Banking Pathways Banking and Financial Services Finance Lesson Plan
Performance Objective Students will understand the many career opportunities that exist within the financial services industry. Specific Objectives  Students will identify educational requirements for different job titles in the banking industry.  Students will discern appropriate job duties for different banking positions.  Students will compare and contrast different job descriptions for different job categories within a financial institution, as well as the requirements for the positions. Terms  Performance appraisal‐ a document that identifies the duties of a job, a measurement of how well those duties are accomplished, a description of goals, and the extent to which the goals are being met  Job description‐ a description of the duties or responsibilities of a job  Bank teller‐ a person responsible for handling the cash transactions of a bank Time When taught as written, this lesson should take approximately three to four class periods to complete. Preparation
TEKS Correlations This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. 130.163 (c) Knowledge and Skills (2) The student acquires knowledge of banking processes and services. The student is expected to: (E) describe basic teller performance standards. (3) The student describes the roles and responsibilities in banking services, including educational requirements. The student is expected to: (A) explain the role and responsibilities of administrative careers in banking services; and (B) describe the role and responsibilities of executive and managerial careers in banking services. Interdisciplinary Correlations English‐English I  110.31(b)(1) understand new vocabulary and use it when reading and writing  110.32(b)(11) understand how to glean and use information in procedural texts and documents Copyright © Texas Education Agency, 2013. All rights reserved. 1 
110.31(b)(11)(B) analyze factual, quantitative, or technical data presented in multiple graphical sources Math‐Algebra I  111.32(b)(1)(E) interpret and make decisions, predictions, and critical judgments from functional relationships Social Studies‐World Geography  113.34(c)(20)(A) describe the impact of new technologies, new markets, and revised perceptions of resources Occupational Correlation (O*Net – www.onetonline.org/) Job Title: Loan Officers O*Net Number: 13‐2072.00 Reported Job Titles: Branch Manager, Mortgage Loan Officer, Relationship Manager Tasks 
Analyze applicants' financial status, credit, and property evaluations to determine feasibility of granting loans. 
Obtain and compile copies of loan applicants' credit histories, corporate financial statements, and other financial information. 
Meet with applicants to obtain information for loan applications and to answer questions about the process Soft Skills  Judgment and Decision Making  Inductive Reasoning  Written Expression Accommodations for Learning Differences It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website. Preparation  Review and familiarize yourself with the terminology and website links.  Take a look at the lesson materials and PowerPoint presentation. References  Center for Financial Learning. (2003). Banking and Financial Systems. Independence, KY: Cengage.  http://www.treasury.gov/careers/Pages/careers_bureaus.aspx  http://as.cornell.edu/academics/careers/explore/banking‐finance.cfm  http://www.bls.gov  http://www.bls.gov/ooh/office‐and‐administrative‐support/tellers.htm  http://www.onetonline.org  http://www.econedlink.org/lessons/docs_lessons/367_activityone1.pdf Copyright © Texas Education Agency, 2013. All rights reserved. 2 Instructional Aids  Lesson Presentation  Instructor Computer/Projection Unit  Online Websites Introduction
The main purposes of this lesson are to help students understand  The requirements to obtaining employment by a financial institution  The different job duties of a variety of job titles in the banking industry  The performance standards associated with different banking jobs  Ask students if they know what is required to get a job in the banking industry.  Ask students if they are familiar with educational paths to banking careers.  Ask students if they know how to locate information about banking jobs. Copyright © Texas Education Agency, 2013. All rights reserved. 3 Outline
I. II. III. Categories of Banking Jobs A. Management B. Financial Services C. Administrative D. Office E. Support Management A. Financial (branch or operations) mangers 1. Usually Bachelor’s degree 2. Create short‐ and long‐term goals 3. Oversee branches 4. Resolve customer issues 5. Hiring, payroll, oversee departments B. Loan officers, Credit Analyst, Mortgage Banker, Credit Manager, Risk Manager 1. High school diploma, possibly a license 2. Review loan applications 3. Make recommendations to approve or deny applications C. Trust Officers 1. Handle pensions 2. Handle profit‐sharing 3. Handle estates Financial Services A. Sales positions 1. Selling bank services such as: a. Lines of credit b. CDs c. Other banking services Explain to students that career opportunities in the banking industry are growing, one of the reasons being the merging of banking and financial services. Another reason is the increasing age of baby boomers who are looking for places to safely and profitably deposit or invest their money for retirement. The majority of available banking jobs is at or near entry‐level. Once that experience is gained, employees can progress through the different pathways of financial careers. Ask students to volunteer what they think different banking jobs are. Most likely they will respond first with “teller.” Explain that this position can serve as a springboard to others careers in banking because of several important skills. Ask students what skills they think are needed to be a teller. Then stress the importance of good communication skills, customer service skills, math skills, and being detail‐oriented. Many financial services jobs require a license or certification. Multiple Intelligences Guide
Copyright © Texas Education Agency, 2013. All rights reserved. 4 IV. V. 2. Handles marketing of the bank: a. Promotions b. Credit cards B. Investment banking 1. Selling securities and commodities 2. Usually Bachelor’s degree 3. License required 4. Register with FINRA (Financial Industry Regulatory Authority) Administrative A. Minimum high school diploma, good communication skills and math skills B. Tellers 1. Walk‐in 2. Drive‐through customers C. Customer service‐answer customer questions D. New accounts‐opening accounts E. Call centers 1. Answer customer calls 2. Respond to customer emails Office A. Receptionist B. Secretaries/administrative assistants C. Data entry D. Bookkeepers E. Accountants 1. May require CPA (Certified Public Accountant) certification 2. May require Master’s degree to advance F. Supervisors With the students, check online about information regarding the following licenses: CFP (Certified Financial Planner) and Series 7. These may be required to sell certain securities. Administrative and office positions together make up approximately 60% of banking jobs. These jobs are where the greatest number of customers interact with employees and where many first impressions are made. Stress the importance of customer service and professionalism in creating a positive first impression, which can increase any company’s business. These office jobs are not only essential to the image of the financial institution, but records and data are maintained through these positions as well. Multiple Intelligences Guide
Existentialist Interpersonal Intrapersonal Kinesthetic/ Bodily Logical/ Mathematical Musical/Rhythmic Naturalist Copyright © Texas Education Agency, 2013. All rights reserved. 5 Verbal/Linguistic Visual/Spatial VI. Support A. Lawyers‐ examine documents B. Technology/IT‐ online banking and security C. Auditors‐ review financial documents D. Human resources‐ hiring, payroll, and training VII. Banking Job Types and Titles A. Check Processors B. Bank Examiners C. Mortgage Loan Originator D. Trust Officer or Administrator E. Bank Teller F. Loan Officer G. Branch Manager H. Investment Banker I. Stockbroker J. Human Resource Manager K. Relationship Manager VIII. Management Trainee Programs A. Generally have at least two parts: 1. Classroom‐based 2. On‐the‐job training B. Rotations through various departments C. Usually last from one to two years IX. Average Salaries‐ see graph X. Educational Requirements A. Bank Teller 1. High school diploma 2. On‐the‐job training
While these support positions are not necessarily front‐line positions, they are essential to the smooth running of the business. Have students visit the following web site: www.econedlink.org/lessons/doc
s_lessons/367_activityone1.pdf In pairs, have students answer the questions about bank tellers. Explain that the graph shows average salaries for different financial service jobs, but these salaries can vary with education and experience. Multiple Intelligences Guide
Existentialist Interpersonal Intrapersonal Kinesthetic/ Bodily Logical/ Mathematical Musical/Rhythmic Naturalist Copyright © Texas Education Agency, 2013. All rights reserved. 6 Verbal/Linguistic Visual/Spatial B. C. D. E. F. XI. Bank Teller Standards A. Cash handling‐ transaction times B. Customer service‐ customer feedback, observation, professionalism C. Attention to detail‐ minimization of error, cash drawer balancing XII. Benefits A. Flexible scheduling B. Tuition reimbursement C. Employee discounts on financial services D. Insurance E. Retirement plans Existentialist Loan Officer 1. High school diploma 2. Commercial loan officers‐
Bachelor’s degree Financial Manager 1. Bachelor’s or Master’s degree plus experience 2. Possibly CFA (Chartered Financial Analyst) Branch Manager 1. May require Bachelor’s degree 2. Usually requires two to four years experience Trust Officer 1. Bachelor’s degree 2. Possibly four to six years experience Relationship Manager 1. Bachelor’s degree 2. Possibly eight years experience Interpersonal At the manager level, either more education or more experience is usually required. A trust officer’s job is slightly more specialized than other jobs. They must be experienced in retirement planning such as company pension funds and 401(k)s. They also should be familiar with estates and managing trust accounts. Have students go online and research what a relationship manager does and why they are so important to making customers happy and growing a business. Direct students to websites with sample performance appraisals or evaluations for bank tellers. They should observe many common standards for this job title. Multiple Intelligences Guide
Intrapersonal Kinesthetic/ Bodily Logical/ Mathematical Musical/Rhythmic Naturalist Copyright © Texas Education Agency, 2013. All rights reserved. 7 Verbal/Linguistic Visual/Spatial F. G. H. I. Employee stock ownership plans (ESOP) Childcare Credit cards Profit‐sharing Existentialist Interpersonal Intrapersonal Kinesthetic/ Bodily Logical/ Mathematical Musical/Rhythmic Ask students to create a checklist of benefits from the presentation and then to ask their parents which benefits they receive at the jobs. Then search online at job/career websites and check out several jobs and the benefits offered. Naturalist Copyright © Texas Education Agency, 2013. All rights reserved. 8 Verbal/Linguistic Visual/Spatial Application
Guided Practice Visit the Occupational Outlook Handbook web site and examine some of the banking careers. Also direct the students to the O*NET site at www.onetonline.org. Ask students to suggest colleges whose websites you can visit to show the types of courses required for finance and finance‐related degree programs. Have students go to the following website, http://www.treasury.gov/careers/Pages/careers_bureaus.aspx and view the various types of bureaus discussed on the site as well as the different job openings. Independent Practice  Have students create a crossword puzzle using an available crossword maker. Their puzzle should contain 10 job titles related to banking careers as the answers and the clues will be job descriptions for the 10 careers. Students will then exchange the puzzles and solve other students’ puzzles.  Students can write an exit ticket stating something they learned about the job duties and skills required of a bank teller. Summary
Review Ask students the following questions on exit tickets or using a matching activity.  Question #1: What job categories make up the largest percent of banking jobs? o Answer #1: Administrative and office make up about 60% of the jobs in a bank.  Question #2: True or False. Management jobs usually only require a high school diploma. o Answer #2: False. Most managers require at least a Bachelor’s degree.  Question #3: What are some of a bank’s support (behind the scenes) positions? o Answer #3: Lawyers, technology people, auditors, and human resources  Question #4: What are two main components of a management trainee program? o Answer #4: Classroom‐based training and on‐the‐job training  Question #5: What are three main skills required of a bank teller? o Answer #5: Cash handling, customer service, and attention to detail Evaluation
Copyright © Texas Education Agency, 2013. All rights reserved. 9 Informal Assessment Any and all of the following can be used as informal assessments:  Exit tickets with vocabulary  Pair‐share activities  Class discussion and participation Formal Assessment  Banking Career Tree Assignment #1‐ Students are to go to the following website, http://www.treasury.gov/careers/Pages/careers_bureaus.aspx and select two different bureaus. Determine three different job titles or careers that can be found in these two bureaus. After reading/researching what these different bureaus do, create a tree diagram with each of the two bureaus selected and the three accompanying jobs, all displayed as branches, in addition to including each job description as well as education requirement. Graphics that are relevant to the job descriptions or bureau may be included to enhance the document.  Mock Job Interview Comic Strip Assignment #2‐ Students will create a comic strip portraying a job interview for a bank or financial institution interview. They may use an online comic strip creator. They should include at least five interview questions relating to a specific bank position with appropriate interview responses.  Banking Career Scavenger Hunt/QR Code Assignment #3‐ Students are to research any financial service/banking job on either the www.bls.gov or www.onetonline.org websites. They will create a document that they can project on a document camera (or else create a poster so other students can view the information) with clues to which occupation is described. Do not include the job title. This is what students will search for using a QR code. Clues should include information from each section of the website description for the job (such as tasks or nature of the job, salary, educational requirements, skills, etc.). Then students will create a QR code with the web address of where to find the solution to the hunt. You can assist them in locating a website to generate free QR codes. The code can be copied onto their document or printed and affixed to the poster. Posters can be posted around the room. Then students will present their scavenger hunt to the class and the students will download a bar code or QR code reader onto their phones so they can search for the solution to each other’s scavenger hunt. Enrichment
Extension Have students interview at least two bank or financial service employees. Ask them about their experience and education leading up to this position. Create a comparison table of the two jobs and include your findings to be able to compare the two side‐by‐side. Copyright © Texas Education Agency, 2013. All rights reserved. 10 Banking Pathways Banking Career Tree Assignment #1 Student Name ______________________ CATEGORY 20 Required Elements The diagram includes all required elements as well as additional information. 15 8 All required elements are included on the diagram. All but one of the Several required required elements elements were are included on missing. the diagram. Use of Class Time Used time well Used time well during each class during each class period. Focused on period. Usually getting the project focused on getting done. the project done. Used some of the Did not use class time well during time to focus on each class period. the project. There was some focus on getting the project done. Attractiveness The diagram is exceptionally attractive in terms of design, layout, and neatness. The diagram is attractive in terms of design, layout, and neatness. The diagram is acceptably attractive though it may be a bit messy. Graphics ‐ Relevance All graphics are related to the topic and make it easier to understand. All graphics are related to the topic and most make it easier to understand. All graphics relate Graphics do not to the topic. relate to the topic. Mechanics Capitalization and There is one error There are two punctuation are in capitalization or errors in correct punctuation. capitalization or throughout the punctuation. diagram. 1 Maximum Points Possible: 100 Student Points: _________ Copyright © Texas Education Agency, 2013. All rights reserved. 11 The diagram is distractingly messy or very poorly designed. It is not attractive. There are more than two errors in capitalization or punctuation. Banking Pathways Mock Job Interview Comic Strip Assignment # 2 Student Name ______________________ CATEGORY Appearance 20 15 8 Comic strip is easy to read and all elements are clearly written. Comic strip is easy Comic strip is hard Comic strip is hard to read and most to read or follow. to read and one elements are cannot tell what clearly written. goes where. Required Elements Comic strip includes at least five questions and appropriate responses with additional information. Comic strip includes four questions and appropriate responses with no additional information. Comic strip includes three questions and somewhat appropriate responses. Spelling & Grammar No spelling or grammatical mistakes on the comic strip with lots of text. No spelling or grammatical mistakes on the comic strip with little text. One spelling or Several spelling grammatical error and/or on the comic strip. grammatical errors on the comic strip. Comprehension At least five questions and answers relate to banking services positions. Three to four questions and answers relate to banking services positions. Only two Less than two questions relate to questions relate to banking services banking services positions. positions. Creativity Comic strip is attractive with an abundance of creativity. Comic strip is attractive with adequate creativity. Comic strip is Comic strip is not mildly attractive. attractive to the reader. 1 Maximum Points Possible: 100 Student Points: _________ Copyright © Texas Education Agency, 2013. All rights reserved. 12 Comic strip includes less than three questions and/or answers. Banking Pathways Banking Career Scavenger Hunt/QR Code Assignment #3 Student Name ______________________ CATEGORY 20 15 8 Required Elements The document includes all required elements as well as additional information. All required elements are included on the document. All but one of the Several required required elements elements were are included on missing. the document. Content ‐ Accuracy At least seven accurate facts are displayed on the document. Five to six accurate facts are displayed on the document. Three to four accurate facts are displayed on the document. Less than three accurate facts are displayed on the document. Attractiveness The document is exceptionally attractive in terms of design, layout, and neatness. The document is attractive in terms of design, layout, and neatness. The document is acceptably attractive though it may be a bit messy. The document is distractingly messy or very poorly designed. It is not attractive. Grammar There are no grammatical mistakes on the document. There is one grammatical mistake on the document. There are two grammatical mistakes on the document. There are more than two grammatical mistakes on the document. QR Code The QR code is linked directly to the correct website as the solution to the scavenger hunt. The QR code links to the correct web site but takes another link to get to the right place. The QR code requires several links or pages to get to the right place. The QR code is either missing or does not go to the correct web site. Maximum Points: 100 Student Points: _______ Copyright © Texas Education Agency, 2013. All rights reserved. 13 1