{ Code Next } Think. Make. Lead.

Playbook for Partner Networks

Vol. 4 - Social Capital

Table of Contents

01
Developing Student Social Capital
04 Social Capital Overview
05 The Four Pillars of Student Identity Development
06 Activating the Four Pillars
08 Social Capital Skill Sets
09 Engaging in Small Talk
10-14 Helping Students Develop Their Network of Connections
DEVELOPING STUDENT
SOCIAL CAPITAL
 SOCIAL CAPITAL
OVERVIEW
so·cial cap·i·tal
A web of relationships
among people who provide
value to our lives

When it comes to supporting students in building their capital and network,

every member of the Code Next community has a responsibility to support that.

Let’s begin with the definition of “social capital,” followed by proactive

steps towards building and maintaining those networks.

Social capital is defined as a web of relationships among people who provide

value to our lives.* For the average individual, these networks provide
opportunities
and pathways towards realizing one’s place in society. In an actionable sense,
social capital allows an individual to take connections and turn them into career,
economic and social opportunities—not only through what a student knows
how to do such as coding or engaging in small talk with professionals, but also in
the relationships that they create and maintain.

*https://www.socialcapitalresearch.com/literature/definition/
04
 The Four Pillars of Student
Identity Development
In prep to work with Code Next students as they develop their social capital, let’s identify
four key elements students should define about themselves and their future—and how
those elements will help you, as a staff member (or volunteer), support students as they
develop their networks. For the following four pillars of developing a Code Next student’s
identity, we follow a “who, what, how and where” model.

Who am I?
Students must be able to identify who they are. This may be challenging for some students
to answer, but it serves as a guide towards interests that they may have. By knowing what
each student likes and hopes to attain from being a part of Code Next, we can help pave
directions towards opportunities and relationships with individuals that can later serve as
mentors, career channels and far more.

What makes me remarkable?

Knowing one’s own worth increases risk-taking and facilitates self-navigation into new
opportunities. As such, students must recognize their own potential and abilities to be well-
rounded, adapted individuals amongst any and all environments. Through workshops and
activities, students can learn what makes them remarkable and how they can apply their
strengths into any field of interest that they have.

How can I apply myself?

Students must be able to identify how they can apply their skill sets in various scenarios.
Once they recognize their strengths and challenges, they can push themselves into new
environments and scenarios that encourage them to iterate and further develop their skill
sets.

Where do I make an impact?

Once they understand their interests and skills, students must critically evaluate their role
in society and determine the impact that they can, would like to, and will make. This will lead
towards impactful decision-making, leading towards influential, enriched experiences.

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Activating the Four Pillars
In order to support students as they answer the aforementioned questions about
themselves, here are some sample activities you can weave in throughout the Code Next
experience.

“Who am I?” and “Where can I make an impact?

Vision Boards Activity
Creating a vision board can really help students better understand what keeps them moving forward.
By having students create their very own vision board, they are able to incorporate their values,
beliefs, aspirations and passions all onto a board that they can look at every day. Through this activity,
students will have a daily reminder to keep striving towards achieving goals and a reminder to stay
grounded. (Note: Students can make their vision boards personalized to them whether its on paper
or electronically done.)

The purpose of a vision board is for students to put anything and everything that they want. This can
consist of dreams that they have professionally, academically, personally, etc. Values and morals can
be incorporated, financial dreams and anything that describes who they are and what they hope to
accomplish. Through constant reminders about what they want and hope to achieve, students can
pave their own journey.

“What Makes Me Remarkable?” and “Where Do I Make an Impact?

Recognizing Values Activity

Self-reflection and identifying worth is a key part of developing one’s social capital. The result of
a student knowing their self-worth will push their mentality from “I can’t” to “I can and I will.” The
purpose of this is for students to feel comfortable reaching out and asking for the things that they
hope to accomplish.

With instilling self reflection there are various approaches that can be taken. Here are a few
examples:

• Create and facilitate a #IAMRemarkable workshop (distributed through Google) that reflects the
stage in life that students are in. Connect with Google members of your team to discuss.
• Have students write down what makes them unique; this can include activities, clubs, quirks, etc.
that they identify with.
• Have students write down “failures” and struggles that they have faced. Once they have their list
created, have them flip their sentences to be positive.
• Example: “I failed my math test” → “I will study for a longer period of time for my next math
test.”
• Ask students to list out strengths and weaknesses. Then, have students create action plans for
improving weaknesses, and pick one each quarter that they will attempt to implement.
Ask the students to also have accountability partners, who will check in with each other
around these action plans.
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 Social Capital Skill Sets
In order to enhance social capital skills of students, we must teach and strengthen skills
that will help them navigate throughout all types of environments. Whether they are
purposefully meant to create networks, and even those that aren’t necessarily intended
to, but that can serve to be.

Developing Emotional Intelligence

Emotional intelligence is the capacity that derives from self awareness of one’s emotions. When a
person has high emotional intelligence, they are able to handle interpersonal relationships. In order
to help students expand social capital, students must learn about their emotional intelligence and
maneuver it into the relationships that they are seeking to establish.

As part of the Code Next team personnel, it is essential for students to learn from you what
emotional intelligence is and how it influences experiences, opportunities and relationships with
others. By creating a workshop, lesson plan or simply having a space for conversation, students can
learn to reflect and critically think about their levels of emotional intelligence. For example, students
should be aware of the spectrum of emotions that a person can experience, and able to move from
a negative to a positive mindset:

Angry Agitated Aroused Calm

To encourage students to flex their own emotional intelligence skills, have them engage in
discussions where they state how they would feel (in a given situation) and why. Questions for them
to keep in mind as they go through these scenarios are:
• How does it make you feel?
• If something went wrong, why do you think that happened? How might the other person
be feeling?
• In this scenario, what could you do in preparation to handle it in a positive way in the
future?

Examples:
• “You schedule a 1:1 chat with your Google mentor to discuss your experience with Code Next
and in what ways they can support you. Your meeting is scheduled at a local coffee shop near
the Code Next lab. Time has passed, and your mentor doesn’t show up or communicate with
you as to why they aren’t there.”
• “You bump into a Googler you met last year, and immediately you both hit it off. The Googler
tells you to set some time on their calendar to grab a cup of coffee and check-in. You make a
calendar invite, but don’t hear back a week later. Your check-in is scheduled for tomorraow—
but you haven’t actually received confirmation from the Googler.”
• “Code Next staff members mention an opportunity for 4 students to visit Google’s
headquarters. The students selected will have the opportunity to visit different departments
within Google and create mini projects with Googlers. You sign up as soon as the survey goes
live. The Code Next staff collects signed waivers from you and your family, and tell you that
you are eligible to attend. The night before you’re supposed to go to Google, they send you an
email saying that the opportunity is no longer available.” 08
Engaging in Small Talk

Small talk is a tool that is used to engage an individual or a group of people. For some,
small talk is easy while others struggle to navigate through this form of conversation.
Yet, we must remember that small talk can go a long way when implemented in an
enriched manner.

Through small talk, individuals can gain a sense of belonging within the environment
that they immerse into. Expanding small talk skills allows for growth opportunities.
That is why having this skill allows for new opportunities to become available to
students and facilitates the process of connecting with professionals in a genuine
manner, rather than through forced relationships.

One easy way to engage in small talk and never run out of things to ask is through the
acronym FORD.

TOPIC EXAMPLE QUESTIONS

F - Family Where is your family from? Is your family from around here?

How did you get to where you are today? What’s your previous
O - Occupation
job experience?

R - Recreation Have you traveled much? What’s your favorite amenity?

What can you see yourself doing in the next 5 years? How
D - Dreams
does this job benefit bigger goals in life?

Have students create 1 or 2 sample questions for each FORD section. This will
allow them to explore their curiosity throughout topics and recognize that
Tip! they can facilitate small talk with anyone.

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 Helping Students Develop Their
Network of Connections
Our Code Next students are literally the future. For this reason, we need to ensure
that we help students to develop their network of connections. By creating social
and interactive opportunities where these students have the tools to navigate
themselves and initiate conversations they are more likely to feel confident in
creating conversations and establishing relationships with professionals that
interest them.

Open Houses and Networking Events

It is critical to ensure that students are exposed to various Googlers. By creating an

event where Googlers are reached out to and informed about the students’ presence
and existence, students and Googlers can network with one another. This creates the
opportunity for Googlers to learn about the program and its mission while also giving
students access to professionals within different departments of Google.

In order to ensure that an Open House is beneficial for most students within Code
Next, creating and sending out a survey asking students for their opinions and
personal interests will help in knowing what departments and professionals to
Tip! reach out to to ensure that an open house is effective.

Google Mentorship Program

Every Code Next student receives a 1:1 Google mentor throughout their 10th grade year.
The purpose of this is to share information and create a bond that allows both student and
mentor to feel comfortable enough with one another.

Google mentors are meant to get to know their mentee and what drives them. Throughout
the mentorship, mentors will connect students with professionals and Google interns that
have similar commonalities from background, ambitions, and career path choices. Mentors
are also able to provide advice based on the students’ needs.

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Continued from page 10

This relationship will serve as an impactful tool, allowing students to expand their social
capital and build relationships with professionals that can encourage them to take risks,
thrive off opportunities and push through challenges that may arise as they transition
from highschool to college into a career path.

At the beginning of the year, organize a “speed dating” activity to give mentors
and students the opportunity to see who they connect with. It also allows for the
Tip! students and mentors to feel a sense of autonomy in their choice.

Utilizing Online Networks + Platforms

Online platforms are a great source when connecting students with upcoming events,
opportunities, surveys, and networks. Creating a platform that allows students to connect
with one another during and after Code Next is a great way to help students learn about
various opportunities throughout various points in their lives. It also creates a sense of
unity among one another which can influence lifelong friendships and support networks to
facilitate transitions throughout their lives.

Here are some online networks other folks in Code Next have shown students how to use:

• LinkedIn Profile
• Indeed Profile
• GroupMe chat for individualized cohorts
• Messenger app
• Github

Maintaining Student Social Capital

Although creating relationships with professionals is important, it is especially important

for students to know how to maintain the relationships that they build. Through proactive
steps students can continue to cultivate meaningful relationships that range in professions,
interests and skills. Through a diverse network of connections students will have access to a
wide-range of opportunities that can be beneficial during different moments in life.

In the following section, you will find examples of scenarios that students may encounter
while surrounded by Googlers. Use these examples and attempt to create your own
scenarios that students can practice among one another to encourage organic
conversations.

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Continued from page 11

Email etiquette along with different levels of professionalism are important in maintaining
connections for the reason that they demonstrate to professionals the level of responsibility,
respect, loyalty, and genuine interest that the individual student has. It is through these skills
that a student can and will come off as approachable, and desirable in any setting

Email Etiquette

In order for students to best present themselves to professionals, they must know how to
send properly formatted emails that not only are short and concise, but that also represent
them in the best way possible. Below are examples that you can show to students.

As an activity, have students get into groups of 2-3 and have them create sample emails that
they could send to someone based on what they want to learn about the individual. This
could revolve around educational journeys, 1:1 chat scheduling, or even a gratitude email for
a presentation that was presented.

Scenario 1
Overhearing a Conversation

From Student

Hi, my apologies, but I couldn’t help but overhear you mention xyz. I’m currently a CSSI
student here at Google through a program known as Code Next and I would love to learn
more about xyz if possible. May I contact you?

Scenario 2

Reaching out

Through email

Hello [Name],

My name is [Your Name] and I am currently a student in Google’s Code Next program. I
enjoyed hearing about your experience within Google and the work that you do. I was
hoping to see if you have some to meet. I would love to talk about xyz.

Best,
[Your Name]
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Scenario 3

Friend of a Friend (Social Capital in use)

Hi [Name],

My name is [Your Name], and I [how you know mutual contact/who], who passed along your
contact information to me.

[Mutual contact’s name] mentioned that we share a [passion for/interest in/experience with]
[shared interest] and said you’d be a great person to get to know! So, I thought I’d reach
out, introduce myself, and let you know that I’d love to find out more about you and your
experience with [specific area].
Looking forward to connecting, [Name]!
Best,
[Your Name]

You can use email etiquette as a tool towards having a conversation in person with
someone. Have students break into pairs and practice the scenarios above or
their own scenarios in how they would speak to a professional in person. Maybe a
Tip! student overheard a conversation about javascript and they are curious about how
the professional uses javascript within their role.

Professionalism + General Best Practices for Networking

Professionalism can present itself in many ways. As a staff member, it’s important to
help students develop professional skills that will allow them to lead conversations, dress
accordingly, and leave influential impressions.

In order for students to self-navigate through various environments, below are the do’s and
don’ts that will help them prepare for various professional environments that they may find
themselves in.

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Continued from page 13

Do Don’t

• Schedule check-in’s 2-3x a year • Schedule check-in’s just because

• Practice interviewing
• Make it a priority to be on time
• Make genuine connections (be
intentional)
• Research the culture and dress
accordingly
• Show interest in the topic
• Understand that professionals
have meetings, events, and work
to do
• Speak in a tone that resembles the
culture
• “Wing it” at an interview
• Be late to professional settings
• Force a relationship
• Don’t be afraid to ask for
clarifications/ pointers
• Pretend to have interest
• Assume that people are available
to talk and meet with you at all
times
• Speak as if you are with your
friends or family

Use these do’s and don’ts to create scenarios that can arise within different environments.
This will help students learn that professionalism can present itself in many different ways.

By receiving your support and resources students will be able to navigate themselves
while also creating meaningful relationships that will benefit them as they begin to apply to
college, internships, scholarships and careers.

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