1. Devise repeated opportunities to practice making contact via email or online networking site.  This involves practicing crafting messages to intended recipients.  This also involves practice in proofreading messages to intended recipients. You might use a basic structure (presented in a concrete template or graphic organizer) and sentence “formula” as you teach networking via email:
Include appropriate subject line such as “Potential job opportunities.”

 “Dear Mr./Mrs./Dr. ________________”

1 sentence: Indicate the type of job you are looking for or the field that you are interested in.
1-2 sentences: Indicate any educational or work/volunteer/extracurricular experience you have in this field; if no experience, indicate why this field interests you.
1 sentence: Ask if this person might know of anyone who is hiring in this field, or if this person might be able to connect you with someone who might know.
1 sentence: State that you have also attached your resume for this person to pass on to anyone they might know.
1 sentence: Express appreciation for any assistance the person might be able to provide.

“Sincerely, first and last name”

This also involves identifying concrete “rules” for most students regarding if and when to follow up on the first email, and emphasizing the why behind these rules.  For instance, the visually depicted “rule” might be:  If the person has not responded to your first email, send one more (same structure as original) after seven days.  If no response to second email, send no more messages to this person.

2. Within the context of role-play, video scenarios, and live practice with familiar, understanding people on the phone who will also be within the student’s network, guide the student in rehearsing what to say and how to say it during phone exchanges.  Initially, you might use the basic structure below:

1. Identity yourself (“Hi, this is first and last name”) and greet the person (“How      are you doing?”)
2. Ask if this is a good time to talk.
3. State that you are looking for a job in the field of ________/ or at company name. 
4. Ask if this person might know of anyone who is hiring in this field, or if this person might be able to connect you with someone who might know.
5. Write down any information that the person gives to you on the phone.
6. Ask this person if you can send them your resume via email. 
7. Write down their email address if they tell it to you.
8. Express appreciation for any assistance the person might be able to provide.
9. Say “goodbye.”

As the student shows increasing competence with this basic interaction “formula”, begin to target responses to increasingly complex variations:  The person says that they don’t know of anyone; the person says let me think about it and get back to you;  the person says give me a few days and then call me back; the person asks you questions about your availability, your work or volunteer     experience, etc. 

Use a similar structure as the one identified above to script out and rehearse leaving a voicemail message:

1.  Identity yourself (“Hi, this is first and last name”).
2. State that you are looking for a job in the field of ________ / or at company name. 
3. State that you are hoping that this person might know of anyone who is hiring in this field, or if this person might be able to connect you with someone who might know.
4. Express appreciation for any assistance the person might be able to provide.
5. Leave your phone number and email address.
6. Say “goodbye.”

This also involves identifying concrete “rules” for most students regarding if and   when to follow up on the first phone call, and emphasizing the why behind these rules.  For instance, the visually depicted “rule” might be:  If the person has not responded to your first voicemail, make one more phone call (same structure as original) after seven days.  If no response to second voicemail, make no more calls to this person.

3. Within the context of role-play, video scenarios, and live practice with familiar, understanding people who will also be within the student’s network, guide the student in rehearsing what to say and how to say it during face to face exchanges. Initially, you might teach to proficiency the basic interaction structure below:

1.  Greet the person (“Hi, person’s name, how are you doing?”).
2. Ask if this is a good time to talk.
3. State that you are looking for a job in the field of ________ / or at company name. 
4. Ask if this person might know of anyone who is hiring in this field, or if this person might be able to connect you with someone who might know.
5. Write down any information that the person gives to you.
6. Ask this person if you can send them your resume via email. 
7. Write down their email address if they tell it to you.
8. Express appreciation for any assistance the person might be able to provide.
9. Say “goodbye.”

Consider all of the non-verbal behaviors that accompany these verbal behaviors (e.g. eye contact approximation, appropriate physical proxity, directing body towards the person, smiling, etc.).  As the student performs the basic scripted statements, systematically target the non-verbal behaviors that would accompany those scripted statements.

As the student shows increasing competence with this basic interaction “formula”, begin to target responses to increasingly complex variations:  The person says that they don’t know of anyone; the person says let me think about it and get back to you; the person asks you questions about your availability, your work or volunteer experience; the person introduces you to someone who you don’t know right there on the spot, etc.