TYL Class 11: TAYLOR Your Wallet + Future

CLASS OVERVIEW

Learning Objectives:
 Describe the race and gender salary gap
 Prepare and carry out a negotiation plan for salary and benefits
 Outline the salary negotiation process
 Practice salary negotiation through bodystorming exercise
 Create value statements to be used in salary negotiation role play
 Provide and accept feedback from bodystorming exercise
 Identify stakeholders in one’s community and specific group(s) that require more investment in
time and energy

Time Topic / Description Materials for Students Instructor Materials

5 min Class Check-in Access to prior work
10 mins Salary Negotiation Prep
35 mins Salary Negotiation Lecture
40 min Bodystorming: Access to Salary Negotiation
Role-Play Workbook, Laptop
10-20 mins Optional Case Study (instead Offer letter from a student Obtain an offer letter from a student
of multiple partners for
bodystorming)
10 mins Future Changemaking Journals
Journaling
5 mins Discuss HW
TOTAL: 105 mins

FACILITATOR NOTES

As new concepts are presented, be sure to tie course material to...

 The gender gap and the inequities that exist in work compensation
 How salary negotiation is difficult for everyone and requires practice
 The link to healing one’s relationship with money and tactics for negotiation from previous
reading (Module 16)
 Salary negotiation is a design tactic and an important skill to create the life that you want

Student Pre-work
 Continue Life Design Interviews (1 more from outside of your personal network due class 13).
 Upload Stakeholder Investment takeaways
 Salary takeaways:
o What did you find out about target industries?
o What is your relationship to money?

Instructor Preparation
 You have three options for this module:
o 1: Provide the lecture below before the bodystorming exercise
 o 2: Invite a guest lecturer from NCI (many of whom are trained to give the presentation
below, created by AAUW). Contact Betsy Lopez to arrange a guest presenter
(elopez@tulane.edu)
o 3: Create a case study to use as experiential education in the course. As an example, TYL
instructor Shanice Webb had a student bring in an offer letter and the class discussed how
to approach it together, using tactics from the lesson below. For more information on this
format, contact Shanice at swebb2@tulane.edu
 Prepare a story about how your identity(ies) have impacted your view on money and
thoughts/fears around salary negotiation
 Decide what you will be doing with next class (12) and prepare appropriate additional HW, as
appropriate based on the topics/speakers you will have in class. See Class 12 Instructor Guide
for more information.

Supplies and handouts needed for class

 Handouts of pgs 20-25 of the PDF (ignore page numbers on actual document) of salary
negotiation workbook for reference (“know your strategy” on pg. 20 – “playing the employer” on
pg. 25)
o Feel free to print this shortened workbook for all students (the PDF includes pages
references above, as well as some other content students may find helpful)

Assessment

 Class participation in salary negotiation roleplay and engagement in discussion

 Homework reviewed by professor/TA with feedback provided
 Incorporate discussion questions/reflection questions throughout to assure students are
understanding main ideas.

CLASS OUTLINE

Check in 5 mins

As students enter the room, instruct them to pair up and debrief

HW (salary research + cost of living). Is this what they expected?

Salary Negotiation Prep 10 mins

We have been focusing on how to live your life like a designer, proactively tapping into communities and
fields that interest you to create the life that you want.
We are going to use all DT mindsets to empathize with a potential
employer, define what you uniquely want and have to offer,
brainstorm how to engage in difficult salary negotiation
conversations, and actually prototype and test it out by role-
playing as if you were negotiating for your salary.
Now that you have a good understanding of how to network in
fields that interest you and we have spent some time preparing
your professional toolkit (LinkedIn, Resume, Interview prep, your
“pitch”, etc.), you may start to get opportunities and offers (that is
the goal, after all!).
When you do start to get offers, you have to be prepared how to
leverage them to get what you want, so today we are going to
practice doing just that.

Ask class what they remember from money readings from previous
class to refresh their memories.

Today is about salary negotiation as part of life design. It is an

important skill to have if you want to be a truly great life designer!
 First thing to note: who is represented on our money?
o Yes! White men! This is an important distinction as
we engage in this material, as white men still have
higher starting salaries and overall wealth than any
other group
 This presentation is meant to illuminate the gender/race gap
as a way to shed light on the problem and give you tools to combat it.
 That said, these tools are useful for everyone (not just POC, women, or folks with other targeted
identities)
 NCI offers full 2-hour workshops by request so if you want a more immersive experience, let me
know and I will connect you to their staff.
 Note to the class: this presentation is adapted from AAUW, the American Association of
University Women.

“Think back to the family influences activity we did around

messages you received about work. What are messages you
received about money? How do your identities impact your
thoughts/fears about negotiating?”
SHARE A STORY about your identity(ies) and how that might
impact how you engage with this material
• Some examples:
As a woman, I was taught a primary responsibility was
taking care of others. It was rude to think, ask, or want money for work
“We’re not here for the money. We’re here to do good work for the community.”
 Or, “Growing up low income, money was always tight and I have always been happy with making
what I can/do to get by. It feels wrong or selfish to ask for more.”
Encourage students to share how their different identities (based on race, class, SES, nationality,
ability, etc. might impact how they view money and fears around this material

Pair share, triad share, or if you think it will be productive, ask the class as a group.

Salary Negotiation Lecture 35 mins

Earning ratio for full-time year-round workers age 15 years and

older by race ethnicity
• Ask students to guess each category, then CLICK and
share the information

Earning ratio for full-time year-round workers age 15 years and

older by race ethnicity
Ask students to guess each category, then CLICK and share the
information
Brief discussion about why this might be so (see optional info below to share)
“We could have an entire class about the race and gender gap, but wanted to recognize that this is real and
might impact how you engage in these conversations around money and negotiation”
OPTIONAL ADDITIONAL INFO
Why?
• Differences in education (accounts for 8% of gap)
• Industry and occupation (accounts for 51% of gap)
• Education and workforce experience (accounts for 52% of gap between black and white men
working in public sector)- adding occupational differences account for about 20% of difference
• Other differences:
Discrimination
• a woman or minority not entering a high-paying STEM field because of experiences that may be
rooted in prejudice, such as greater encouragement for men than women to pursue these studies)
• “white boys club” in fields that continue hiring people that look like them
• Social factors (ie: gender differences in behaviors like risk aversion and negotiation- coupled with
gender discrimination- ie: 27% of women say their gender has made it harder for them to succeed
in life, compared to 7% of men)
• 1 in 5 women report experiencing gender discrimination at work
12% report earning less than a man doing the same job because of gender
Compared to 1 in 10 men reporting gender discrimination and 3% who say gender has been a
factor in earning lower wages, labor force experience, occupation or industry
Source: US Census Bureau, Current Populations Survey, 2018
http://www.pewresearch.org/fact-tank/2016/07/01/racial-gender-wage-gaps-persist-in-u-s-despite-some-
progress/

A little about the wage gap.

• Here are average first salaries in year 1 for men and women-
notice the gap of $4160
• Why might this be?
Man are valued more for the same work
Companies expect women to negotiate less/demand less
Companies think man will ask for more AND man asks for more, hence they offer women less because
unlikely to ask for more

This is the discrepancy between year 2 salaries. Salaries typically

increase by a certain percentage every year, so if one person starts
higher, his salary will continue to grow exponentially compared to
someone who started lower.
 
SAY: Not negotiating a salary has long term impacts on salary since
raises are given on a percentage increase

In year three, this is the discrepancy

After 10 years, how much more has the average worked made?
CLICK- $50,000!

Ask class what gives them anxiety about negotiating. After a few
people have shared…
Ask students to guess the following statistics:
• ____% of men accept their first salary without negotiating
(click for the answer-52%)
• ___% of women accept their first salary without
negotiating (click for the answer-68%)
• Compared to women, Men are ___% more likely to
successfully negotiate (click for the answer-300%) YES!! 3X more likely!!
• That is why you need to be aware and know HOW to ask for more!
*stats from Linda Babcock’s “Women Don’t Ask: The High Cost of Avoiding Negotiation- and Positive
Strategies for Change (2003)- Book was named by Fortune Magazine as one of the 75 smartest business
books of all time.
*stats from Glassdoor Salary Negotiation Insights Survey

As we have done many times in this class, we are going to spend a few
minutes reframing some myths/dysfunctional thoughts about salary
negotiation.
  Remember, this is what designers do- they step back, examine their biases and assumptions, and
then reframe that thought in a more actionable, optimistic way
 Hiring someone is stressful, exhausting and time-consuming. Employers screen dozens — often
hundreds — of résumés, spend countless hours choosing applicants to interview, devote a
considerable amount of time to on-site interviews, and then select an applicant to hire.
 By this point employers are extremely invested in the chosen candidate. If you made it to the top,
there is a reason and the employer is invested, which gives you power.
Note: following slides and notes pulled from: Babcock, L., & Bear J. (July 3 ,2017). 10 Myths about
negotiating your first salary. Retrieved from https://hbr.org/2017/07/10-myths-about-negotiating-your-
first-salary

Although having an alternative offer gives you more bargaining power,

of course, you can negotiate even without one. Ask (rather than
demand) wheth er the employer can increase the offer. If the answer is
no, you can still gracefully accept. (Babcock & Bear, 2017)

If the offer is more than you expected, it probably means that you are not
well informed of salaries in the field. Don’t compound your mistake by
not negotiating. You don’t want to start a job getting paid less than others
doing the same work (Babcock & Bear, 2017).

This dysfunctional belief is especially true for women!

 This presumption often holds women back from negotiating
and it isn’t necessarily true.
 Of course, negotiating in an aggressive and overbearing
manner is not advisable — that is true for both men and
women.
 Positive, cooperative, and problem-solving strategies are
effective for getting a good deal and for building a positive
relationship with your counterpart
(Babcock & Bear, 2017)

Despite the challenging economy during the past decade, good talent
is still hard to find and valued by employers.
 Most employers purposely leave some slack in the salary that
they offer, anticipating a negotiation. Failing to do so leaves
that extra money on the table.
 Plus, salary isn’t the only negotiable item: Tuition
reimbursement, work schedule, relocation reimbursement,
and initial job assignment are some examples of additional
negotiable items.
 Consider what matters most for your career and negotiate those issues
(Babcock & Bear, 2017).

While we saw how to use the internet to our advantage to research salaries (Glassdoor, Salary.com),
information is often very general.
 You should also do some personal research using your
educational and professional networks by collecting salary
information from friends, colleagues, and staff/faculty at
Tulane.
 Ask them, “What is a reasonable salary offer for this position?”
rather than asking them how much they earn.
 Don’t forget to factor in regional differences in salaries
(Babcock & Bear, 2017)

What you do prior to the negotiation matters more than you think
and dramatically affects your negotiation performance.
 Do your homework to find out what is reasonable to
negotiate for and practice the negotiation with a friend until
you get it right.
 Get yourself in a confident mindset before negotiating.
 Experts suggest recalling when you’ve been assertive in the
past and to imagine that you are negotiating for a friend
(Babcock & Bear, 2017).

No! Ask for more than you want.

 Negotiations involve some back-and-forth, not simply a yes or
no.
 Leave yourself some wiggle room to “concede” to what you
really want
(Babcock & Bear, 2017).

Negotiating demonstrates that you are willing to be assertive and that

you know how to negotiate — a valuable skill to show to an
employer.
 Practicing will also be helpful for future negotiations.
 Reframe how you think about the negotiation to use it as an
opportunity to understand more about how salaries are
determined and how decisions are made in your new
organization
(Babcock & Bear, 2017).

 OK, so now how do you actually go about a negotiation?

  It starts with research your Bolstering Range- this is a
strategy where you start with the point and stretch in an
ambitious direction, like asking for a "15% to 20% raise"
instead of just a 15% raise.
 Do your research to find out the maximum, average, and low
ranges are for a job.
 EXAMPLE: They give you $30,000, but you want $40,000.
The lowest you would go is $38,000. Say something like:
“based on my research of what someone in this position does in this city with similar experiences,
I would like to make between $38-42,000.” You should always talk about skills and cost of living
in your city, rather than having a child, student loans, etc.  Your bolstering range should not be
higher than 20% of minimum salary, and always Google salaries at the company to see the
average.
http://www.businessinsider.com/giving-an-bolstering-range-offer-will-get-you-the-biggest-raise-2015-2

Don’t start negotiation until AFTER you get a job offer!

These are questions that you might be asked. Who feels

comfortable answering them? What might you say?
• Can you please tell me your salary history?
• What are your salary expectations?
• I need your salary goals so I can assess you as a candidate.

Ask the class: “How might you respond?” Refer students to pg.
19 in the packet and ask a few students to read a few responses
out-loud. Some examples include:
• “I’d rather talk about that after I’ve received a job
offer.”
• “I’d like to see if I’m a good fit first before we discuss
salary.”
• “Since I am still learning about this role, I haven’t set
my salary expectations yet. As we move forward in the interview process, I would hope and
expect that my salary would line up with market rates for similar positions in this area.”
• “I’d appreciate it if you could make me an offer based on whatever you have budgeted for this
position, and we can go from there.”
• “What is the salary range for this position or similar positions with this workload at this
organization?”
Ask the class: “How might you respond?” Refer students to pg. 20
in the packet and ask a few students to read a few responses out-
loud. Some examples include:
 “This position is not exactly the same as my last job. I’d
like to discuss what my responsibilities would be here and
then determine a fair salary for this job.”
 “I’d appreciate it if you could make me an offer based on
whatever you have budgeted for this position, and we can
go from there.”
 “My salary history and expectations are in line with my professional achievements and
experience and with the requirements of the position.”

Page 19 -20: What to do after a job offer. Get students to read

the 3 ways to respond to an offer. You can ask for time to
consider (in 48 hours talk with them about negotiation and
benefits, etc.), ask for more information on the benefits and the
entire employee package, or after thanking, make a strategic
argument for the range you wish to be paid in.
• Wait until you have the offer to start negotiating!
• Job offer
• Mental pause!!
• Thank you! can I have some time to think about it?
• Then negotiate

Note: If you can, avoid giving current salary - put in 0 or “willing to talk upon job offer”, but If the field
requires a figure, put down your target salary or bolstering range.

Remember, even if you have to share a number, you can always say that your expectations changed as
you gained a better understanding of the role, the company, and the full package.

SAY: Before you invest your time and company’s time in the
negotiating process, first determine if you still really want this
offer. Job satisfaction often involves more than just the salary
you earn. Consider the other elements of the position and offer.
Do they align with your priorities?
• Job Content – Will this give you opportunities to utilize
or gain the skills sets you want? What will you be
doing? How is success measured?
• Cultural Fit – Will you enjoy working there? How do the employees and supervisors interact?
How much interaction will you have with others? What is the organization like? How often do
people usually stay at the company/in a position?
• Salary/Benefits – Don’t just look at dollar amount. Figure out the big picture. Do fringe benefits
(gym access, tuition reimbursement, professional development, etc.) help eliminate costs in other
areas for you? This is the one area you will be most likely to negotiate
• Flexibility – How strict is the organization? Do they allow autonomy or is everything by the
book? How flexible are they with emergencies? What is a typical work week like? How does that
fit with your lifestyle?
 • Industry – What is outlook for the field? Does it depend on economic or government policies?
Are there opportunities for advancement?
• Location – Cost of living, what type of community would you be living in? Does it have
opportunities for you to engage in your other interests/hobbies? Opportunities for your significant
other available in the area?
• Other opportunities – How does this compare to your other options?

Page 19: what would you do if…?

If you get an offer at or above target…
 Congratulations! You should look at the overall package and
decide whether you want to negotiate further on salary or
benefits.

If you get an offer below your resistance point, then you should
attempt to negotiate upward…
 Consider what benefits may bridge the gap and make the offer more acceptable. If you cannot
negotiate to a number above your resistance point, then you might need to consider whether this
job will realistically meet your needs.

SAY: Here are some tips to make sure you are prepared for salary
negotiation.
 Notes handy
 List of priorities
 Anticipate objections
 Remember that they want you!

SAY: Let’s talk about employee benefits as part of the leverage you
have in salary negotiation.

These are all types of benefits that you can negotiate for!

ASK: “What don’t you know? what would you have not thought
to negotiate?”

These are all types of benefits that you can negotiate for!
ASK: “What don’t you know? what would you have not thought to negotiate?”

Explain that part of design thinking is body-storming or acting out

how one might respond in order to test out different scenarios.

Hand out worksheet and have students brainstorm 3-5 different

ways the employer might respond during a negotiation.

Use your value statements (see p. 22) and the information you
gathered in your job research to prepare talking points for each
potential response.

Take on roles
 3 mins to prepare, 5 mins to practice

See pg. 22 in workbook for instructions

 Employer:
o Pay your new hire a fair salary. Good pay attracts and keeps good employees, but don’t
give away the farm. You can’t pay what you can’t afford.
 Employee:
o Have a target salary in mind, sell yourself, and aim high (but be realistic). Don’t share
your desired salary first. Instead, deflect by letting the employer know that you would
like to better understand the job responsibilities and requirements.
o Counteroffer strategies:
 “Do you have any flexibility on the salary number?”
 “Thank you for the offer. Based on my research with comparable roles in this
area, I was thinking of something in the range of [your bolstering range].”
 “Based on my prior experience and familiarity with this role, I believe that an
additional $ would be fair.”

Bodystorming 40 mins

Refer students to pgs 21-23 in AAUW packet

SAY: Here are some things to keep in mind when you are taking
on the employer or employee roles.

As time permits, switch pairs so everyone gets to practice with a

new employer/employee

Group Debrief
Recap: Steps to negotiation
1. Know Your Value
2. Identify a Target Salary + Benefits Package
3. Know Your Strategy
4. Practice, Practice, Practice!

What if I want to reject a job offer after all of this?

 Follow- up! Don’t leave them hanging. you do not want to
burn bridges
 This can be a tough conversation to have, especially if you
were really interested in the job.
 Be honest about technical and logistical reasons why you
are turning it down (salary/benefits etc.)
 If the position/offer wasn’t the best fit, leave room for future opportunities…. “I hope there may
be opportunities for us to work together in the future”
 Maintain professionalism throughout – you never know when paths may cross again.

Optional Case Study 10-20 min

OPTIONAL Case Study: Insert here (do this instead of switching pairs in bodystorming)

Future Changemaking Journaling 10 mins

Choose between slides #37, # 38 or, #39

Imagine you got the salary you wanted/needed to do the work that
inspires you and helps tackle issues in the world.

Pull out your sketchbooks and begin drawing/noting some

thoughts:

 It is 2050. Mark how old you are.

 You have been wildly successful in pursuing your
purpose for the last 30 years, making a 10x bigger impact than you thought possible when you
were in college
 First, imagine all the little details of what is different in the world because of the impact of your
life’s work.
 What happened? What do you see

Choose between slides #37, # 38 or, #39

Thinking further…imagine you are very old. As you are in a
rocking chair, your 6-year-old grandchild jumps up on your lap and
asks: “What did you do with your life?” How will you answer that
question for your granddaughter?
 
Play music and give students 5-10 minutes to journal about this.
Peer/group share as time permits.
JOURNALING ACTIVITY
“Now I am going to throw out some prompts for you to think a little more deeply. In your future as a
changemaker…”
*you have the option to read the prompts below, out-loud, adding any others that you see fit.
Alternatively, use the next slide as a visual guide for students to journal on their own with music playing.
• How did you spend your days?
• Hours working/week? On weekends?
• What did you wear to work?
• Who did you know/who were your colleagues?
• Did you work by yourself or were you interacting with others all day?
• What professional issues did you work on?
• Where did you live in country (urban, rural, small town)?
• Did you have a Family? If so, what was your role (breadwinner, split 50/50)?
Did you have kids? If so, who was in charge?
• Were you active in local politics? Did you volunteer? Serve on any boards? How were you
involved in your community?
 
Peer/group share as time permits. Group Reflection questions to consider:
• What came up? Was your future in line with any of your Odyssey Plans? Inspired by any Life
Design Interviews?
• Look over your answers: Do your job choices align with your compass you made at the beginning
of the semester (financial and work-life goals)? Why or why not? If no, how can you pivot?
Tell the class that if they did pivot, to try this exercise again before the next session, as they need to come
with one changemaking future in mind for the next session.
 

Note: This is the alternative activity for the previous slide

(instead of reading prompts out-loud, pausing for 30-seconds in-
between, use this slide as a prompt while students journal at
their own pace).

DESIGN CHALLENGE 5 mins

Value statements and readings

 Upload a photo of refined value statements in your sketchbook
 Readings and bullet point takeaways
 Work on life design interviews
 OTHERS?? Feel free to add others, based on your plan for next class

 Extra Credit: Salary Negotiation workbook and creating a budget Refine the value statements
and script we practiced in class to negotiate a salary.

NOTE: if you did not get to the “Imagine” activity, you may wish to assign this as additional homework
in order to prepare students for the Brainstorming activity for class 13. Suggested language:
Create and submit a journal entry about your future job: Flesh out what you hope to be doing. This can be
written however you prefer (as a story of one day, reflection when you are old, as bullet points answering
each question)

Feel free to use the prompts below to get you started:

 How do you spend your days?

 Hours working/week. On weekends?
 Wear to work?
 Who do you know/who are your colleagues?
 Work by yourself or interacting with others all day?
 Where do you go on vacations?
 What professional issues are you working on?
 Where do you live in country (urban, rural, small town)?
 Family? If so, what is your role (breadwinner, split 50/50)?
 Who is in charge of kids?
 Do you travel?
 Are you active in local politics?
 2. Look over your answers: Do your job choices align with financial and work-life goals? Why or
why not? If no, how can you pivot?

Provide bulleted reflections below your entry answering the questions above.