Networking Skills Development: From Childhood Through Adulthood

Skills Practiced:

• Initiating conversations
• Active listening
• Finding common ground
• Asking thoughtful questions
• Body language awareness

Instructions (At Home):

1. Have everyone stand or sit in a loose circle (this can be one parent and one child, both parents and one child, or several children together).
2. Each person chooses an animal they like and introduces themselves as that animal (for example, “I’m Alex the Alligator”).
3. They add a simple movement or sound for their animal.
4. The next person repeats the previous introductions and adds their own animal.
5. After everyone goes, ask one or two simple questions, such as “Why did you choose that animal?” or “What do you like about that animal?”

Parent Tips:

• Model clear speaking, smiling, and looking at the person you’re talking to.
• Help shy children by going first or choosing an animal together.
• Point out any similarities (for example, “We both chose animals that can fly”).

Skills Practiced:

• Active listening
• Asking thoughtful questions
• Remembering details
• Body language awareness
• Adaptability

Instructions (At Home):

1. Everyone sits or stands in a circle.
2. The first person says their name and something they like (for example, “I’m Tom and I like pizza”).
3. The next person repeats that information and adds their own (for example, “This is Tom and he likes pizza. I’m Mia and I like soccer.”).
4. Continue around the circle, with each person repeating all the previous names and likes before adding their own.
5. If you are only two people (one parent and one child), take turns adding new “likes” each round and see how many you can remember together.

Parent Tips:

• Give gentle hints if your child forgets a detail (“What did Dad say he likes?”).
• Encourage your child to look at the person whose name they’re saying.
• Celebrate effort more than accuracy; the goal is to practice listening and remembering.

Skills Practiced:

• Initiating conversations
• Active listening
• Asking thoughtful questions
• Body language awareness
• Adaptability

Instructions (At Home):

1. On small pieces of paper, write 5–10 feeling words (for example: happy, sad, excited, surprised, shy, proud, worried, silly, tired, brave). Mix them up and place them face down in a small pile.
2. On each turn, a player secretly picks one paper, looks at the feeling, and then acts out the emotion using only their face and body (no words).
3. Everyone else guesses the feeling. In a one‑parent / one‑child version, you guess while your child acts, then switch roles and let your child guess while you act.
4. After each round, invite everyone to share a time they felt that way.

Parent Tips:

• Use this as a gentle way to talk about emotions and how we “read” others’ feelings.
• Ask follow-up questions like “What helped you when you felt worried?”
• Explain that understanding feelings is important when meeting and talking with new people.

Skills Practiced:

• Initiating conversations
• Active listening
• Finding common ground
• Asking thoughtful questions
• Concise self-introduction

Instructions (At Home):

1. Ask each person to imagine a special object they’d like to show (for example, a magic backpack, flying skateboard, or talking book).
2. Taking turns, each person says their name, what their imaginary item is, and why it’s special to them.
3. Other family members can ask one or two questions about the item (“Where did you get it?” “What does it help you do?”).
4. If you have multiple children, encourage them to notice similarities between their items.

Parent Tips:

• Model a short, clear introduction (“I’m Mom, and my special item is…”).
• Help your child if they get stuck by prompting with questions.
• Explain that being able to share something about yourself is a useful skill when meeting new people.

Skills Practiced:

• Initiating conversations
• Active listening
• Offering value
• Body language awareness
• Reciprocity

Instructions (At Home):

1. Everyone stands or sits where they can see one another.
2. The first person gives a simple, sincere compliment to someone else in the family and adds a gesture (such as a “wave” or handing them an imaginary “kindness ball”).
3. The person who receives the compliment says “Thank you” and then gives a different compliment to someone else.
4. Continue until everyone has both given and received at least one compliment.
5. In a two-person version, take turns exchanging different compliments back and forth.

Parent Tips:

• Encourage compliments about actions and character (for example, “You were very helpful today”) rather than only appearance.
• Show your child how to make eye contact and smile when giving or receiving a compliment.
• Afterward, ask how it felt to give and receive kind words, and connect this to building friendships.

Skills Practiced:

• Active listening
• Finding common ground
• Asking thoughtful questions
• Navigating group conversations
• Adaptability

Instructions (At Home):

1. Sit together in a circle or around a table.
2. Start a story with a simple sentence (for example, “Once upon a time, there was a friendly dragon who lived next door to us.”).
3. Each person adds one sentence to continue the story.
4. Encourage everyone to listen carefully so their sentence fits with what came before.
5. End when the story reaches a natural, fun ending, or after a set number of turns.

Parent Tips:

• Keep it light and playful; there are no “wrong” ideas.
• Help younger children by restating the last sentence before their turn.
• Afterward, ask what it felt like to build a story together and how listening helped.

Skills Practiced:

• Initiating conversations
• Finding common ground
• Asking thoughtful questions
• Offering value
• Remembering details

Instructions (At Home):

1. Explain that everyone has different strengths in math and problem‑solving, and you’re going to discover them.
2. Read out one math‑related “attribute” at a time and ask who feels it describes them. Examples: “I can add numbers in my head,” “I like counting things,” “I can tell time on a clock,” “I like measuring when we cook,” “I’m good at sorting things,” “I like number puzzles or games.”
3. When someone says “That’s me!”, ask them to briefly show or explain how they use that skill (for example, counting out snacks, reading a clock, measuring ingredients, or solving a quick number puzzle).
4. Invite others to share if they do something similar or would like to learn it. In a one‑parent / one‑child version, you can both answer each attribute (“Is this you, me, or both of us?”) and compare your answers.
5. Repeat with a few different attributes, making sure each child gets a chance to share.

Parent Tips:

• Keep the focus on everyday math (no abacus needed)—things like cooking, shopping, games, and household tasks.
• Point out that different people are strong in different areas, and that’s valuable when working together.
• Ask, “Which math skill would you like to get better at?” and offer to practice it later in the week.

Skills Practiced:

• Initiating conversations
• Active listening
• Asking thoughtful questions
• Concise self-introduction
• Body language awareness

Instructions (At Home):

1. On small pieces of paper, write the names of simple jobs that children can act out (for example: teacher, doctor, chef, firefighter, artist, gardener, librarian, bus driver). Fold them and place them face down.
2. On each turn, a player secretly picks one paper, looks at the job, and then silently acts it out using gestures and movement.
3. Everyone else guesses the job. In a one‑parent / one‑child version, you guess while your child acts, then switch roles so they get to guess while you act.
4. After guessing, briefly talk about what that job does and how they help people.

Parent Tips:

• Encourage your child to be expressive but gentle and safe with movements.
• Ask questions like “Would you ever want to try a job like that when you’re older? Why or why not?”
• Highlight that learning to ask questions about others’ work is part of networking later in life.

Skills Practiced:

• Initiating conversations
• Active listening
• Finding common ground
• Remembering details
• Adaptability

Instructions (At Home):

1. Ask everyone to say their birthday (month and day; you can keep the year private).
2. If you have three or more people, challenge the group to physically line up in order of birthday from January through December without anyone showing a calendar.
3. Family members must talk to each other to figure out who comes first, second, and so on.
4. Once you’re lined up, go down the line and say each person’s birthday again to check the order.
5. In a two-person version, just practice saying each other’s birthdays and talk about any special memories from those days.

Parent Tips:

• Use this as a chance to help younger children learn months of the year and sequencing.
• Ask questions like “Who has a birthday in the same season?” or “Who is closest to whose birthday?”
• Explain that remembering details about people, like birthdays, can help build stronger relationships.

Skills Practiced:

• Active listening
• Finding common ground
• Body language awareness
• Reciprocity
• Adaptability

Instructions (At Home):

1. Pair up (parent–child or child–child) and face each other.
2. One person is the “leader” and makes slow, gentle movements (for example, raising hands, turning head, leaning side to side).
3. The “mirror” copies the movements as closely as possible at the same time.
4. After about a minute, switch roles so everyone gets a turn to lead and follow.
5. If you have more than two people, rotate partners so children practice watching different people.

Parent Tips:

• Encourage slow, easy movements so children can follow successfully.
• Afterward, ask how it felt to lead and how it felt to follow.
• Explain that noticing someone’s body language can help us understand them better and connect with them.

Skills Practiced:

• Concise self-introduction
• Finding common ground
• Asking thoughtful questions
• Active listening

Instructions (At Home):

1. Each person thinks of two true facts about themselves and one “dream” or goal (for example, “I want to travel to Japan,” “I want to be a doctor”).
2. Taking turns, each person says all three statements without telling which ones are true and which is the dream.
3. Everyone else guesses which statement is the dream or goal.
4. After guessing, the speaker reveals the answer and shares a bit more about that dream or one of the true facts.
5. In a one‑parent / one‑child version, simply take turns and talk more deeply about each dream.

Parent Tips:

• Encourage your child to include at least one future‑oriented dream (school, hobbies, or career).
• Ask follow‑up questions like “What makes that dream exciting for you?”
• Explain that sharing dreams is one way people connect and discover shared interests.

Skills Practiced:

• Initiating conversations
• Finding common ground
• Asking thoughtful questions
• Remembering details

Instructions (At Home):

1. On a simple 3×3 grid (you can draw it on paper), write prompts in each square (for example, “Loves pizza,” “Has a pet,” “Plays a sport,” “Likes drawing,” “Has visited another state,” “Can ride a bike,” “Likes math,” “Likes reading,” “Has the same favorite color as you”).
2. Each person gets a copy of the grid.
3. Family members walk around the room or sit together and ask each other questions to find someone who matches each square.
4. When they find a match, they can write that person’s initials in the square.
5. In a one‑parent / one‑child version, complete the grid together by asking each other questions and seeing which squares apply to one or both of you.

Parent Tips:

• Model open‑ended questions (“What kinds of books do you like?” instead of “Do you like books?”).
• Talk about how asking simple questions is an easy way to start conversations with new people.
• Notice patterns (for example, “A lot of us like sports,” “Two people have visited the same place”).

Skills Practiced:

• Concise self-introduction
• Initiating conversations
• Active listening
• Navigating group conversations

Instructions (At Home):

1. Set a timer for 60–90 seconds.
2. Pick a simple topic for each round (for example, “My favorite hobby,” “A fun memory from school,” “Something I’d like to learn,” “A place I’d like to visit”).
3. One person speaks about the topic while everyone else listens without interrupting.
4. When the timer ends, the listeners ask one or two short questions about what they heard.
5. Rotate speakers so everyone gets a turn; in a one‑on‑one version, just alternate roles each round.

Parent Tips:

• Gently remind listeners to make eye contact and not talk over the speaker.
• Encourage your child to keep their answers clear and focused.
• After a few rounds, ask how it felt to be listened to and how it felt to be the listener.

Skills Practiced:

• Finding common ground
• Asking thoughtful questions
• Remembering details
• Offering value

Instructions (At Home):

1. Draw a simple “map” on paper with each family member’s name in a circle.
2. Take turns sharing a short story about something you did or enjoyed recently (for example, a game you played, a book you read, a project you worked on).
3. When someone hears a story that connects to them (for example, “I like that too,” “I’ve done something similar”), they say so and a line is drawn between their name and the storyteller’s name.
4. Keep going until everyone has shared at least one story and multiple connections have been drawn.
5. In a two‑person version, just draw two circles and add lines for each shared connection you discover.

Parent Tips:

• Highlight how many ways the family is connected through shared interests and experiences.
• Ask your child what surprised them about others’ stories.
• Explain that noticing common ground makes starting and continuing conversations easier.

Skills Practiced:

• Offering value
• Reciprocity
• Active listening
• Time management (planning small actions)

Instructions (At Home):

1. Each person thinks of one small, kind action they could do for someone else in the family within the next day or two (for example, helping with a chore, making a snack, writing a nice note).
2. Take turns sharing your idea and who you’d like to do it for.
3. The person receiving the kindness says “Thank you” and can choose to plan a kindness for someone else (it doesn’t have to be the same person).
4. Write the ideas down and agree on when they will be done.
5. In a one‑parent / one‑child version, each of you chooses one kindness for the other and one kindness for someone outside the home (like a friend, neighbor, or relative).

Parent Tips:

• Follow up the next day to see how the kindness actions went.
• Talk about how offering value and following through builds trust in relationships.
• Connect this to networking by explaining that helping others is a key part of building strong connections.

Skills Practiced:

• Asking thoughtful questions
• Active listening
• Navigating group conversations

Instructions (At Home):

1. Choose one person to start as the “question starter.”
2. They ask a simple, open‑ended question to someone else in the family (for example, “What was the best part of your week?” or “If you could learn a new skill, what would it be?”).
3. After answering, that person becomes the next question starter and asks a new question to another family member.
4. Continue until everyone has answered at least one question and asked at least one question.
5. In a two‑person version, alternate asking and answering questions back and forth, trying not to repeat questions.

Parent Tips:

• Help your child come up with good questions before starting if they need ideas.
• Talk about how good questions show interest and keep conversations going.
• Encourage your child to notice if they’re talking more than listening or vice versa.

Skills Practiced:

• Remembering details
• Active listening
• Body language awareness

Instructions (At Home):

1. One person talks for about 30–60 seconds about a topic (for example, their favorite movie, game, or place to visit).
2. When they finish, the “detectives” try to repeat as many details as they can remember (for example, names, colors, places, reasons they liked it).
3. The speaker confirms which details are correct and adds anything important that was missed.
4. Rotate so everyone gets a turn as speaker and detective; in a one‑on‑one version, simply switch roles each round.
5. Optional: Keep score for fun, or just focus on improving each round.

Parent Tips:

• Encourage your child to look at the speaker and notice their facial expressions and gestures.
• After each round, ask what helped them remember details (for example, repeating in their head, visualizing, focusing on key words).
• Explain that remembering details about people shows you care and strengthens relationships.

Skills Practiced:

• Following up
• Time management
• Networking goal-setting (early)

Instructions (At Home):

1. Think of a person outside the immediate household that your child knows (for example, a relative, neighbor, coach, teacher, or friend).
2. Together, decide on one small, positive follow‑up action your child can do in the next week (for example, sending a thank‑you message, asking a question, sharing good news, or inviting them to an event).
3. Write down what they plan to do, when they will do it, and how (in person, text, email, phone call, etc.).
4. Optionally, each family member can choose their own follow‑up action to model the behavior.
5. Check back a few days later to see how it went and what your child learned from the experience.

Parent Tips:

• Help your child choose someone safe and appropriate to follow up with.
• Role‑play the conversation or message beforehand if your child feels nervous.
• Explain that following up is a key part of maintaining relationships and building a network over time.

Skills Practiced:

• Concise self-introduction
• Body language awareness
• Initiating conversations

Instructions (At Home):

1. Brainstorm a few situations where your child might need to introduce themselves (for example, first day of school, joining a club, meeting a teacher, visiting a neighbor, starting a sports team).
2. Choose one situation and act it out. One person plays the child, and another plays the person they’re meeting.
3. The “child” practices saying a short introduction (name, one or two facts about themselves, and maybe a question).
4. Switch roles so your child can also practice being the person who is being introduced to and responding kindly.
5. Try two or three different situations in short rounds.

Parent Tips:

• Give gentle feedback on voice volume, clarity, and body language.
• Praise specific strengths (“You spoke clearly and smiled—that was great.”).
• Ask your child which introduction felt most natural and why.

Skills Practiced:

• Navigating group conversations
• Asking thoughtful questions
• Finding common ground
• Adaptability

Instructions (At Home):

1. Create a “conversation menu” on paper with three sections: Appetizers (easy questions), Main Courses (deeper questions), and Desserts (fun or silly questions).
2. Work together to fill in each section (for example, Appetizers: “What’s your favorite snack?” Main Courses: “What makes a good friend?” Desserts: “If you could have any superpower, what would it be?”).
3. Take turns “ordering” from the menu by choosing one question from any section and asking it to someone in the family.
4. That person answers, and others can add short responses before the next “order.”
5. In a two‑person version, simply alternate choosing and answering questions from the menu.

Parent Tips:

• Encourage your child to try questions from each section over time.
• Use this menu later at meals or car rides to keep conversations going.
• Explain that having a few “go‑to” questions makes it easier to start and maintain conversations in new situations.

Skills Practiced:

• Concise self-introduction
• Developing a personal brand
• Active listening

Instructions (At Home):

1. Ask your child to think of three “snapshots” that describe who they are right now (for example, “student,” “soccer player,” “big sister,” “gamer,” “artist,” “volunteer”).
2. Each person takes a turn introducing themselves using their three snapshots (for example, “Hi, I’m Jordan. I’m a middle school student, a drummer, and someone who loves science.”).
3. After each introduction, others can ask one or two questions about any of the snapshots.
4. In a one‑parent / one‑child version, take turns and talk more deeply about why each snapshot matters to you.
5. Optionally, write down the snapshots and save them to look back on later as they change over time.

Parent Tips:

• Help your child choose snapshots that reflect both interests and character (for example, “hard worker,” “kind friend”).
• Connect this to how people introduce themselves in school, clubs, or future interviews.
• Ask, “If someone met you for the first time, what would you want them to remember about you?”

Skills Practiced:

• Strategic relationship mapping
• Networking goal-setting (early)
• Adaptability

Instructions (At Home):

1. Draw three circles on paper: “Family,” “School/Activities,” and “Community/Online.”
2. Ask your child to list people they know in each circle (for example, relatives in Family, teachers and friends in School, coaches or online communities in Community/Online).
3. Talk together about who supports them now and who might be helpful for future goals (for example, a teacher who knows about a subject they like, a coach, a neighbor who works in an interesting job).
4. Have your child star or highlight 2–3 people they might want to stay in touch with more intentionally.
5. In a one‑on‑one version, you can both draw your own circles and compare how networks change with age and experience.

Parent Tips:

• Reassure your child that a network grows over time; it doesn’t have to be big right now.
• Ask, “Is there someone you’d like to ask a question or learn from in the next month?”
• Connect this to future opportunities like recommendations, advice, and learning about careers.

Skills Practiced:

• Elevator pitch mastery
• Concise self-introduction
• Body language awareness

Instructions (At Home):

1. Explain the idea of an “elevator pitch”: a short, 20–30 second way to introduce yourself to someone new.
2. Together, help your child write a simple pitch including: name, grade, one or two interests/strengths, and a goal (for example, “Hi, I’m Maya. I’m in 7th grade, I really enjoy art and science, and I’m interested in learning more about designing video games.”).
3. Take turns practicing saying your pitches out loud while standing up and making eye contact.
4. Time each pitch with a phone or watch to keep it around 20–30 seconds.
5. Repeat once or twice, adjusting words until it feels natural and confident.

Parent Tips:

• Give specific feedback about clarity, speed, and posture rather than just “good job.”
• Encourage your child to smile and use a calm, steady voice.
• Talk about where they might use this in the future (for example, club sign‑ups, talking to teachers, internships).

Skills Practiced:

• Social media networking (intro)
• Managing online presence
• Digital communication awareness

Instructions (At Home):

1. Explain that what we post and share online contributes to how others see us, now and in the future.
2. If your child uses any online platforms (with your guidance and within your family rules), sit together and briefly review one account or profile.
3. Talk about whether the profile and recent activity reflect the kind of person they want others (teachers, relatives, future opportunities) to see.
4. Brainstorm one or two small changes or habits to keep their online presence positive (for example, pausing before posting, avoiding arguments, sharing achievements or interests).
5. If your child is not yet active online, discuss how they might want to present themselves when they do start using these tools.

Parent Tips:

• Keep the tone supportive, not punitive; this is about learning, not catching mistakes.
• Share one example of how adults’ online presence can help or hurt opportunities.
• Revisit this activity occasionally as your child grows and their online use changes.

Skills Practiced:

• Giving and receiving feedback
• Active listening
• Conflict resolution (early)

Instructions (At Home):

1. Explain the “feedback sandwich”: positive comment, suggestion for improvement, positive comment.
2. Choose something small and non‑sensitive to practice with (for example, how someone tells a story, how they organized their desk, how they helped with a chore).
3. Take turns giving each other a feedback sandwich about the chosen topic (for example, “I like how you…, one thing that might help is…, and I also appreciate that you…”).
4. The person receiving feedback simply listens, then repeats back what they heard to check understanding.
5. Switch roles and try again with a different small topic.

Parent Tips:

• Choose neutral or positive topics at first to avoid hurt feelings.
• Model calm tone and kind wording.
• Talk about how learning to give and receive feedback respectfully helps in group projects, friendships, and future jobs.

Skills Practiced:

• Networking goal-setting
• Strategic relationship mapping
• Offering value

Instructions (At Home):

1. Have your child write down 2–3 short‑term goals (for example, “do better in math,” “make one new friend,” “learn about careers in technology”).
2. Next to each goal, brainstorm people who might help them (for example, teacher, tutor, relative, friend, coach, you as a parent).
3. Talk about what kind of help they might ask for (advice, practice, introductions, resources).
4. Choose one goal and one helper to focus on this month, and plan one simple step to reach out or follow up.
5. In a one‑on‑one version, you can also share one of your own goals and who helps you, modeling how adults also rely on networks.

Parent Tips:

• Help your child frame requests politely and clearly (“Could you help me with…?”).
• Emphasize that it’s okay to ask for help and that many people are happy to support someone who is trying.
• Check back later and talk about what happened and what they learned from reaching out.

Skills Practiced:

• Conflict resolution
• Active listening
• Empathy
• Adaptability

Instructions (At Home):

1. Create 3–5 short, age‑appropriate conflict scenarios on paper (for example, “A friend doesn’t return your text,” “Two teammates want to be captain,” “Someone takes credit for your idea in a group project.”).
2. Take turns drawing a scenario and reading it out loud.
3. Ask your child what they might do in that situation and why.
4. Discuss alternative responses together, including calm ways to speak up, listen, and look for solutions that respect everyone.
5. In a multi‑child family, invite each child to share an idea before discussing as a group.

Parent Tips:

• Keep the conversation focused on learning skills, not judging past behavior.
• Share your own experience resolving a conflict in a mature way.
• Connect this to networking by explaining that how we handle disagreements affects our relationships and reputations.

Skills Practiced:

• Industry knowledge (intro)
• Networking goal-setting
• Time management

Instructions (At Home):

1. Ask your child to name a few areas they’re curious about (for example, animals, computers, art, sports, space, helping others).
2. For each area, brainstorm possible future opportunities (for example, clubs, classes, volunteer roles, summer programs, jobs).
3. Talk about who in your network might know something about these areas (relatives, family friends, teachers, neighbors).
4. Choose one area and one possible opportunity to learn more about in the next month.
5. Make a simple plan for a small step (for example, “We’ll email Aunt Sara who works with animals,” or “We’ll ask your teacher about the robotics club.”).

Parent Tips:

• Reassure your child that interests can change, and that exploring is part of the process.
• Highlight how people’s careers and paths often start with small curiosities and conversations.
• Connect this activity to the Career Navigator later so they can see more concrete options.

Skills Practiced:

• Mentorship and sponsorship (intro)
• Asking thoughtful questions
• Offering value

Instructions (At Home):

1. Explain the idea of a mentor: someone more experienced who gives advice, encouragement, and guidance.
2. Ask your child if they can think of anyone who has acted like a mentor to them (even in small ways) — for example, a coach, teacher, older cousin, or you as a parent.
3. Together, write 3–5 questions they might ask a mentor (for example, “How did you get interested in what you do?”, “What do you wish you knew at my age?”, “What should I practice if I want to get better at…?”).
4. Role‑play a short conversation where your child practices asking one or two of these questions and listening to the answers.
5. Optionally, plan a real conversation with a trusted adult in the future using one or more of the questions.

Parent Tips:

• Share a story about someone who mentored you and how it helped.
• Remind your child they can also be a role model for younger siblings or peers.
• Emphasize that mentoring relationships are built on respect and mutual effort.

Skills Practiced:

• Time management
• Networking goal-setting
• Following up
• Reflective practice

Instructions (At Home):

1. Choose a regular time once a week (for example, Sunday evening) for a short “networking check‑in” between you and your child.
2. Use three simple questions each week:
   • “Who did you connect with this week?”
   • “What went well or felt good in a conversation?”
   • “Is there anyone you’d like to follow up with next week?”
3. Talk briefly about each question, and if relevant, jot down one follow‑up action for the coming week.
4. Keep it short (5–10 minutes) and positive, focusing on growth rather than perfection.
5. Over time, look back at notes to show your child how their confidence and skills have grown.

Parent Tips:

• Use this as a calm, judgment‑free time to listen and encourage.
• Share your own small networking wins or challenges from the week to normalize the process.
• Reinforce that networking is simply staying connected with people and building relationships over time.

Skills Practiced:

• Elevator pitch mastery
• Concise self-introduction
• Developing a personal brand

Instructions (At Home):

1. If your teen has already created a basic elevator pitch, start by reviewing it together. If not, quickly create one now.
2. Ask, “What has changed about you since you first made this pitch?” (new interests, classes, activities, goals).
3. Together, edit the pitch to better reflect who they are now and where they want to go (for example, adding leadership roles, projects, or clearer goals).
4. Practice saying the updated pitch out loud two or three times, aiming for 20–30 seconds.
5. In a one‑on‑one version, you can also create or refresh your own short pitch and practice together.

Parent Tips:

• Give specific feedback (for example, “That sentence is strong,” “This part could be shorter”).
• Encourage your teen to include one detail that makes them memorable (a unique interest or project).
• Discuss where they might use this pitch: college fairs, informational interviews, part‑time job interviews, or networking events.

Skills Practiced:

• Developing a personal brand
• Concise self-introduction
• Giving and receiving feedback

Instructions (At Home):

1. Ask your teen to list 3–5 strengths or qualities they believe they have (for example, “organized,” “creative,” “good listener,” “hard‑working,” “team player”).
2. For each strength, have them think of a short real‑life example that proves it (for example, leading a project, helping a friend, sticking with a challenge).
3. Take turns sharing one strength and its story out loud.
4. Family members can offer additional strengths they see in the teen, adding brief examples.
5. In a one‑parent / one‑teen version, you can also share a few strengths you see in them and one or two in yourself, modeling self‑awareness.

Parent Tips:

• Focus on concrete examples; these become powerful material for interviews and applications.
• Encourage your teen to write down a few of the best strength‑stories for later use.
• Explain how strengths and stories feed directly into personal statements, resumes, and networking conversations.

Skills Practiced:

• Event planning and hosting (intro)
• Time management
• Offering value

Instructions (At Home):

1. Ask your teen to imagine a small “networking‑style” gathering they could host at home or virtually (for example, a study group, game night, or interest‑based meet‑up for a few friends or relatives).
2. Together, outline the basics: who to invite, purpose of the gathering, simple agenda (welcome, activity, closing), and approximate time.
3. Discuss what they would say when welcoming people and how they would help guests feel included.
4. Optionally, choose a real small event to host and plan a date.
5. In a one‑on‑one version, talk through a “practice event” without actually hosting, focusing on planning and hosting skills.

Parent Tips:

• Keep the event simple; the goal is to learn planning and hosting, not perfection.
• Talk about how hosting even small gatherings builds confidence and reputation.
• If you do host something, debrief afterward about what went well and what they might change next time.

Skills Practiced:

• Cross-cultural communication
• Asking thoughtful questions
• Active listening
• Adaptability

Instructions (At Home):

1. Choose a culture, country, or community different from your own that your teen is curious about (this could include cultures within your own country).
2. Brainstorm 5–7 respectful questions they could ask someone from that culture if they had the chance (for example, “What holidays are most important to you?”, “What’s a favorite tradition or food?”, “What do you wish more people understood about your culture?”).
3. Discuss why each question is respectful and open‑ended rather than judgmental.
4. Talk about times when your teen might meet people from different backgrounds (school, online projects, future work) and how curiosity and respect help build connections.
5. Optionally, read or watch a short, credible source together about that culture and reflect on what you learned.

Parent Tips:

• Emphasize listening and learning, not assuming or stereotyping.
• If appropriate, share your own experiences meeting people from different cultures.
• Connect this to networking globally and in diverse workplaces.

Skills Practiced:

• Strategic relationship mapping
• Networking goal-setting
• Reciprocity

Instructions (At Home):

1. Have your teen list people they know who are connected to areas they care about (for example, teachers in subjects they like, coaches, relatives in certain careers, adult family friends).
2. Next to each name, write what kind of relationship they currently have (for example, “say hi at school,” “see at holidays,” “follow on social media”).
3. Discuss where they might want to strengthen connections (for example, checking in more often, asking questions, offering help).
4. Pick one or two relationships to “upgrade” over the next month with specific actions (for example, sending a thoughtful message, asking for advice, sharing an update).
5. Revisit later and talk about what changed and how it felt.

Parent Tips:

• Stress quality over quantity; a few genuine connections matter more than many shallow ones.
• Encourage your teen to think about how they can also offer value back, not just ask for help.
• Help them set realistic and respectful actions that fit each relationship.

Skills Practiced:

• Managing online presence
• Social media networking
• Developing a personal brand

Instructions (At Home):

1. If your teen has any online profiles you supervise and approve (for example, school‑related accounts, youth‑appropriate platforms), review one together with their permission.
2. Ask, “If a teacher, coach, or future employer saw this, what would they learn about you?”
3. Discuss whether the current profile matches the strengths and interests they identified in earlier activities.
4. Brainstorm one or two small changes that would make the profile more aligned with who they want to be known as (for example, updating a bio line, adding a project or interest, removing an unhelpful post).
5. If they don’t have online profiles yet, talk about what a strong future profile might look like when the time comes.

Parent Tips:

• Respect privacy while still guiding and teaching; keep the tone cooperative.
• Share an example of how a positive online presence helped someone get an opportunity.
• Reinforce that they are building a reputation now, even in small ways.

Skills Practiced:

• Asking thoughtful questions
• Industry knowledge (intro)
• Active listening
• Mentorship (early)

Instructions (At Home):

1. Choose an adult your teen knows and trusts (you, another parent, or a relative) to be the “career guest.”
2. Your teen prepares 5–7 questions about that person’s education, career path, and daily work (for example, “What did you think you wanted to do in high school?”, “How did you get your current job?”, “What do you enjoy most and least?”).
3. Hold a short, 10–15 minute “interview” at home where your teen asks the questions and practices listening without interrupting.
4. Afterward, your teen summarizes what they heard in 3–4 sentences.
5. In a one‑parent / one‑teen version, you can switch roles later so they practice answering questions about their own goals, too.

Parent Tips:

• Encourage honest answers, including twists and turns in your own path.
• Highlight that few careers are perfectly straight lines; adaptability and relationships matter.
• Connect this experience to similar future conversations with teachers, counselors, or professionals.

Skills Practiced:

• Time management
• Networking goal-setting
• Reciprocity

Instructions (At Home):

1. Ask your teen to estimate how they spent their time last week (for example, school, homework, screen time, hobbies, sleep, time with friends and family).
2. Draw a simple “time pie” or list showing major categories.
3. Discuss whether they feel they are giving enough time and attention to important relationships (family, close friends, supportive adults).
4. Choose one small time adjustment for the coming week that supports relationships (for example, “15 minutes call with a grandparent,” “lunch with a friend I haven’t seen much,” “less scrolling, more talking with family”).
5. Check in at the end of the week about how that small change felt and whether they want to keep it or adjust.

Parent Tips:

• Avoid turning this into a lecture about time use; keep it collaborative and reflective.
• Share how you try to balance time between work, family, and friends.
• Emphasize that strong relationships are built over many small moments, not just big events.

Skills Practiced:

• Reflective practice
• Giving and receiving feedback
• Adaptability

Instructions (At Home):

1. Ask your teen to think of one recent “win” in connecting with others (for example, meeting someone new, asking a question, speaking up in class) and one “lesson” (a moment that felt awkward, didn’t go as planned, or that they would handle differently next time).
2. Take turns sharing your own win and lesson as well to normalize imperfection.
3. For each lesson, talk about one or two alternative approaches they might try in the future.
4. Optionally, choose one small experiment for the coming week (for example, “Next time I’ll make eye contact first,” “I’ll ask a follow‑up question.”).
5. Revisit later and see what changed.

Parent Tips:

• Be careful not to criticize; focus on learning and growth.
• Share your own awkward networking moments to show that everyone learns over time.
• Reinforce that every experience—good or bad—can teach something useful.

Skills Practiced:

• Networking goal-setting
• Concise self-introduction
• Industry knowledge (intro)

Instructions (At Home):

1. Ask your teen to imagine themselves 10–15 years in the future, when they are working in a role or field that interests them.
2. They write a short introduction as if they are that future self at a networking event (for example, “Hi, I’m Alex. I’m a software engineer working on education apps. I love combining technology and teaching to help students learn.”).
3. They read the introduction out loud as “Future You.”
4. Talk together about what steps might be needed between now and then (education, skills, experiences, relationships).
5. Identify one small action they could take this year that moves them in that direction (for example, exploring related careers, joining a club, taking a certain class, talking to someone in that field).

Parent Tips:

• Encourage dreaming without pressure; futures can change.
• Help your teen see how today’s networking skills will help them meet people and find opportunities related to their goals.
• Revisit this exercise occasionally to see how their vision evolves.

Skills Practiced:

• Concise self-introduction
• Elevator pitch mastery
• Asking thoughtful questions
• Body language awareness

Instructions (At Home):

1. Explain that this activity simulates talking to college reps, employers, or professionals at a fair or event.
2. Your teen prepares a short introduction (name, grade, interests, and what they’re exploring) plus 3–5 questions they might ask (for example, “What do you look for in applicants?”, “What opportunities exist for first‑year students?”).
3. Role‑play: you act as a college rep or employer while your teen practices approaching, introducing themselves, and asking questions.
4. Switch roles so your teen can also practice being the person who answers questions, thinking from the representative’s point of view.
5. Repeat with a different mock role (for example, different type of college, apprenticeship, or job).

Parent Tips:

• Give feedback on both what they say and how they say it (tone, pace, confidence, eye contact).
• Encourage them to listen carefully and ask follow‑up questions based on your answers.
• Connect this directly to upcoming real events whenever possible.

Skills Practiced:

• Developing a personal brand
• Elevator pitch mastery
• Giving and receiving feedback

Instructions (At Home):

1. If your teen has a resume or activity list, review it together. If not, write a quick list of key experiences (school, work, volunteering, clubs).
2. Choose 3–4 items and have your teen explain each one out loud as if in a conversation (what they did, what they learned, what they’re proud of).
3. Role‑play a short “tell me about yourself” conversation where you ask about one or more of those items.
4. After the role‑play, give feedback on clarity, detail level, and how engaging their examples were.
5. In a one‑on‑one version, repeat once with your teen asking you to model how you talk about your own experiences professionally.

Parent Tips:

• Encourage specific results or outcomes in their descriptions, not just tasks.
• Explain that interviews often feel like conversations about what’s already on a resume.
• Help them see which stories highlight the strengths they want to be known for.

Skills Practiced:

• Asking thoughtful questions
• Following up
• Managing online presence
• Time management

Instructions (At Home):

1. Choose a realistic situation where your teen might email an adult (for example, teacher, counselor, coach, potential employer, or someone they met at an event).
2. Together, outline the key parts: greeting, brief context, clear question or request, polite closing, and signature.
3. Have your teen draft a short professional email for that situation.
4. Read it together and adjust for tone, clarity, and professionalism.
5. If appropriate and agreed, send a real version; if not, keep it as practice and template for future use.

Parent Tips:

• Explain differences between texting friends and writing professional emails.
• Help them choose a clear subject line and respectful wording.
• Encourage them to save strong email templates they can adapt later.

Skills Practiced:

• Strategic relationship mapping
• Networking goal-setting
• Reciprocity

Instructions (At Home):

1. Ask your teen to brainstorm adults who know them and their work well (teachers, counselors, coaches, supervisors, mentors).
2. Discuss which of these people might be good references or recommendation writers for college, scholarships, or jobs.
3. Talk about what each person has seen them do (for example, leadership, responsibility, creativity).
4. Identify 2–3 relationships to maintain or strengthen over the next year through updates, thanks, and thoughtful questions.
5. Make a simple plan for how and when to check in with each person (for example, sending a brief update email once a semester).

Parent Tips:

• Emphasize the importance of long‑term relationships rather than last‑minute requests.
• Help your teen think of ways to show appreciation (thank‑you notes, sharing good news).
• Connect this to how adults maintain professional relationships over time.

Skills Practiced:

• Asking thoughtful questions
• Industry knowledge
• Active listening
• Mentorship and sponsorship (intro)

Instructions (At Home):

1. Choose a career field your teen is curious about (you can use insights from the Career Navigator).
2. Together, research briefly what people in that field do and common paths to get there.
3. Help your teen draft 8–10 questions they could ask someone working in that field (for example, “How did you get started?”, “What do you enjoy most and find most challenging?”, “What would you recommend I do in high school to prepare?”).
4. Role‑play an informational interview, with you acting as the professional.
5. Optionally, identify a real person in your network they could reach out to for an actual informational conversation in the future.

Parent Tips:

• Model professional curiosity and respect in your answers.
• Explain that informational interviews are about learning, not asking for jobs.
• Discuss how even one good conversation can shape decisions about college and career paths.

Skills Practiced:

• Time management
• Networking goal-setting
• Adaptability
• Event participation

Instructions (At Home):

1. Identify an upcoming or hypothetical event your teen might attend (for example, college night, job fair, open house, club fair).
2. Together, set 2–3 simple goals for the event (for example, “introduce myself to three people,” “ask one question at a table that interests me,” “collect information from two schools or employers”).
3. Discuss potential challenges (for example, nerves, not knowing what to say) and brainstorm specific strategies to handle them.
4. Write the goals and strategies down as a short “game plan.”
5. After the real event (if applicable), revisit the plan and talk about what went as expected and what surprised them.

Parent Tips:

• Normalize feeling nervous and emphasize that many adults feel that way at events too.
• Help your teen set realistic, doable goals that build confidence step by step.
• Celebrate effort and small wins, not just outcomes.

Skills Practiced:

• Social media networking
• Managing online presence
• Developing a personal brand

Instructions (At Home):

1. If and only if appropriate for your family and your teen’s age, look together at one or more of their online profiles or public content, with their consent.
2. Ask: “If a scholarship committee, employer, or college admissions officer saw this, what impression would they get?”
3. List what already looks positive (interests, achievements, creativity) and any posts or patterns that might be confusing or unhelpful.
4. Decide together on 2–3 small actions: content to emphasize, content to remove, or new things to share that reflect their goals and values.
5. If your teen doesn’t yet use social media, discuss how they might want to use it in the future in a professional, balanced way.

Parent Tips:

• Avoid shaming; frame this as “building your future reputation together.”
• Remind them that many opportunities now include a quick online search.
• Encourage ongoing, periodic check‑ins rather than one‑time clean‑ups.

Skills Practiced:

• Conflict resolution
• Active listening
• Adaptability
• Professional communication

Instructions (At Home):

1. Brainstorm 2–3 realistic conflict situations your teen might face soon (for example, schedule conflict with a manager, disagreement with a roommate, misunderstanding with a professor or team leader).
2. Choose one scenario and work together to draft a short, respectful script for addressing it (what they might say in person or in an email).
3. Role‑play the conversation, taking turns as your teen and as the other person.
4. Adjust the script based on how it feels when spoken out loud.
5. Repeat with another scenario if there is time.

Parent Tips:

• Encourage calm, clear language and a focus on solving the problem, not blaming.
• Share a time when you resolved a conflict professionally and what you learned.
• Highlight how handling conflict well can actually strengthen relationships and trust.

Skills Practiced:

• Reciprocity
• Offering value
• Networking goal-setting

Instructions (At Home):

1. Ask your teen to list a few ways people have helped them recently (for example, letters of recommendation, tutoring, rides, advice, opportunities).
2. Next, brainstorm ways they can also “give back” to others in age‑appropriate ways (for example, helping younger students, sharing information, volunteering, expressing gratitude).
3. Choose one concrete “give” and one “get” networking action for the next month (for example, “Help a younger sibling with homework” and “Ask my coach for feedback on improving a skill.”).
4. Write these actions down along with a realistic time frame.
5. Check in later and talk about how giving and receiving help made them feel and what impact it had on relationships.

Parent Tips:

• Emphasize that healthy networking is mutual, not one‑sided.
• Point out that even teens can be valuable to others through effort, kindness, and sharing knowledge.
• Model this by describing how you both help and receive help in your own networks.

Skills Practiced:

• Time management
• Networking goal-setting
• Following up
• Strategic relationship mapping

Instructions (At Home):

1. Create a simple timeline from now through the first 6–12 months after high school (include key points like applications, decisions, graduation, start of college/work/training).
2. Along the timeline, mark moments when staying in touch with certain people will matter (for example, checking in with recommenders, thanking mentors, updating counselors, reaching out to contacts in a new city).
3. Discuss what kinds of messages or conversations would be appropriate at each point (updates, thanks, questions, invitations to stay connected).
4. Identify a few specific “touchpoints” to remember, and optionally set reminders (calendar, planner, phone).
5. Revisit the timeline occasionally as plans become clearer or change.

Parent Tips:

• Reassure your teen that plans can shift, and that the timeline can be updated.
• Explain that many opportunities come from staying connected during transitions.
• Use this to open conversation about your own transitions and how relationships helped you through them.

If you are in late high school or older, it helps to start by assessing where you are right now. A quick self-check of your networking abilities will show you which skills are already strengths and which ones to focus on next.

1. Rate yourself on each of the 25 skills: On a scale of 1–10, evaluate your comfort and proficiency with each skill.
2. Identify your strengths and weaknesses: List your top 5 strongest and 5 most challenging skills.
3. Reflect on past networking experiences: Write down 2–3 positive and 2–3 challenging networking experiences you’ve had. What made them successful or difficult?

Based on your self-assessment, you can now set SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals for your networking skill development. This step is especially useful if you’re in late high school or older and ready to connect your skills to real plans for school, work, or other next steps.

1. Short-term goals: Set 3–5 goals to achieve within the next 3 months.
2. Long-term goals: Set 2–3 goals to achieve within the next year.
3. Prioritize your goals: Rank your goals in order of importance and urgency.

Example Goals:

• Improve my ability to initiate conversations with new people by practicing with one new person each week for the next month.
• Develop a concise and compelling elevator pitch about myself within the next two weeks and practice it daily.
• Expand my professional network by making 10 new meaningful connections on LinkedIn within the next three months.

For each of the 25 skills, you can use specific strategies to get a little better over time. Below are example ideas you can adapt for your own life as a late high school student, college student, or young adult.

1. Initiating conversations:

   • Challenge yourself to start a conversation with one new person each day.
   • Prepare a list of open-ended questions to use as conversation starters.
   • Practice in low-pressure situations, like chatting with a cashier or fellow commuter.

2. Active listening:

   • Practice summarizing what others say in your own words.
   • Focus on understanding rather than formulating your response.
   • Ask follow-up questions to show engagement and deepen understanding.

3. Finding common ground:

   • Research current events and popular topics to have conversation material.
   • Look for shared interests or experiences when meeting new people.
   • Practice finding connections between seemingly unrelated topics or ideas.

4. Asking thoughtful questions:

   • Develop a list of insightful questions for different situations.
   • Practice the "5 Whys" technique to dig deeper into topics.
   • Challenge yourself to ask at least one thoughtful question in every conversation.

5. Offering value:

   • Regularly share useful articles or resources with your network.
   • Look for opportunities to help others without expecting immediate returns.
   • Develop a unique skill or knowledge base that you can offer to others.

6. Following up:

   • Create a system for tracking new contacts and setting follow-up reminders.
   • Send personalized follow-up messages within 24–48 hours of meeting someone.
   • Schedule regular check-ins with important contacts in your network.

7. Remembering details:

   • Take notes after meeting new people, recording key information and interests.
   • Use mnemonic devices to remember important details about people.
   • Practice recalling details about people before meeting them again.

8. Concise self-introduction:

   • Craft a 30-second elevator pitch about yourself and practice it regularly.
   • Tailor your introduction for different contexts (professional, social, academic).
   • Record yourself and get feedback from others to refine your introduction.

9. Body language awareness:

   • Practice maintaining open, confident posture in front of a mirror.
   • Pay attention to others' body language and practice interpreting nonverbal cues.
   • Experiment with how different body language affects your interactions.

10. Navigating group conversations:

    • Practice joining and leaving group conversations smoothly.
    • Learn techniques for including others in group discussions.
    • Develop strategies for managing dominant personalities in group settings.

11. Developing a personal brand:

    • Define your unique value proposition and core values.
    • Ensure consistency across all your professional platforms and communications.
    • Regularly seek feedback on how others perceive your personal brand.

12. Elevator pitch mastery:

    • Develop multiple versions of your elevator pitch for different scenarios.
    • Practice delivering your pitch with confidence and enthusiasm.
    • Regularly update your pitch to reflect your current goals and achievements.

13. Event planning and hosting:

    • Volunteer to help organize networking events in your school or community.
    • Host small gatherings to practice your event planning skills.
    • Learn about different types of networking events and their specific requirements.

14. Cross-cultural communication:

    • Study different cultural norms and communication styles.
    • Practice adapting your communication style for different cultural contexts.
    • Seek opportunities to interact with people from diverse backgrounds.

15. Mentorship and sponsorship:

    • Identify potential mentors in your field of interest.
    • Develop a strategy for approaching and building relationships with mentors.
    • Look for opportunities to mentor others, even in small ways.

16. Strategic relationship mapping:

    • Create a visual map of your current network and identify gaps.
    • Set goals for expanding your network in specific areas.
    • Regularly review and update your relationship map.

17. Social media networking:

    • Develop a consistent, professional presence across relevant social media platforms.
    • Engage regularly with your network by sharing valuable content and insights.
    • Use social media tools to identify and connect with potential contacts in your field.

18. Networking goal-setting:

    • Set specific networking goals for each event or interaction.
    • Regularly review and adjust your networking goals.
    • Track your progress and celebrate your networking achievements.

19. Giving and receiving feedback:

    • Practice giving constructive feedback in a positive, actionable manner.
    • Seek feedback on your networking skills from trusted contacts.
    • Develop a growth mindset that views feedback as an opportunity for improvement.

20. Managing online presence:

    • Regularly audit your online presence and remove or update outdated information.
    • Set up tools to monitor your online reputation when appropriate.
    • Consistently create and share professional content that aligns with your personal brand.

21. Reciprocity:

    • Keep track of how you've helped others and how they've helped you.
    • Look for opportunities to give back to your network without expecting immediate returns.
    • Develop a habit of expressing gratitude for help received.

22. Time management:

    • Use tools like calendar apps to schedule networking activities.
    • Set aside dedicated time each week for networking and relationship building.
    • Learn to balance networking with other school, work, and personal commitments.

23. Conflict resolution:

    • Study different conflict resolution techniques and practice applying them.
    • Role-play difficult conversations to improve your conflict management skills.
    • Learn to identify and address potential conflicts early.

24. Industry knowledge:

    • Stay updated on trends and news in your field of interest.
    • Attend industry events and webinars to deepen your knowledge.
    • Develop a system for regularly consuming and sharing industry-relevant content.

25. Adaptability:

    • Practice networking in various settings (in-person, virtual, formal, informal).
    • Seek feedback on how well you adapt to different networking situations.
    • Regularly step out of your comfort zone to improve your adaptability.

To make these skills part of your everyday life (at school, work, or in your community):

1. Create a regular networking habit: Dedicate 15–30 minutes a few times each week to networking activities.
2. Use the icebreakers: Adapt the icebreakers from this playbook for real-life situations.
3. Seek opportunities: Look for networking opportunities in your daily life, school, work, and community.
4. Join clubs or organizations: Participate in groups related to your interests or career goals.
5. Attend events: When possible, attend networking events, college fairs, and industry meetups.
6. Utilize online platforms: Engage in appropriate professional online communities and social media networks.
7. Practice reflection: After each networking interaction, reflect on what went well and what could be improved.

To keep improving your networking over time:

1. Keep a networking journal: Document your experiences, challenges, and successes.
2. Review your goals regularly: Assess your progress toward your SMART goals monthly.
3. Seek feedback: Regularly ask for feedback from mentors, peers, and trusted contacts.
4. Adjust your strategy: Based on your progress and feedback, adjust your action plan as needed.
5. Celebrate successes: Acknowledge and celebrate your networking achievements, no matter how small.

As you become more comfortable with basic networking skills—especially in late high school, college, or early in your career—you can start exploring these advanced strategies:

1. Become a connector: Introduce people in your network who could benefit from knowing each other.
2. Develop thought leadership: Share your expertise or interests through blogging, speaking, or creating content.
3. Organize networking opportunities: Take the initiative to create or help host events, study groups, or meetups.
4. Mentor others: As you develop your skills, look for opportunities to mentor those just starting out.
5. Build a diverse network: Intentionally connect with people from different backgrounds, ages, and industries.

Developing strong networking skills is a lifelong journey. By using this Action Plan and consistently practicing the 25 key skills from this Networking Skills Development Playbook, you’ll keep growing as a networker through late high school, college, and into your career. The key is persistence, adaptability, and a genuine interest in building meaningful relationships. Over time, networking will begin to feel less like a task and more like a natural, helpful part of both your personal and professional life.