought they wanted to pursue when they were in high school, and what career they eventually did pursue
after college.

Activity 1: Careers I Have Thought About Time: 25 Minutes

Objective: Get students to begin identifying careers they have daydreamed about in order to establish a
validation check after they complete their surveys

Have the volunteers spread out among the students, with each cluster of four students assigned at least one
volunteer
x Explain to the volunteers that their role is to make sure every student in their cluster fills out their
surveys accurately and understands each question they answer.

Have the students take out their Self-Assessment Booklet and turn to Page 3 Careers I Have Thought
About
x Have the students each write down four careers they have thought about doing some day (if
students cant think of four, have them write down at least two)
x Explain that after they write down their careers, each student should take out their Careers
Booklet, turn to page 8, and find the career that most closely matches each career they have
written down
o Students should identify the two letter code in parenthesis next to each of the careers in the
booklet and write down that code in their self-assessment booklet on page 3 in the Code
column
o Have the volunteers help the students find the closest match for careers that are more
difficult to locate
x Have each student write down why they chose their top two careers in the blank space on page 3
x Have each student share with the class their top two career choices and why they wrote those
careers down


Activity 2: Career Survey Time: 40 Minutes

Have the students turn to page 4 of their booklets
x Explain to the students that they will be answering 70 yes or no questions that will be used
analyze their interest type and strengths and tell them which careers they would be a good match
for
x Explain that they must add up their yes responses for each section
x Explain that after they have finished each two page section they must have a volunteer check their
addition
o For every correct page they tallied up, reward the students with one raffle ticket

Do the first R section together as a class
x Read out loud each question
x Have the students raise their hands for yes or no responses and then have them circle the
appropriate Y or N on their sheets
x Encourage the students to ask questions if there are any questions or descriptions they do not
understand (this is critical in getting accurate results)

After the first R section, let the students complete the survey at their own pace with the volunteers
checking each 2-page section

Once the students have completed the survey, they should add up all their scores on page 11 and identify
the top two, highest-scoring letter codes
x These two letters represent their dominant interest type

Activity 3: Understanding Your Interest Type Time: 20 Minutes

Have the students look at page 5 of the handout in their folders titled More About Interest Types
x Have them read through the description of each of the 6 interest types listed in the columns
x Have them complete the two blanks at the bottom of the page that identify which interest type they
see themselves as
x After the students have completed this exercise explain that the survey they have just completed
has given them a score for each interest type
o The two letters they received at the end of the survey represent the first letter of two of
these six interest types
o Have the students compare which interest type they thought they were with what the self-
assessment survey told them they are

In order to solidify an understanding of the different interest types, have the students complete a group
exercise that explores the diversity of the classes interest types
x Have the students turn back to page 11 of their self assessment surveys where they have totaled
their scores for each interest type
x Teacher: turn to page 3 of the Exploring Your Future with the SDS workbook where The Six
Types of People section explains each of the personality types
o You will later have a volunteer student read each of the types out loud
x Call out each interest type in succession and ask the students to raise their hand if their total scores
meet a certain threshold (start at 25 or 30 and call out scores in increasing increments of 5 until you
only have 3 or 4 hands up)
o Once you narrowed each interest type down to the top 3 or 4 scorers in the class, have those
students shout out their individual scores
o Once you have identified the top scorers in a category, hand page 3 of the Exploring Your
Future with the SDS workbook to the top scorer and have them read the description of
their interest type
o Repeat this process for each of the interest types

Wrap up by explaining that each of the interest types correspond to career interests
x The Careers Booklet lists careers by the two letter interest codes
x Time permitting, students can begin looking through the lists of careers under all the combinations
of their two letter codes (or more combinations if some of their top scores were close in more than
two codes)
o Students should cross off careers they are not interested in, highlight careers they are
interested in, and ask the volunteers about careers they dont know
o Volunteers should push students to think hard about careers they may not have considered
before


x Researching career interests
x Beginning to develop a brand positioning statement for students chosen careers
x Begin draft of the final brand posters

Raffle for the Prizes

Lessons # 6 through #10 Brand YOU

Lessons #6 through #10 are flexible to allow each student to progress toward the WOW! at their
own speed. The students will be working through the apprenticeship checklist listed below that
will take them all the way through their WOW! Each student will proceed at a different pace,
and these sessions should be staffed with one volunteer per student to allow each student to be
supported at whatever stage they find themselves.

Sessions should start with check-ins and volunteer introductions. Students who have progressed
ahead of the rest of the class should present the examples of their work. These are working
sessions, and the majority of class time should be used to allow students to individually work
through the checklist.

The following is the checklist with an explanation of each element:

Identify a Target Audience/Career:
x Complete the Self-Assessment Booklet and obtain your Interest Type
o Most students should have completed this step in Lesson #5. Students will take a
self-assessment survey and be given an interest-type that corresponds with
careers of interest.
x Highlight and cross off careers in your Careers Booklet that fall under your Interest Type
o Students should be work through the Careers Booklet of the SDS Career
Explorer with a volunteer and identify which careers under their specific interest
type are ones in which they would be excited to work
x Complete the Career Choice worksheet
o Once students narrow their choice to one or two careers, they should fill out
details about these careers on the Career Choice worksheet. Occupational
handbooks should be provided so that students can research their chosen careers.

Create Your Brand Identity:
x Complete the Brand Assessment: If My Life Were a Book worksheet
o This assessment should have been completed in Lesson #4. The purpose is begin
the process of self-reflection and allow the volunteers to know the students in a
more personal way.
x Complete the Brand Audit worksheet
o The Brand Audit is a warm-up exercise to get students thinking about how their
strengths and weaknesses play into their career choice
x Create a Brand Positioning Statement worksheet
o The Brand Positioning Statement is the core of what the apprenticeship is all
about. This will be one of the key parts of the students final output for the
WOW!, and the students will be teaching others how to create their own Brand
Positioning Statements
x Choose one element of the Brand Positioning Statement to teach back in the WOW!
o Everyone benefits from thinking critically about their brand, and the students will
teach back what theyve learned about writing a brand positioning statement to
the audience at the WOW! Each student must choose one of the five elements to
teach back at the WOW! Utilize a sign-up sheet to ensure that you have an
even distribution of students across each of the five elements.
x Choose a Slogan
o The slogan should capture the students brand in one sentence or phrase

Create Your Brand Image:
x Create a small scale draft of your WOW! Poster Logo
o The students brand image will be represented on a shield. Before they begin
drawing on their large shields, they should mock up their brand image on the
small, 8x11 shield.
x Practice your oral presentation in front of CTs and Team Leaders
o Students should practice delivering their brand positioning statement, teach back,
and brand image. After the student has made changes based on the feedback and
the CTs and Team Leaders are satisfied with the students presentation, they
should be allowed to move on to create their large poster.
x Create the large scale WOW! Poster Logo
o Each student will create a large poster that will be used as a visual representation
of their brand at the WOW! Other than putting their slogan in the bottom ribbon
of the shield, students should be given the flexibility to design their shields
however they want. Students should use the lessons theyve learned to
communicate their brand in the most compelling way.

Brand YOU Apprenticeship Checklist

Identify a Target Audience/Career:
Complete the Self-Assessment Booklet and obtain your Interest Type
Highlight and cross off careers in your Careers Booklet that fall under your Interest Type
Complete the Career Choice worksheet

Create Your Brand Identity:
Complete the Brand Assessment: If My Life Were a Book worksheet
Complete the Brand Audit worksheet
Create a Brand Positioning Statement worksheet
Choose a Slogan

Create Your Brand Image:
Create a small scale draft of your WOW! Poster Logo
Practice your oral presentation in front of CTs and Team Leaders
Create the large scale WOW! Poster Logo

Sign Up for a Teach Back:
Choose one element of the Brand Positioning Statement to teach back in the WOW!

Career Choice Worksheet
Name
Self-Reported Interest Types:
Interest Type Scores: Realistic Social Interest Type:
(Maximum Score = 47) Investigative Enterprising
Artistic Conventional
Career Codes to Investigate

Final Career Choice _______________________________ Career Code _____ _____

Job Description ____________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Level of Education Required ___________________________________________________________
Other Qualifications Required __________________________________________________________
Average Annual Earnings ______________________________________________________________
Job Outlook _________________________________________________________________________
This Career Fits With My Interest Type Because: _________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

BRAND ASSESSMENT: IF MY LIFE WERE A BOOK

Name ________________________________________

Key Scenes in My Life Story

Directions: Imagine your life was like a book. Describe the key scenes of this book. What happened, when and where
did it happen, what you were thinking and feeling?

1) Beginning Point (earliest memory)____________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

2) High Point_______________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

3) Low Point_______________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

4) Turning Point ____________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

5) Greatest Challenge I Have Overcome_________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Characters in My Life Story

Directions: Who has had the most positive and the most negative influence in your story? Why?

Positive Characters _________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Negative Characters ________________________________________________________________________
__________________________________________________________________________________________

Brand Audit

Name ________________________________________

Directions: Imagine yourself as Chief Branding Officer for Brand YOU, Inc. As a branding strategist, you must decide
what you want others to believe about your brand. Remember, successful brands cannot be, and do not try to be, all
things to all people, so choose carefully how you want to represent your brand.

What personal attributes are worthy of promoting for your chosen career (your brand assets)?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

Which personal attributes are unique and set you apart from others (your brand assets)?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

What are your challenges and what areas could you improve to improve your brand for your career (your brand deficits)?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

Brand Positioning Statement
Name ________________________________________

Companies try to position their brands within a specific area in the minds of consumers, and you must do the same for
your own personal brand. You must be committed to occupying a unique position in the minds and hearts of others.

Directions: Create a brand positioning statement that lays out the specific and unique benefits that your target employer
should expect to receive when they hire you. The brand positioning statements has 5 key components:

1) Target Audience: A group of employers who have been identified as target consumers of your brand
2) Brand Identity: The core, enduring features of your brand that employers will remember
3) Brand Promise: The unique, concrete benefits your brand promises to deliver to your target employers
4) Support Statement: The proof that your brand is real and valid
5) Point of Difference: The unique and recognizable advantage you bring when compared to the competition

Each statement should be no longer than ONE SENTENCE. Flip over the page for your Citizen Teachers example.

Target Audience
x To . . . ________________________________________________________________________________________

Brand Identity
x I am . . . ______________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

Brand Promise
x Who provides . . . _______________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

Support Statement
x Because . . . ____________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

Point of Difference
x Unlike . . . _____________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

Carson Passes Brand Positioning Statement Example

Target Audience
x To . . . all the leaders in the field of National Security. . .

Brand Identity
x I am . . . a protector of the people, fighter for peace and harmony, and a soldier of equality for all. . .

Brand Promise
x Who provides . . . fair judgment and clear thinking under any situation no matter how intense it may be and leadership
and analytical thinking in rough settings . . .

Support Statement
x Because . . . my father, who worked as a politician, taught me many things about the law and how it functions, which
enabled me to acquire knowledge and a passion in the field of criminal justice. . .

Point of Difference
x Unlike . . . those who have not been exposed to such knowledge of the field of criminal justice as I have at such a
young age or who have as much love for the matter as I have.

Esther Nkwahs Brand Positioning Statement Example

Target Audience
x To . . . Children's Hospital Boston . . .

Brand Identity
x I am . . . a very hard-working, kind, well-mannered person who is patient with people, especially young ones. . .

Brand Promise
x Who provides . . . devotion to my work and commitment to my responsibilities. . .

Support Statement
x Because . . . I get A's in math and science and consistently help children in my neighborhood and school. . .

Point of Difference
x Unlike . . . others who might not be good in math and science, but good at working with children.

Brand Positioning Statement Teach Back

x Target Audience: Who is going to hire you: a group of employers who have been identified as target
consumers of your brand.
x Brand Identity: Describe your personality using adjectives: the core, enduring features of your brand that
employers will remember
x Brand Promise: What are your skills: the unique, concrete benefits your brand promises to deliver to your
target employers
x Support Statement: Why should we believe you: what proof do you have that your brand is real
x Point of Difference: What makes you different than other people: the unique and recognizable advantage you
bring when compared to the competition

1) Introduce yourself (name, career choice)

______________________________________________________________________________________________

2) Explain what part of the Brand Positioning Statement you are Teaching Back (what does it mean)

______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

3) Provide a real world example of your Teach Back (think about what we learned in class)

______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

4) Explain your own Brand Positioning Statement Teach Back example

______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

Slogan Examples

Electronics Applying Thought Wipro

Leading the way w:vanessa da Consider IT Done Syntel
Like.no.other Sony Be Fearless Symantec
Life's Good LG High Performance, Delivered Accenture
Inspired Living Haier Experience, Results CSC
The Perfect Experience JVC Releasing Your Potential Logica
Challenge everything EA Games Invent> Innovate> Infuse OnDemand Inc
Connecting people. Nokia, Recreation, entertainment
Choose Freedom Toshiba Get out there Royal Caribbean cruise lines
Intelligence Everywhere Motorola The happiest place on Earth Disneyland
He keeps going and going and going. Energizer Batteries God's own country Kerala
sense and simplicity Philips Where wonders never cease Alton Towers
Make yourself heard Ericsson Transportation
Trusted Everywhere Duracell Batteries Getting There Is Half The Fun Cunard Line
Now You're Playing With Power! Nintendo Entertainment System Going beyond expectations Malaysia Airlines
See what the future has in store. Future Shop Simplifly Air Deccan
Thousands of possibilities. Get yours. Best Buy Being there is everything. Air New Zealand
We bring good things to life. GE Where the journey begins. Air Tahiti Nui
Imagination at Work. GE The Power of Dreams Honda
Play It Loud. Nintendo Entertainment System Born to lead Yamaha
For a better world for you. T-Mobile The Drive of your life. Peugeot
Jump in Xbox 360 Drivers wanted. Volkswagen
Finish the Fight Halo 3 Escape from the ordinary. Oldsmobile
Believe in the best British Physical Laboratories Group Grab life by the horns Dodge
Computing Like a rock Chevrolet Trucks
Come Together Nortel When Good is not enough Chevrolet
Innovation.Insight.Integrity 3i Infotech Move your mind Saab
Enabling Transformation Keane Moving you forward. Toyota
Integrating Technology with Life Infinsys Technologies Oh what a feeling Toyota
Welcome To The Human Network Cisco Systems Quality is job one Ford
The Way It's Meant To Be Played NVIDIA The Real Thing Ford
Information Driven Oracle State of Independence Saab
Powered by Intellect. Driven by Values Infosys Never Follow Audi
Invent. Hewlett-Packard Let's go Maruti Alto
Purely You. Dell Computer Reclaim your life. Tata Safari
So powerful, it's kind of ridiculous 3dfx (for Voodoo3 video cards) Driven By Passion Fiat
sound.vision.soul 3dfx Pioneer Passion For Excellence Bridgestone
The power to be your best Apple Computer, 1990s A Better Way forward Michelin
Think IBM Accelerate Your Soul Dunlop
Think different Apple Computer Born Tough Ceat
Think outside the box Apple Computer Put a tiger in your tank Esso/Exxon
Where do you want to go today? Microsoft Growth Is Life Reliance
Passion for Making a Difference Cognizant Technology Solutions Human Energy Chevron

A Positive A++itude Essar Science For A Better Life Bayer
Making Tomorrow Better ONGC In Business For Life Genentech
Bring Energy To Life IOC [Indian Oil Corp] Because Health Matters Sanofi Aventis
Energizing Lives BPCL Life Inspiring Ideas AstraZeneca
Retail Fashion
Vision. Innovation. Dedication. The Black Rabbit Group Can't stop walking Titas Footwear India
Try something new today Sainsbury's For successful living Diesel
You've got questions, we've got answers. Radio Shack Impossible is nothing. Adidas
Better ideas better life Amway It takes a licking and keeps on ticking. Timex Corporation, 1956
Because You Never Know Toletta Just do it Nike
Manufacturing and engineering Because you're worth it L'oreal Cosmetics
Forever New Frontiers Boeing Mobile and telecommunications
Exceed Your Vision Epson Stick together T-Mobile
Everyday Solutions C&G Raising the bar Cingular
Setting The Standards Airbus Outthinking. Outdoing Convergys
Powering Change Pratt & Whitney Connecting You.. No Matter where Platform Integration SA.
Government, military Do more, live more Tataindicom India
An Army of One United States Army Connecting people NOKIA
Be all you can be US Army Stock exchanges
Be the best British Army Edge Is Efficiency BSE
Forward as one British Territorial Army Because the world is always ON Alcatel-Lucent
The toughest job you'll ever love Peace Corps Recordings
There's no life like it Canadian Armed Forces Echo Around the World Edison Records
Accelerate Your Life. - US Navy His Master's Voice RCA Victor
Do you have it in you. - Indian Army Financial services
Full speed ahead. US Navy Another Way Natwest
Aim high. US Air Force A Passion to Perform Deutsche Bank
Do something amazing. US Air Force Ideas ahead Commerzbank
Above all. US Air Force It's all possible Jefferies
Strength for now, strength for later. United States Army One Step Ahead SB Bank
The only easy day was yesterday. United States Navy Seals You're Richer Than You Think Scotiabank
Be a Man Among Men Rhodesian Army There's Opportunity Here BB&T Corporation
Social, public service Making More Possible ABN AMRO
A mind is a terrible thing to waste. United Negro College Fund Live richly. Citibank
Unstoppable Mike's Marbles Where Vision Gets Built Lehman Brothers
Heart to God, hand to man The Salvation Army Dare To Dream Bank Of Rajasthan
Getting Things Done. AmeriCorps Higher Standards Bank Of America
The toughest job you'll ever love. United States Peace Corps Do More American Express
Healthcare Insurance
Working For A Healthier World Pfizer Have You Met Life Today Metlife
The Promise Of Life Abbot Laboratories The Power On Your Side Allianz
Dedicated To Life Cadila Healthcare The Strength to Be There AIG
Touching Lives, Improving Life Procter & Gamble Be Life Confident AXA
Do More, Feel Better, Live Longer GlaxoSmithKline Forward Thinking Aviva

Speakers name: ______________________________

BRAND EFFECTIVENESS (1= needs work, 5= excellent)

Career Target is Clear
1 2 3 4 5

Speakers Brand is Clear
1 2 3 4 5

Speakers Brand is Compelling for Their Chosen Career
1 2 3 4 5

Audience is Convinced Speaker Has What it Takes to Succeed in their Career
1 2 3 4 5

Comments:

ORAL PRESENTATION SKILLS (1= needs work, 5= excellent)

Voice is clear and loud (without shouting)
1 2 3 4 5

Speaker makes good eye contact
1 2 3 4 5

Speaker stands tall with feet shoulder width apart
1 2 3 4 5

Speaker uses effective hand gestures (no fidgeting)
1 2 3 4 5

Comments:

Justin Steele, Community Service Chair, Harvard Business School African American Student

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Electronics Applying Thought Wipro

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