brand you

Justin Steele, Community Service Chair, Harvard Business School African American Student Union ([email protected]) Boston – 8th 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 Primary Branding Topic Core student activity

1 Target Audience / Brand Identity HBS "Mountain Dew" Case

2 Brand Promise / Brand IdentityHBS "American Legacy: Truth Campaign" Case(Teen Smoking)

3 Brand Positioning StatementCreate a marketing campaign, including a brandpositioning statement, for a "useless" product

4 Brand IdentityPeople as Brands: Social Cliques and CelebrityBrands

5 Target Audience / Brand Identity Personal Interest Type/Career survey

6 Target Audience / Brand IdentitySelect and research a target career; Complete thecareer choice worksheet

7 Brand Assessment / Brand Audit"If My Life Were a Book" exercise; Brand Auditworksheet

8 Brand Positioning StatementCreate a "Brand YOU" positioning statement;Choose a slogan

9 Brand Image Create a visual representation of "Brand YOU"

10 Practice for the WOW! Rehearse the WOW! presentation

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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 other’s 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: 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.

Lay out the student’s pre-printed nametags on a desk as they walk in the door. Have them grab their nametag and find a seat.

Vocabulary Brand: A promise to deliver some benefit desired by a customer through a specific product or service

(combined with the customer’s actual experience of the product) Target Audience: A group of employers who have been identified as target consumers of your brand Brand Identity: The core, enduring features of your brand that employers will remember Brand Promise: The unique, concrete benefits your brand promises to deliver to your target employers

Materials and Equipment Session 1 – Mountain Dew PowerPoint deck Harvard Business School “Mountain Dew: Selecting New Creative (Multimedia Case)” from HBS

Publishing (Product Number: 503038) Projector and laptop speakers Participation incentives (i.e. movie tickets, gift cards, etc.) Adhesive name badges for volunteers Large tent cards with each student’s name (so you can call on students in class) Pencils (ideally mechanical) Folders (one per student) with notebook paper inside for notes Two large pieces chart paper (for writing notes from the discussion) 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 they’d like to share what’s got them down and what the class can do this morning to support them.

It is important to do this check-in so that you can gauge the student’s attitudes and meet them where they are

Don’t be surprised if you find that many students are “thumbs down” on the first day. They don’t 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 today’s 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.

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 Harvard’s “brand.”

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.

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 1st 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.

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 (it’s estimated worth is $67B).

Review Agenda and Set the Context (Slides 3-8) Time: 15 Minutes Review Agenda: Briefly go over the day’s 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. It’s 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 Passe’s Brand Positioning Statement Example: Target Audience To . . . all the leaders in the field of National Security. . .

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

Brand Promise

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 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 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 Nkwah’s Brand Positioning Statement Example: Target Audience To . . . Children's Hospital Boston . . .

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

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

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

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

Break for snacks Time: 10 Minutes

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.

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 brand’s identity and brand’s 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 Dew’s 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.

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.

Use your two pieces of chart paper to record the student’s 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.

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 70’s and 80’s Slide 17 discusses the evolution of Mountain Dew in the 90’s Slide 18 discusses Mountain Dew’s 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.

Explain that Mountain Dew chose the Cheetah advertisement because it was the most consistent with Mountain Dew’s 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 Learning Objectives: By the end of the lesson, the students will have learned:

1) Smoking doesn’t 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”

By the end of the lesson, the students will be able to:

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)

1. Welcome/Introductions 2. Trivia Review 3. Activity: Design Your Own Cigarette Brand 4. Break for snacks 5. Activity: Truth Campaign Case 6. Closing and Journaling


Preparation and Space Set up: 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.

Lay out the student’s pre-printed nametags on a desk as they walk in the door. Have them grab their nametag and find a seat.

Vocabulary: Target Audience: A group of employers who have been identified as target consumers of your brand Brand Identity: The core, enduring features of your brand that employers will remember Brand Promise: The unique, concrete benefits your brand promises to deliver to your target employers

Materials and Equipment Session 2 – Truth Campaign PowerPoint deck Session 2 – Cigarette Pack Microsoft Word document Harvard Business School “American Legacy: Beyond the Truth Campaign” from HBS Publishing

(Product Number: 9-504-014) Projector and laptop speakers Participation incentives (i.e. movie tickets, gift cards, etc.) Adhesive name badges for volunteers Large tent cards with each student’s name Pencils Student’s Folders Two large pieces chart paper (for writing notes from the discussion) Snacks: ideally healthy breakfast food (fruit, orange juice, pastries)

Lesson # 2

Planning the Lesson Opening Time: 10 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. Introductions/Name Sharing: Have the volunteers introduce themselves by name, career interest, where they went to college, and how they would describe their college’s “brand identity”

Remind the students what “brand identity” means Trivia Review Time: 20 Minutes Today we will be reviewing last week’s 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: Where do the volunteers here currently go to school (what is the name of the school)? What is the name of the student club we are a part of at Harvard Business School? 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

Name three of our student’s favorite brands: (Abercrombie, Marshalls, H&M, Aeropostle, Nike, Jordan, Old Navy, Starbucks, Addidas, Burger King, Wet Seal, Rainbows)

Name one of the volunteer’s favorite brands: (REI, Coca-Cola, Tumi, Apple) Which company does Terrance work for? Which country are both Kayode and Nana from? Which country is Yves from? What is one of my favorite hobbies? Name one of the two rules in our apprenticeship? What famous celebrity’s commercials did we watch? What were two parts of Tiger Wood’s brand identity? What softdrink did we study last class? What company owns Mountain Dew? What were two parts of Mountain Dew’s brand identity? What were two characteristics of Mountain Dew’s core target market? What was the name of Mountain Dew’s new drink targeted towards urban teenagers? Which advertisement did Mountain Dew end up choosing for the Super Bowl and why? Which brand or case study will be studying today? What is our WOW! going to be? 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 cigarette’s 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 else’s behavior. Lock in the idea of “brand identity” and “brand promise” Slide 12: Phase I ads emphasize fatal nature of smoking cigarettes

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


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


1. Identify brand’s target markets 2. Put together “brand positioning” statements for branded products

1. Welcome/Introductions 2. Trivia Review 3. Activity: Requested Commercials 4. Break for snacks 5. Activity: Branding Campaign Exercise 6. Preview Next Class/Journaling


Preparation and Space Set up:

Arrange the Room this way in order to facilitate discussion

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

Materials and Equipment At least three useless products such as used tennis balls, aluminum foil, etc. Session 3 – Branding Campaign PowerPoint Deck Branding Campaign Score Sheet Project and laptop speakers Participation incentives (i.e. two movie tickets, gift cards, etc.) Adhesive name badges for volunteers Large tent cards with each student’s name (so you can call on students in class) Pencils (ideally mechanical) Folders (one per student) with notebook paper inside for notes Three large pieces chart paper (for teams to create their presentations) Snacks: Ideally healthy breakfast food (fruit, orange juice, pastries)

Lesson # 3

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

Have the entire class watch each volunteer’s 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 week’s 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

has pictures from last week’s volunteers to help the students remember them. Trivia questions and answers:

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)

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.)

Which volunteer actually works in branding and marketing as a career? (Alliah) What type of college did Tiffany and Angelica attend? (Historically black college – pump the

upcoming D.C./Howard trip) What is one target market that both cigarette companies and mountain dew pursued? (teenagers) How much money do tobacco companies spend on marketing cigarettes every year? ($11B – have

the kids get within $2B) On average, how many years does it take for teens to quit smoking? (18) How many people does tobacco kill every day? (1200) What was the brand name of Chris’ cigarette brand? (Gothmania) Who was the brand promise of Carson’s cigarette brand (i.e. what benefit did it promise its

customers)? (Women could lose weight) What was the brand identity of Lucy’s cigarette brand? (Paradise, relaxing, stress free) What are two aspects of cigarette’s brand identity (reasons we brainstormed for why teenagers

smoke)? (Stress, Cool, Family influence, Curiosity, Fit In, Lose weight) Name one chemical found in cigarettes? (Cynanide, urea, ammonia) What celebrity singer was interviewed in the Truth Campaign ad? (Nick Cannon) 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 student’s requested commercials. After each one, have the class discuss the target market, brand identity, and brand promise. Ask the student’s why they chose these specific commercials for class today. Break for snacks Time: 10 Minutes 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 cigarette’s 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 team’s 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 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 student’s 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



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 By the end of the lesson, the students will be able to:

1. Understand themselves and their brands better Preparation and Space Set up:

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: Social clique - An exclusive group of people who share interests, views, purposes, patterns of behavior,

or ethnicity Swagger - How one presents him or her self to the world; the core of who one is and from where one

draws their confidence 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

Materials and Equipment Downloaded commercials chosen by each volunteer featuring their favorite celebrities Projector and laptop speakers Participation incentives (i.e. movie tickets, gift cards, etc.) Adhesive name badges for volunteers Large tent cards with each student’s name Pencils Student’s Folders Two large pieces chart paper (for writing notes from the discussion) Snacks: ideally healthy breakfast food (fruit, orange juice, pastries)

Lesson # 4

Planning the Lesson Opening Time: 30 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. Overview of the Day:

We have thus far talked about different product’s “brand identities” and “brand promises” o Ask the students to give you examples of a “brand identity” and a “brand promise”

Today, we will be discussing how, as people, we each have our own personal brands 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 doesn’t have swagger? o Is it necessary to have swagger?

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.

As the students to identify where each celebrities’ swagger comes from o How would you describe each celebrities’ brand?

Have the volunteers explain their choice of commercial Break for Snacks Time: 10 Minutes


Activity 1: Social Cliques Time: 40 Minutes

Our brands are not only defined by our individual “swagger” but also by the groups with which we are associate

Open by asking the students what is a “social clique” or “social group” 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?” 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

After you’ve stopped the video, ask the students if they feel they’ve missed any cliques in their original brainstormed list and write those on the board

Ask the students whether some social cliques have more power on campus than others o If so, which cliques have more power and why?

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:

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

Ask students to take out the “Brand Assessment: If My Life Were a Book” worksheets 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. 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 & Teach Back Time: 20 Minutes

Closing Reflections 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, you’d know I’m a strong, resilient person because . . . Optional: Break out into small groups based on gender for this portion Preview the Next Class Career Surveys

Lesson # 5 – Career Survey

Name of the Apprenticeship: Brand You

Citizen Teacher: Sally Steele / Justin Steele


1. Their interest profiles 2. Their career interests


2. Articulate which career they will tailor their brand towards Preparation and Space Set up:

Arrange the Room this way in order to facilitate discussion Vocabulary (interest types): Realistic (R) – People who have mechanical and athletic abilities. They like careers such as auto

mechanic, surveyor, carpenter, electrician, cook, and farmer. Investigative (I) – People who have math and science abilities. They like investigative careers such as

biologist, geologist, chemist, anthropologist, laboratory assistant, and medical technician. 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.

Social (S) – People who usually like to be around other people. They like careers such as teacher, speech therapist, religious worker, counselor, and nurse.

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. 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.

Materials and Equipment SDS Career Explorer – Self Asessment Booklet (one for each student) SDS Career Explorer – Careers Booklet (one for each student) Participation incentives (i.e. two movie tickets, gift cards, etc.) Adhesive name badges for volunteers Large tent cards with each student’s name (so you can call on students in class) Pencils (ideally mechanical) Folders (one per student) with notebook paper inside for notes Snacks: Ideally healthy breakfast food (fruit, orange juice, pastries)

Lesson # 5

Planning the Lesson Opening Time: 20 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. Overview of the Day:

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 week’s lesson got you thinking about your personal stories as well as how your brand is impacted by the social cliques you’re affiliated with

Have a few students volunteer to describe some of the social cliques we talked about to refresh the student’s memories

Today’s 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 Last week’s 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

Successful people in your career College admissions officers who want to know your career goals Potential mentors who could help you get connected in your career

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

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”

Have the students each write down four careers they have thought about doing some day (if students can’t think of four, have them write down at least two)

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

Have each student write down why they chose their top two careers in the blank space on page 3 Have each student share with the class their top two career choices and why they wrote those

careers down Break for snacks Time: 10 Minutes Activity 2: Career Survey Time: 40 Minutes Have the students turn to page 4 of their booklets

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

Explain that they must add up their “yes” responses for each section 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

Read out loud each question Have the students raise their hands for “yes” or “no” responses and then have them circle the

appropriate “Y” or “N” on their sheets 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

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”

Have them read through the description of each of the 6 interest types listed in the columns Have them complete the two blanks at the bottom of the page that identify which interest type they

see themselves as 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

Have the students turn back to page 11 of their self assessment surveys where they have totaled their scores for each interest type

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 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

The Careers Booklet lists careers by the two letter interest codes 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 don’t know

o Volunteers should push students to think hard about careers they may not have considered before

Closing & Teach Back Time: 5 Minutes Preview the Next Class Researching career interests Beginning to develop a brand positioning statement for student’s chosen careers 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:

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.

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

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:

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.

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 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

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 they’ve 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.

Choose a Slogan o The slogan should capture the student’s brand in one sentence or phrase

Create Your Brand Image: Create a small scale draft of your WOW! Poster Logo

o The student’s 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.

Practice your oral presentation in front of CT’s 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 CT’s and Team Leaders are satisfied with the student’s presentation, they should be allowed to move on to create their large poster.

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, student’s should be given the flexibility to design their shields however they want. Students should use the lessons they’ve 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 CT’s 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 Teacher’s example. Target Audience To . . . ________________________________________________________________________________________

Brand Identity I am . . . ______________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Brand Promise Who provides . . . _______________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Support Statement Because . . . ____________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Point of Difference Unlike . . . _____________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Carson Passe’s Brand Positioning Statement Example Target Audience To . . . all the leaders in the field of National Security. . .

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

Brand Promise 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 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 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 Nkwah’s Brand Positioning Statement Example Target Audience To . . . Children's Hospital Boston . . .

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

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

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

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

Brand Positioning Statement Teach Back

Target Audience: Who is going to hire you: a group of employers who have been identified as target consumers of your brand.

Brand Identity: Describe your personality using adjectives: the core, enduring features of your brand that employers will remember

Brand Promise: What are your skills: the unique, concrete benefits your brand promises to deliver to your target employers

Support Statement: Why should we believe you: what proof do you have that your brand is real

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

Speaker’s name: ______________________________ BRAND EFFECTIVENESS (1= needs work, 5= excellent) Career Target is Clear 1 2 3 4 5 Speaker’s Brand is Clear 1 2 3 4 5 Speaker’s 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:

brand you

Documents

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