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Going Somewhere? educators’ guide This guide will help educators reinforce the topics and concepts in Going Somewhere? Live/Learn/Work to students in engaging, practical ways. The Going Somewhere? Live/Learn/Work Educators’ Guide • supports Career topics and concepts presented in the Career and Life Management program of study • is intended for, but not limited to, delivery in the Career and Life Management program • is a series of useful activities and links to complement educators’ existing teaching techniques for Career and Life Management • is not exhaustive, but a supplement to educators’ existing resources • presents self-contained topics to give educators the greatest range of instructional options
Assumptions Educators may • not be experts in career development • not have experience delivering Career and Life Management or other career development related courses • be overwhelmed at the number of available resources • have limited time to prepare lesson materials • desire greater relevance, and thereby engagement, in the classroom Students need to • feel they have choices in their learning • feel confident in their abilities and in their learning strategies • understand the broader world context for what they will learn • feel personal connections to the area of study • have opportunities to collaborate and share their response to any new information brought forward By keeping these five C’s in mind—choice, confidence, context, connections and collaboration—educators have a better chance of reaching students and making Career and Life Management, or any other course, more meaningful and relevant.
Approach Each topic provided in this resource • references an article in the Going Somewhere? Live/Learn/Work student resource • is linked to a CALM General Learner Outcome • outlines critical concepts for educators and students • provides a choice of several activities and assignments relevant to each topic • provides estimated timelines for discussion and activities (note that timelines may require adjustment for individual classroom dynamics) • provides links to readily available resources relevant to each topic for further support It is important for educators to have a strong working knowledge of the CALM Program of Studies on hand in order to understand the rationale, course organization and delivery. The Program of Studies is available at education.alberta.ca (click on the Teachers tab and select the Career and Life Management Program of Study). A supplemental lesson, What if you don’t teach CALM? is included for those educators who do not teach Career and Life Management but who wish to support the career development of their students. 2
Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
Resources Alberta Learning Information Service (ALIS) Educators may wish to review Alberta Education authorized resources, as well as other career-related resources, available from Alberta Employment and Immigration at alis.alberta.ca/publications. The Alberta Learning Information Service (ALIS) website is an authorized curriculum resource. It provides helpful information about all elements of career development, learning and employment. Of particular interest to educators in all subject areas may be • alis.alberta.ca/careerinsite. Gives an overview of the five steps of career planning. Includes self-assessment tools and exercises. • alis.alberta.ca/counsellors. A portal for educators with links to self-assessment tools, occupational information, work search resources and education planning and financing. • alis.alberta.ca/high-school. A portal for students with links for career planning, education, occupational options and more. • alis.alberta.ca/occinfo. This popular ALIS page provides profiles for more than 530 occupations, including duties, working conditions, salaries, educational requirements and more. Career planners can search by school subject, interest or industry. • alis.alberta.ca/tips. More than 170 printable tip sheets on topics including career planning, portfolios, rights and responsibilities on the job, workplace health and safety, working abroad, information interviewing, and much more. Career planners can search by title or topic.
Real Game realgame.ca
This approved resource is a comprehensive career development program with classroom and online resources as well as a thorough guide for delivery.
3
Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
table of contents 5 career is lifelong
C1. Students will examine the components of effective career development as a lifelong process
9 strengths are the key
C2. Students will update and expand a personal profile related to potential career choices
11 it’s all related
C3. Students will examine the relationship among career planning, career decisions and lifestyles
14 making the transition
C4. Students will develop strategies to deal with the transition from senior high school to post-secondary education/training and/or the world of work
19 portfolio
C5. Students will develop a quality career portfolio
24 learning opportunities
C6. Students will investigate the range of learning opportunities in post-secondary programs, on-the-job training and apprenticeship training programs
26 researching work
C7. Students will analyze the variations in employment and the implications in the life career process
29 getting the right job
C8. Students will determine skills, attitudes and behaviours necessary to getting a position
31 keeping the job
C9. Students will determine the skills, attitudes and behaviours necessary for keeping a job
33 rights and responsibilities at work
C10. Students will investigate employer and employee ethics, rights and responsibilities
39 planning the business of you
C11. Students will design a plan for turning life goals and aspirations into reality
44 lesson: what if you don’t teach CALM?
4
Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
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Here’s what career professionals and others in the career development field mean when they use these terms.
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career is lifelong
Activities and Assignments In 10 minutes Refer to CareerSpeak on page 6 of the Going Somewhere? youth resource. Post the words “Career,” “Job” and “Occupation” in the classroom. Announce several different jobs and occupations. Have students move to the appropriate word. Suggestions include • Welder (occupation) • Head of Cardiology at University of Alberta Hospital (job) • Teacher (occupation) • Prime Minister of Canada (job) • Total of life’s activities and experiences (career) This will indicate students’ current understanding and awareness of these terms. Support discussion with the following definitions taken from Career Planner: Choosing an occupation, produced by Alberta Employment and Immigration. Discussion may include how these terms are presented in the media, or how people may misuse these terms for status (e.g. having “job” versus “a career”). What are the consequences of misusing these terms? Career
A career is the total of our work activities: at home, at work, at school and in our community. A career includes the time we spend at our paid jobs. It includes taking care of a home and looking after children or the elderly. It includes volunteering at school, coaching a team or helping out at the band office. A career also includes the time we spend learning new things. Occupation
An occupation is a group of similar jobs for which people usually have to develop skills and knowledge. An occupation is a specific category of work. A person can have several different jobs within an occupation. They can adapt their knowledge and skills to a variety of positions. Examples of occupations include the following: electrician, engineer and teacher. Job
A job is the position a person holds doing specific duties. For example, an occupation is food and beverage server. The job is serving at the Moosehead Restaurant. People usually change jobs more often than they change occupations.
In 15 minutes Reference Let Go of Remote Control on page 35 of the Going Somewhere? youth resource. Facilitate a group discussion with the following questions: • When does career planning begin? • How is high school an important foundation for life success? • What would it look like to move intentionally toward goals? • What would it look like if you had no strategy for the future? • What would taking control of your life and your actions look like?
In 20 minutes Have students complete a THINK-PAIR-SHARE exercise with a partner. Students will chunk the next 25 years of their life into five-year intervals. Discussion will focus on the decisions and transitions they expect to experience in all of their current and future life roles as a worker, learner, parent, spouse, community member, home owner or renter, and so on. When will they make the most transitions in their career? When will they need a clear vision of their preferred future to guide major decisions?
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Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
career is lifelong
Think-pair-share Class discussions provide an opportunity to gently lead the whole class into wonderful debates and get immediate feedback from students. Unfortunately, whole class discussions can become an invitation for many students to tune out or piggyback on the thinking and discoveries of those five or six students who seem to be more interested and vocal than the rest. For this reason, many educators find that effective classroom discussions happen when they lead the students through a THINK-PAIR-SHARE process. Think
In the first step of a THINK-PAIR-SHARE activity, students are presented with a question or activity to think about on their own. This independent work is very important. Pair
Once students have had time to study the topic independently and record their thoughts, group them into pairs and have students compare their responses and learn from each other. These groups
provide the perfect setting for the more private of students to share their thoughts and solidify their thinking. Share
Once students have had an opportunity to think about the topic independently and share their thoughts with another student, they are ready to move into a meaningful full-class discussion. This THINK-PAIR-SHARE process ensures that, even in a large class, students are actively engaged. They’ve been given time to formulate and solidify responses to the topic and have more to relate when the topic moves into a whole class discussion. Finally, in order to teach students to be active and sympathetic listeners, educators may ask students to only share ideas that they have heard from their partner. For more information, research: Timothy D. Green, “Responding and sharing: techniques for energizing classroom discussions,” The Clearing House. v. 73 no. 6 (July/August 2000): 331-4.
Minor assignment Have students read and complete the activity in the article Now on page 3 of the Going Somewhere? youth resource.
Major assignment Reference Now, Next, Future on page 30 of the Going Somewhere? youth resource. Have students write an essay identifying one qualitative change they might make in their life and discuss the impact of this change in one year, five years and 15 years. Copy and distribute the Life and Work Roles Chart that follows. Have students construct a pie chart to reflect their important life and work roles. They may wish to include current and future roles such as worker, learner, home owner or renter, spouse, parent, friend, volunteer or athlete. Encourage students to define their life roles in their own language. Ask students to select just one of their roles and imagine a change they might make. Have them forecast how, like a ripple in a pond, this change might affect their future. How might a small change now have big consequences later? Examples
Jane decided to make a change in her role as a student and took one course at college each semester while continuing to work and live as she generally did. If the college had four semesters per year, within two and a half years she could complete a post-secondary certificate without missing out on her other life roles. Maria decides to get up a half hour earlier every day to train for a biathlon. She trains an extra half hour, five days per week and within one year accumulates 125 extra training hours (assuming she takes two weeks’ holiday from training). That is the equivalent of more than three weeks of full-time training. Do you think that might make a difference in her performance? Blair decides to put $20 per week in savings. Within five years, he has accumulated $5200 plus interest. This considerably increases his options related to school, accommodation, a vehicle and travel. Now he has some interesting decisions to evaluate! 7
Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
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Brainstorm all of the roles in your life. The possibilities are endless, but examples might include: student, worker, athlete, volunteer, child, musician, sibling, friend. After you have identified all of the roles that are important to you, “cut” the chart into pieces. You should have one piece for each role. You can label each role in the NOW section. 8
Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
strengths are the key Critical Concepts for Educators
CALM General Learner Outcome C2. Students will update and expand a personal profile related to potential career choices
Students face an overwhelming number of choices and options as they engage in career planning. They will filter through thousands of occupational titles, in addition to educational choices, locations, employment options and so much more. In the past, career planners have relied heavily on job security or pay to influence their career choices, but labour market realities are changing far too rapidly for security to be the primary selection tool in career decision-making. The most stable decision-making criteria career planners can rely on are their values, interests and strengths. Reference Strengths on page 17 of the Going Somewhere? youth resource.
Know Your Self
Knowing what to do after you leave high school starts with knowing who you are. When you make decisions based on what you know about yourself, you increase your chances of feeling good about those decisions. Begin the selfknowledge process right here, right now.
Ask yourself
CareerSpeak for Examples
What’s important to me?
Values
meeting new people being outdoors
What do I like?
Interests
drama outdoors/nature
What am I good at?
Skills
Spanish teaching rock climbing
What makes me feel REALLY good when I’m doing it?
Strengths/ Motivators
acting rock climbing
What am I passionate about?
Motivators/Strengths
the arts protecting the environment
What do I like learning about?
Motivators/Strengths
acting and theatre climbing technique
What have I done/What do I have?
Assets/Resources
several lead roles in school productions outdoor leadership certificate
Your answers
You probably already know what your strengths are. Your strengths are the things you’re passionate about, not just the things you’re good at. You may be good at writing, but writing would be one of your real strengths only if you love doing it. Real strengths combine your passion and your ability.
To identify your strengths, be specific. “I want to save the world” is a statement you may agree with passionately but it’s too general to be a strength. Strength statements often start with the phrase, “I feel strong when…” or “I love it when…” I love it when an audience connects with my music. I feel strong when the little kids soccer team I’m coaching plays well. I love it when a senior shares a memory with me. I feel strong when I solve someone’s computer problem.
1. Take 5 minutes to record your answers. Don’t think about it too much—just record
Write your own strength statements:
2. Read Strengths on page 17 and What Motivates You? on page 7.
I love it when...
what pops into your head.
3. Check out these self-assessment tools:
14
Strengths
Here’s how to recognize your strengths: Your strengths are things you love to do or use. Your strengths feed you. It’s hard to go for a long time without using your strengths. When you use your strengths, you lose track of time. You feel whole and energized.
3 things to do now:
Developing and maintaining a comprehensive awareness of strengths is critical to creating a vision of the future, taking the steps necessary to build on strengths and achieve goals and make appropriate adjustments as things change. An inventory of strengths needs to be personalized and made relevant through discussion and application.
alis.alberta.ca/tips Go to Alphabetical Listing/Career Planning Step 1: Self-Assessment alis.alberta.ca/high-school alis.alberta.ca/careerinsite authentichappiness.com © Government of Alberta, Alberta Employment and Immigration
Know Your Self, page 14
I feel strong when...
© Government of Alberta, Alberta Employment and Immigration
Strengths, page 17
17
Many educators have access to sophisticated assessment tools for use in Career and Life Management. This resource is not a replacement for formal assessment. When conducting formal assessments, it is important to thoroughly debrief assessment outcomes with students to be sure they have a solid understanding of the language of the assessment and a sense of how the outcomes are relevant to their career planning. The value of assessment is realized in students’ ability to apply the assessment outcomes to their decision-making and their vision of the future.
Critical Concept for Students Creating an inventory of strengths is critical to • creating a personal vision of the future • defining how well current opportunities match our vision and then making choices • learning from our history and experiences
Resources
alis.alberta.ca/careerinsite —Select Step 1 alis.alberta.ca/publications—Select Career Planner: Choosing an occupation
and Assessing You: The first step in career planning authentichappiness.org
Activities and Assignments In 20 minutes before class Explore the links at alis.alberta.ca/careerinsite. This site discusses the five steps of career planning and provides a series of mini-assessments for students to complete based on skills, interests, values and traits. Educators can print and distribute these assessments to students. These mini-assessments are also available in Career Planner: Choosing an occupation, available to download or order free of charge at alis.alberta.ca/publications.
In 10 minutes Conduct a THINK-PAIR-SHARE exercise (refer to page 7 for an explanation of the THINK-PAIR-SHARE process). Have students respond to the question: Why do people have a hard time identifying or talking about their strengths? 9
Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
strengths are the key
In 10 minutes Reference Know Your Self on page 14 of the Going Somewhere? youth resource. Have students complete the exercise.
In 20 minutes with a computer lab Reference Strengths on page 17 of the Going Somewhere? youth resource. Have students browse to alis.alberta.ca/occinfo and select Search by Interest from the left-hand menu. Have students complete the mini-assessment and select five of the resulting suggested occupations. Inform students that these are just ideas to consider— they are welcome to select other occupations they prefer from the OCCinfo inventory. Let students know there are many ways to search OCCinfo, including by their favourite subject, by interest, by post-secondary field of study, or by industry. Have students read through their chosen profiles and highlight any items in each profile that appeal to their values, engage their interests or make them feel strong. Ask students if one of their chosen profiles outranked another in terms of its appeal.
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Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
it’s all related CALM General Learner Outcome C3. Students will examine the relationship among career planning, career decisions and lifestyles
Critical Concepts for Educators Effective career planning must be mindful of the interdependence of life and work roles. Students may use factors like desired lifestyle in their occupational decision-making. With a global marketplace and increasing availability of non-traditional work models, the sky is the limit. This is not to say that traditional work roles have been eliminated but that they are complemented by a growing field of flexible, responsive options. Reference Toe-may-toe, Toe-maa-toe on page 11 of the Going Somewhere? youth resource.
Critical Concept for Students The critical question is not, “What do you want to do?” but rather, “How do you want to live?”
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The labour market is CareerSpeak for the marketplace where workers compete for jobs and employers compete for workers. Research labour market information (LMI) to find out current and future job or occupational opportunities what skills employers are looking for now and in the near future what the outlook for work is like in specific sectors, occupations and parts of the country
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alis.alberta.ca/careerinsite —Select Step 1 alis.alberta.ca/publications—Select Multiple Choices: Planning your career
Labour Market Information
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Resources for the 21st century To find out more about labour market information, go to the
ALIS website at alis.alberta.ca (go to the Career Explorers tab/Industry & Company Research/Opportunities & Trends)
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You’re gonna ride this cycle many times. Your direction may change as your journey unfolds.
alis.alberta.ca/tips—Search Career Planning
Toe-may -toe, toe-maa -toe Optimistic Flexible Looking In Fluid Roaming Process Oriented
Realistic Focused Looking Out Decisive Linear Goal Directed
Here’s an important and necessary kind of career research that you can do right now. Just follow these instructions:
1. 2.
Both/And The balance of opposites.
Find somewhere where you won’t be disturbed. Breathe deeply and relax. Ask yourself, “If I could be or do anything, anywhere, anytime, what would I be doing? What would I be working at? How would I spend my personal time?” Take your time finding the answers. Don’t limit yourself.
3. 4.
Picture what you want clearly in your mind. Who are you with? What are you doing? How do you feel?
Blending both in one successful sauce.
Capture this experience: write it, draw it, record it, play it.
11
© Government of Alberta, Alberta Employment and Immigration
Toe-may-toe, Toe-maa-toe, page 11
16
© Government of Alberta, Alberta Employment and Immigration
Let Me Imagine, page 16
Goal-Breaking l
ife happens. Things change. That’s why it’s important to be flexible. Life gives you feedback on your goals. This is good. It helps you to re-evaluate your decisions and plans after you’ve been living with them awhile. If things don’t feel right, then they probably aren’t. When this
happens, it’s time to check in on your goals: • How have you changed since you set this goal? • How has the world, the culture, the workplace and your situation changed since you set the goal? • How much does this goal inspire you? • How committed to this goal do you feel right now?
You always have the option of changing your mind.
ifeWorkLifeWorkLifeWor
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all it a life/work/career/path. Or a career/work/ life/path. Your career will be an interconnection of all the things that are going on in your life. Work, workplaces and workers are becoming more flexible all the time: • Many skilled tradespeople work a number of 12-hour days, then have several consecutive days off. • People telecommute, job share and work flex-time. • Wireless handheld devices, cell phones and the Internet allow workers to be on call 24-7 without having to be in a physical workplace. • Self-funded leaves allow workers to take 80% of their wage for 4 years and take the fifth year off.
Your work choices will have an impact on your lifestyle and your lifestyle will have an impact on your work choices: • When you’re researching specific work roles, consider things like hours, income and workplace setting— e.g. you may earn a lot of money in an occupation but it may not leave you as much time for other things you enjoy doing. • You may have to move or travel to pursue some kinds of work, to study or to take a job. Does this fit with your vision of your future? • You likely have many interests outside of work and school, such as sports and artistic pursuits or volunteering. Will the work you’re considering leave you with enough time, energy and money to continue those interests?
Environmental concerns, communication technology, an aging population and globalization This may be a good time to check out Let Me Imagine will continue to shape the way Canadians live, work on page 16. When you imagine your ideal future, and raise their families. What does all of this have to do with you and the choices try also to imagine the many details of your life and lifestyle, both during and outside of work. you make about your career path? © Government of Alberta, Alberta Employment and Immigration
37
LifeWorkLifeWork, page 37
Activities and Assignments In 30 minutes Have students imagine how they see themselves living in the future. Ask them to envision their ideal life five years from now and 10 years from now. Reference Let Me Imagine on page 16 of the Going Somewhere? youth resource. Students need to be aware that crafting an ideal life demands some trade-offs. Copy the Life/Work Elements handout on page 13 for each student. Cut the life/work elements boxes into individual pieces. Provide blank pieces for students to create their own life/work elements that may not be reflected in the handout. Remind students that they have only 24 hours in the day. Students will assess each of the life/work elements and make choices about which ones they will include in their everyday life. The catch is that they have a budget of only 24 hours per day. Students will have to carefully prioritize and trade off elements to stay within their time budget. Have students do the exercise so that their choices reflect their life as it is NOW. Debrief with questions: • How is your current life similar to your vision of your ideal life? • How is it different? As a next step in the exercise, have students prioritize and trade off the same elements, but with the vision of their life in the future. They will complete the exercise thinking about their NEXT life, in about five years. • How is your life different? • Where did you have to sacrifice things that were important? The final step in the exercise will have students trade off elements to create a reflection of their FUTURE life, in 10 years. • Is this getting closer to your ideal life? How is it different? • What trade-offs were most difficult?
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Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
it’s all related
Have students read LifeWorkLifeWork on page 37 of the Going Somewhere? youth resource. How can students incorporate some of the work options presented to get closer to the life they want?
In 20 minutes with a computer lab Group students in pairs. Assign each pair a work option from the following list: • temporary placement through an agency • part time by choice • self-employment • telecommuting • flex time • job sharing • contracting • working in two or more sectors simultaneously Challenge students to gather as much information as possible in 10 minutes about the pros and cons of their chosen work option. As students brainstorm and conduct their research, it may be helpful to direct them to alis.alberta.ca/tips and search “alternative” or choose the tip sheet “Alternatives to Traditional Full-Time Employment.” Have students debrief with the class.
12
Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
life/work elements
13
eating 3 hours
eating 2 hours
eating 1 hour
sleeping 8 hours
sleeping 6 hours
sleeping 4 hours
leisure 4 hours
leisure 2 hours
leisure 1 hour
learning 6 hours
learning 4 hours
learning 2 hours
extracurricular activities 3 hours
extracurricular activities 2 hours
extracurricular activities 1 hour
working $$$ 12 hours
working $$ 8 hours
working $ 4 hours
family 8 hours
family 4 hours
family 2 hours
friends 8 hours
friends 4 hours
friends 2 hours
volunteering 4 hours
volunteering 2 hours
volunteering 1 hour
household duties 4 hours
household duties 2 hours
household duties 1 hour
Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
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Going Somewhere? Educators’ Guide
3FGFSFODF(P"OZXIFSFPOQBHFPGUIFGoing Somewhere? youth resource. )BWFTUVEFOUTFYBNJOFUIFBSUJDMFBOEJNBHJOFXIBUUIFZXPVMEOFFEUPEPJO PSEFSUPUSBOTJUJPOGSPNIJHITDIPPMUPFBDIPGUIFGPVSRVBESBOUT)BWFTUVEFOUT VTFUIFJOGPSNBUJPOQSPWJEFEJOUIFBSUJDMFBOEBEEUPJUUPDSFBUFBDUJPOQMBOTUP HFUUPFBDIPGUIFGPVSPQUJPOTGSPNIJHITDIPPM8IJDIPGUIFJSBDUJPOQMBOTNBLFT CFTUVTFPGUIFJSTUSFOHUIT 6^eTa]\T]c^U0[QTacP0[QTacP4\_[^h\T]cP]S8\\XVaPcX^]
making the transition
Have students imagine what it would take to transition between the quadrants (e.g. if a student took a gap year immediately after high school and later wanted to transition into post-secondary education). How would their action plans be the same or different? Ask students • What does it take to make transitions between quadrants? • Which action plans make best use of their strengths? • Which transitions can they imagine undertaking in their life NOW? How about in the future? • When will they stop making transitions? (Hint: the answer is never, so how many interesting transitions can they experience?)
Minor assignment Copy and distribute the Transition Planning Quiz on page 17. Have students complete the quiz. This may be an ideal opportunity to open a discussion about the function and content of resumés and portfolios, tools that support effective transitions.
Major assignment Reference Backhoes to Ballerinas on page 24 and Your Very Own Board of Directors on page 15 of the Going Somewhere? youth resource. Have students conduct an information interview with an adult who is working and create a mini-report about transitions and mentorship. The following questions may shape the discussion: • How did you get into your area of work? • What other work options are available to you with your skills and experience? • Who was the most helpful to you in your career and why? Examples of information interviewing questions can be found in the tip sheets “Information Interviewing for Career Options” and “Career Planning Step 2: Research” at alis.alberta.ca/tips (enter “information interview” in the search box).
15
Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
Frayer model Definition
What it is
16
Going Somewhere? Educators’ Guide
Characteristics
What it is not
© Government of Alberta, Alberta Employment and Immigration
transition planning quiz FACT The competition for the best jobs and many post-secondary training programs will continue to be intense.
As you plan your transition from school, how important are your skills? Why?
____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ___________ ____________________________________________________________________________________________________ _____________________________________________________________________________________________________ ________________________________________________________________________________ _____________ Where and how did you develop your current skills?
____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ___________ ____________________________________________________________________________________________________ _____________________________________________________________________________________________________ ________________________________________________________________________________ _____________\ What type of skills and attitudes are employers and post-secondary programs looking for?
17
Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
How do you propose to present or demonstrate your skills to future employers or learning institutions you wish to attend? ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ___________________________________________________________________________________________________ ____________________________________________________________________________________________________ ______________ _________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ________________________________ _____________ _____________ How will you provide evidence of your related skills and/or experience? ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ___________________________________________________________________________________________________ ____________________________________________________________________________________________________ ______________ ______________________________________________ ____________________________________________________________________________________________________ ______ ____________________________________________________________________________________________________ _____________________________ _____________ Have you started or maintained any presentable records or documentation that would be considered evidence of the skills you will claim to possess? Yes or No. If yes, what evidence or documentation do you currently possess? ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ___________________________________________________________________________________________________ ____________________________________________________________________________________________________ ______________ _______________________________________________________ _________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ___________ _____________
18
Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
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5BLFBEWBOUBHFPGPOUIFKPCUSBJOJOH,FFQUSBDLPG XPSLTIPQT QSPHSBNTBOEDPVSTFTZPVUBLFBOELFFQ any certificates or other records in a safe place. If your employer off ers you only the bare minimum PGUSBJOJOH USBJOZPVSTFMG 2aTPcTh^da^f]^aXT]cPcX^] "TLZPVS TVQFSWJTPSPSDPXPSLFSTBCPVUQPMJDJFTZPVTIPVME CFBXBSFPGBOEXIPZPVTIPVMEHPUPGPSBEWJDF direction and problem-solving. ;TPa]Ua^\TeTah^]TPa^d]Sh^d If you don’t LOPX BTLBOEPCTFSWFZPVSDPXPSLFST DVTUPNFST and suppliers. ;TPa]QhcTPRWX]V Train a new person or help a DPXPSLFSQJDLVQBTLJMMZPVBMSFBEZIBWF5PUFBDI TPNFUIJOH ZPVIBWFUPBOBMZ[FIPXZPVQFSGPSN UIFTLJMMZPVSTFMG ;TPa]QhTg_TaX\T]cX]V "TMPOHBTZPVXPSL TBGFMZXJUIJODPNQBOZQPMJDZ USZXPSLJOHCFZPOE UIFSVMFCPPL'PSFYBNQMF JGZPVPĊFSBDDFTTPSJFT UPHPXJUIUIFPVUmUZPVSDVTUPNFSJTUSZJOHPO EPFTJUJODSFBTFUIFMJLFMJIPPEPGBTBMF 5X]SP\T]c^a^aR^PRW -PPLGPSBOFYQFSJFODFE person who will provide formal and informal JOTUSVDUJPOBOEDPOTUSVDUJWFGFFECBDL 3^cWTaTbTPaRW 4FBSDIUIF8FC USBEF NBHB[JOFT OFXTQBQFST 57BOECPPLTGPS JOGPSNBUJPOBCPVUZPVSPSHBOJ[BUJPO JOEVTUSZ and sector. :PVMMmOEUJQTBCPVUMFBSOJOHBUXPSLBU alis.alberta.ca/tips. Go to the tips “On the Job— "TB/FX&NQMPZFFwBOEi0OUIF+PC-FBSOJOHw
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Want that Job? Use the Power of Portfolio to help you land it!
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letters of reference
Ask about the Power of Portfolio wherever CALM 20 and CTS are sold! Visit alis.alberta.ca/tips Click on Tips by Topic, then About Portfolios! 6^eTa]\T]c^U0[QTacP0[QTacP4\_[^h\T]cP]S8\\XVaPcX^]
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Going Somewhere? Educators’ Guide
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portfolio
Anticipation Guide An Anticipation Guide is a simple strategy that can lead to complex and involved thought and discussion. In this strategy, students are asked to respond to five to seven “juicy” statements that reflect some of the upcoming themes and issues in lessons or units.
An Anticipation Guide can be used in many different ways. Some educators prefer to ask the whole class to answer the questions with a “thumbs up” or “thumbs down.” Other educators use these guides to generate serious and lengthy discussions. Many educators use anticipation/reaction guides so students can compare where Students should first answer the questions individually with time for they were in their thinking before their study to where they ended reflection. There’s bound to be some strong responses to at least up in their thinking after their study. one or two questions. Next, ask students to share their responses with an elbow-buddy (partner) and explain their reasons for For more information, research: agreeing or disagreeing with each statement. When they are ready, H.L. Herber, Teaching Reading in Content Areas, 2nd Edition (Upper ask the students to share their ideas and comments with the class. Saddle River, NJ: Prentice Hall, 1978).
In 20 minutes with a computer lab Have students complete the Occupational Research handout on page 22 and include one occupational profile in their portfolio as an indicator of some of the research they have conducted in their career planning. For young people, their portfolio may capture some of their future goals and possible occupational choices. Demonstrating this kind of thoughtfulness and research is helpful when searching for work and applying for post-secondary education.
Minor assignment Have students take a few moments to consider the merits of developing, using and maintaining documentation of their skills and experience in anticipation of transitions from school to work, further education, apprenticeship and/or other training. Copy and distribute the Portfolio Assignment handout on page 23. Have students select one role, one audience, one format and one topic from the choices provided in the handout. They can mix and match from the selections to best deliver their message. Students will create a composition discussing the merits of developing and maintaining a portfolio of skills and abilities. Educators may wish to invite students to share their perspectives by • writing a one-page position paper addressing the merits of developing a portfolio • pairing up with another student or a small group to act out a potential transition plan scenario for using a portfolio • creating a poster illustrating their viewpoints
RAFT RAFT is a writing strategy that allows students to create their own assignment by selecting their Role, intended Audience, preferred Format and particular Topic from a list of options. Giving students the opportunity to write from the perspective of a parent, small business owner, politician or single mother allows students to be creative and stretches them by asking them to take on perspectives they might not usually consider. Students are given the opportunity to create love letters, travel guides, dialogues, newspaper columns, talk show transcripts, sermons, advice columns and a whole host of other options to express their perspectives. These options show
20
Going Somewhere? Educators’ Guide
the need to be clear about expectations and the need to have a well-developed rubric for evaluating student work. The key to any RAFT assignment is in how well it demonstrates understanding and inquiry, so students might choose to pick unreal scenarios to illustrate some very real concerns. For more information, research: N. Vanderventer, “RAFT: A process to structure prewriting,” Highway One: A Canadian Journal of Language Experience (Winter 1979): 26.
© Government of Alberta, Alberta Employment and Immigration
anticipation/reaction guide portfolio
comments
To find a quality job, it is not what you know, it is who you know.
Agree
Disagree
Competition to get into postsecondary education or into a desirable job right out of high school is intense. Agree
Disagree
As long as the money is good, it doesn’t matter what job you do.
Agree
Disagree
Students don’t have any skills that employers want.
Agree
Disagree
Institutions only consider your academic marks when you apply to post-secondary programs.
Agree
Disagree
Employers only want a resumé when you apply for work, not a portfolio.
Agree
Disagree
Volunteer work is a waste of time.
Agree 21
Disagree
Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
occupational research Go to: alis.alberta.ab.ca/occinfo
Complete Search by Options and identify 3 occupations you may be interested in.
Explore the site and complete the following exercise.
1. 2. 3.
Complete Search by Industry and identify 3 occupations you may be interested in. 1. 2. 3.
List up to 3 occupations in this site that you might have thought about before doing this activity. 1. 2. 3.
List up to 3 occupations in this site that you find interesting but never thought about before doing this activity. 1. 2. 3.
Consider each of the occupational profiles you have researched. Which ones best match your values, interests and strengths? Which ones are best compatible with your preferred future? It may be helpful to use a highlighter to indicate your favourite elements in each profile to determine which ones best suit you. Insert one complete occupational profile into your portfolio and be prepared to discuss why you have included it.
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Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
portfolio assignment Select one role, one audience, one format and one topic from the choices provided. You can mix and match from the selections to best deliver your message. Create a composition discussing the merits of developing and maintaining a portfolio of skills and abilities.
Role
Audience
Format
Topic
Employer
Volunteer Co-ordinator
Interview
Dropping out of school
High School Student Parent
Teenagers
Post-secondary Student
Student
Teacher
23
Going Somewhere? Educators’ Guide
Educator
Scholarship Committee
Website Telephone Interview Rejection Letter Application to?
Education Travelling Working Abroad Employee Performance
© Government of Alberta, Alberta Employment and Immigration
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“A full 55 per cent of those between the ages of 25 and 54 have a post-secondary education— and that number is growing.”
Want that Job? Use the Power of Portfolio to help you land it!
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letters of reference
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Going Somewhere? Educators’ Guide
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Minor assignment Break students into groups. Have students brainstorm methods to research post-secondary education. Assign each group one of the following post-secondary education terms to research: • apprenticeship • associate degree • applied degree • bachelor’s degree • certificate program • diploma program • master’s degree • on-the-job training • private college • public college or university • university transfer Once they have completed their research, have students report back to the group. It may also be useful to have students share the best sources of information for each term. Note: As an alternative, this exercise may lend itself to the use of Frayer templates. Students could conduct their research and report back to the large group in a report, presentation or poster.
25
Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
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^QbP]S^RRd_PcX^]b are changing every day. Th ink about it—10 years ago, the most likely way to get your own legal copy of an album was to walk into a music store and buy the CD. Today you can download the same album legally to your computer or phone from an online store or an artist’s website. Th e jobs of music store owners and salespeople have changed in the last few years. So have their future prospects in these specific jobs. On the other hand, the entertainment sector, the industry-wide umbrella that includes both online and walk-in music stores, continues to expand BOEHSPX"NVTJDTUPSFPXOFSXIPUIJOLTiTFDUPSw could launch an online store or open a new store specializing in vintage vinyl.
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7^fS^TbCWX]ZBTRc^aWT[_h^d. i&NQMPZNFOUUSBOTJUJPOwJT$BSFFS4QFBLGPSXIFO you g change your work or your work changes around you. Th inking sector helps you be ready for these changes. If you’re interested in nursing, start by UIJOLJOHiIFBMUIDBSFw*G you’re interested in computer programming, think iJOGPSNBUJPOUFDIOPMPHZw &YQBOEZPVSUIJOLJOHGSPNPDDVQBUJPOUP sector and multiply your possibilities. Browse through the sectors on the ALIS Industry Outlooks page at alis.alberta.ca/ jobseeker (click on Company & Industry Research, then Industry Outlooks) or at albertacanada.com/industries.
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Going Somewhere? Educators’ Guide
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researching work
Career planners need labour market information to help them make choices in a time of constant change. Reference Labour Market Information on page 16 of the Going Somewhere? youth resource.
Activities and Assignments Introduction Reference Small (Big) World on page 28 of the Going Somewhere? youth resource. This market is ripe with opportunity for career planners who have a clear vision. Career planners are challenged to stay alert to trends and changing labour market realities at all times to capitalize on emerging areas of work. Reference Water on page 7 and Something Completely Different on page 23 of the Going Somewhere? youth resource. Note: Educators may appreciate the depth of information found in Alberta Career and Industry Outlook, which is available to download or order free of charge at alis.alberta.ca/publications.
In 20 minutes with a computer lab Note: This activity is dependent upon students’ completion of a relevant self-assessment. Copy and distribute the Compatibility Chart handout on page 28. Using the information gathered in their self-assessment, have students complete the column I WANT with a list of the workplace conditions that appeal to them. Students will prioritize their WANTS and use those factors as a guide to research and evaluate employment opportunities. Help students understand that career planners must research potential opportunities with a view to ensuring those opportunities are compatible with their wants. Reference Research DIY on page 8 of the Going Somewhere? youth resource. What other research methods can students think of? In the way of a practical exercise, have students select three occupational profiles at alis.alberta.ca/occinfo and, using the published information in the profile, determine which occupation offers the greatest compatibility.
Major assignment Reference Think Sector on page 33 of the Going Somewhere? youth resource. Students will select an industry sector and complete a comprehensive research project that outlines 1. An overview of the sector within the Alberta economy 2. Desired knowledge, skills and attitudes for successful candidates within the sector 3. Summaries of information interviews conducted with at least two industry representatives 4. Trends in employment within the sector, typical wages, hours and working conditions 5. Documentation of at least five employment vacancies within the sector
27
Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
compatibility chart Create and prioritize a list of the characteristics you want in an occupation. Document them under I WANT. Explore occupations at alis.alberta.ca/occinfo. Select and compare three occupational profiles with these characteristics in mind. Evaluate which occupation BEST meets your WANTS. What other factors might you consider?
I WANT:
28
Going Somewhere? Educators’ Guide
OCCUPATION 1
OCCUPATION 2
OCCUPATION 3
OFFERS:
OFFERS:
OFFERS:
© Government of Alberta, Alberta Employment and Immigration
getting the right job Critical Concepts for Educators
CALM General Learner Outcome C8. Students will determine skills, attitudes and behaviours necessary to getting a position
Students may use part-time and summer jobs to get closer to their vision of their preferred future. Rather than focus on how to get a job, this topic will address the more complex issue of getting work that contributes to their vision and advances their goals.
Critical Concept for Students Working while in high school is a good source of money. It can also be a great source of information and inspiration. Given your goals and your vision of your future, what work best prepares you for your post-secondary life while still earning an income?
Resources
alis.alberta.ca/counsellors—Click on Work Search and select Job Search Resources alis.alberta.ca/publications—Select Job Seeker’s Handbook: An introductory guide to
Research DIY
One good Use the way to find out abou t something process to learn is to research more about it. Step 1: pubLi your options. Shed ask aLiS
Visit the Alberta Check out Youth website alis.alberLearning Information Serv Youth ConnectionConnections ice (ALIS) s can hel articles, tools and ta.ca for career-r • explore c elated links, areer options p you video: • Click on • connect the High with bus Grade 9 or high s School Students tab if you Find out more at inesses looking for employ chool. ’re in ees • Click on youthconnectio employment.albe Career E rta.ca/ ns. career process, in xplorers to find out more about the cluding an overvie and sectors. network w of occupations • Click on Ask your the Educ network the Post-Seconda ation/Training Seekers tab they know—to co —the people you know an on education and ry Students tab for inform and sector or who atte nnect you with people whod the people training ation work in the • Downloa programs. Tell your friends, nd the program yo d a copy u’re inter education program of Time to Choose... you’re looking for family, teachers and co-wo ested in. a post-seco Alberta education to find out about program ndary might be willing t. Ask them if they know so rkers what o share their expe meone who & Services, then al institutions. Click on ePs at rience. search the title. roducts do an informa tion Google it Contact people w interview You know the drill interest. Ask if yoorking or studying in your . about how they gou can meet with them in p area of Go to the likely to open up t to where they are—they’erson to talk source Go to the website face. Ask the peopto your questions when yo ll be more u’re facele you interview f or employer you’r of a post-secondary progra or other contacts toyou’re interested e curious about. If the occu m For more on infor . or union, go therein has a professional associ pation alis.alberta.ca/tmation interviewing, go to . ation “Information Inte ips and look for the tip sh rviewing for Care eet Go to an LMiC er Options.” Alberta’s labour m Step 3: praCt iCe offer a wide range arket information Job shadow centres / tour electronic resour of career and employmen (LMICs) Arrange to spend the program ces. To find an LM t print an employm with a person in t a half-day at work or scho IC near you, visit d ent.alberta.ca/o he occupation or ol ffices. interested in. program you’re Step
2: peopLe
talk to Career
Consulta
nts Alberta Career Inf answer your ques ormation Hotline advisors about career, edu tions and help you find info can Call them toll-freecation and employment dec rmation isions. at 780-422-4266 at 1-800 -661-375 3 or in Edmonton . You can also talk t an Alberta Emplo o a career consult ant in pe Go to employmenyment and Immigration se rson at rvice centre. Career Informatio t.alberta.ca/offi n Hotline to find ces. Or call the a centre near you .
volunteer/
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Making a commi in a non-credit course occupation, sectotment that takes you insid hand experience ar or area of study will give e the and information nd can help you find more you first. contacts take a gateway
Find out about thjob Take an entry-lev e sector you’re inte rested in on page 33 and Gael job in that sector. See Th . teway Jobs on pag ink Sector e 36.
finding work and Workability: What you need to get & keep a job
Think Sector j
obs and occupations are changing every day. Think about it—10 years ago, the most likely way to get your own legal copy of an album was to walk into a music store and buy the CD. Today you can download the same album legally to your computer or phone from an online store or an artist’s website. The jobs of music store owners and salespeople have changed in the last few years. So have their future prospects in these specific jobs. On the other hand, the entertainment sector, the industry-wide umbrella that includes both online and walk-in music stores, continues to expand and grow. A music store owner who thinks “sector” could launch an online store or open a new store specializing in vintage vinyl.
employment.alberta.ca/lmi
Multiply your possibilities
Activities and Assignments In 10 minutes
How does Think Sector help you? “Employment transition” is CareerSpeak for when you g change your work or your work changes around you. Thinking sector helps you be ready for these changes. If you’re interested in nursing, start by thinking “health care.” If you’re interested in computer programming, think “information technology.” Expand your thinking from occupation to sector and multiply your possibilities. Browse through the sectors on the ALIS Industry Outlooks page at alis.alberta.ca/ jobseeker (click on Company & Industry Research, then Industry Outlooks) or at albertacanada.com/industries.
Young people in Canada today are likely to experience an average of 17 employment transitions in their working lifetime.*
*Source: Guiding Youth: Finding a Career Path and Connecting to Work workshop guides, published by Central Alberta Career Prep. 8
© Government of Alberta, Alberta Employment and Immigration
Research DIY, page 8
© Government of Alberta, Alberta Employment and Immigration
33
Think Sector, page 33
If you’re working now, how is your job a gateway job? If you’re looking for work, what gateway jobs could you look for?
Even if you…
36
• have made no career path decisions • have no idea about what kind of occupation you’d like to work in • are looking for a job because you need the money …you can use a gateway job to your advantage.
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Gateway job • an entry-level job that requires little experience or training • a way to explore a sector (see Think Sector, next page) • a way to develop skills specific to a sector • a way to develop skills that transfer across sectors Working as a busperson in a restaurant is a typical gateway job. If you had this job, you could use it as an opportunity to • learn how to manage your time and duties successfully • practise and improve your communication skills • learn about and practice customer service • observe servers and their work • observe chefs and their work • learn about the restaurant business • learn about the hospitality sector and so on…
© Government of Alberta, Alberta Employment and Immigration
Gateway Jobs, page 36
Work search starts with self-assessment. Finding the right job is all about compatibility. The right job will suit the work searcher’s values, interests, and strengths and contribute to their vision of their preferred future. Have students spend a few minutes thinking about what kind of work they can see themselves enjoying. Have students think in broad concepts and categories, rather than specifics, and have them define some of the characteristics of the work that best match them and might even get them closer to their vision. Examples may include • working with people • challenging work that requires constant learning • working with equipment • fast-paced work • opportunity for travel or transfer
In 45 minutes Reference Think Sector on page 33 of the Going Somewhere? youth resource. Work can be categorized in sectors, or families, in which occupations that require similar skills and knowledge are clustered. Pair students and assign each pair a sector. Have students brainstorm at least five occupations within that sector. • Accommodation and Food Services Industry • Agriculture Industry • Construction Industry • Environment-related Industry • Finance, Insurance and Real Estate Industry • Health Care and Social Services Industry • Information, Culture and Recreation Industry • Management, Administrative and Other Support Services Industry • Mining and Oil and Gas Extraction Industry Note: Occupational profiles categorized by industry can be found at alis.alberta.ca/ occinfo. Although this inventory is not exhaustive, it will be a helpful link.
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Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
getting the right job
Reference Backhoes to Ballerinas on page 24 of the Going Somewhere? youth resource. Have students identify the skills and knowledge required within their sector. Have them identify the skills required in jobs they identified in their earlier brainstorming. Identifying skills that link occupations creates a pathway between occupations. Challenge students to find a skills pathway between the five occupations they brainstormed earlier. Ask students to imagine doing the same exercise focusing on the sector of their choice. Those transferable skills that create a pathway through the sector are skills that need to be developed and presented to prospective employers. Developing these skills using a gateway job is an excellent strategy to create a meaningful pathway to a dream job. Reference Gateway Jobs on page 36 of the Going Somewhere? youth resource.
In 20 minutes Work searchers need to focus on evaluating work, not just finding it. Reference Research DIY on page 8 of the Going Somewhere? youth resource. The process of researching work generally starts with published information. The Internet, including career and employment websites such as alis.alberta.ca, and the telephone book are two great places to start. Work searchers can find a great deal of meaningful information from published resources including job titles, employers, wage and salary information, training and education, as well as general skills, knowledge and attributes suited to the work. After reviewing published information, work searchers generally move on to talking to people in order to gather information about the work, the employer or the sector. Talking to people is the best strategy to get an in-depth sense of routes into the job, pros and cons of the work and informal information about advancement. Finally, work searchers may want to test drive a job to see if it’s a good match. This means seeking opportunities to practise or getting hands-on experience, such as requesting a job shadow or work experience placement, taking a class or volunteering. The time and energy it takes to find an ideal match is well worth it.
Minor assignment Have students read the information interview template provided on page 53 of Career Planner: Choosing an occupation (available to download or order free of charge at alis.alberta.ca/publications) and rephrase the questions in their own words. Ask students to conduct at least one information interview within the sector of their choice and hand in their findings.
30
Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
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32
Going Somewhere? Educators’ Guide
Debrief with discussion points: • How were the pros and cons different for each time frame? • How might present actions change if a person was thinking only of the future? • How might future realities change if a person was only thinking of now?
© Government of Alberta, Alberta Employment and Immigration
rights and responsibilities at work CALM General Learner Outcome C10. Students will investigate employer and employee ethics, rights and responsibilities
Critical Concepts for Educators Young and inexperienced workers are at greater risk of injury than other workers. Injury rates can be reduced if young people are more aware of their responsibilities on the work site regarding workplace health and safety. Employment Standards are in place to protect workers and employers. Providing information about Employment Standards helps young workers to become aware of their rights and responsibilities.
Critical Concept for Students Upholding employment standards and ensuring safety and well-being are the responsibility of both the worker and the employer. When students look for work and evaluate whether an employment opportunity is a good match for them, it will be important to carefully assess the employer and their safety standards.
strength maturity,yers say is a sign of why emplo g for help Askinconfid rt is a trait they ence. That’s for suppo and to askemplo yees. the ability look for in their
Resources Who can you ask for help? People you respect, trust and admire. People who • are good listeners • have your best interest at heart • have the kind of experience and insight that allows them to offer you good advice when you ask for it No one person can offer you all the support, information and insight you need. That’s why you’ll draft a team of potential helpers or select your Board of Directors (see page 15). You’ll find supporters at work, at school, in your family and at the activities you’re involved in.
Before you approach someone for help • Watch them in action. • Ask mutual acquaintances about them. • Strike up casual conversations with them to get a feel for who they are. The first time you ask someone for help will probably be the hardest. Here are a couple of suggested scripts to use as a starting point: I need to do well in this course to be accepted to a program I’m interested in. Trouble is I don’t understand how to______ and I’m going to need to know it for the final exam. Would you please explain to me how to ______? I’m really interested in______ (a skill this person has). One of my goals is to learn as much as I can about______ (the skill) to see if it would be a possible occupation for me. Would you consider letting me assist you/work with you/watch you work? I would be able to commit ___ hours a week to this.
© Government of Alberta, Alberta Employment and Immigration
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Help!, page 38
alis.alberta.ca/tips—Search Employment Standards and Workplace Safety alis.alberta.ca/publications—Select X-treme Safety: A survival guide for new and young
workers and A Guide to Rights and Responsibilities in Alberta Workplaces employment.alberta.ca/es employment.alberta.ca/whs—Click on New and Young Workers careerprep.ab.ca—Click on Education Resources and select Safety@Work www.wcb.ab.ca
Activities and Assignments In 10 minutes
Ask students to give a “thumbs up” or “thumbs down” to each of the following statements: • Youth are at greater risk of injury from workplace injuries and incidents. • Youth workers do not know their rights at work. • Youth are more vulnerable to breaches of Employment Standards than older workers. Questions
• Why do you think this is the case? • How do people generally learn about employment standards and workplace health and safety? • What questions could a worker ask to reveal the employment standards or the safety record of an employer? • Whose responsibility is this?
In 20 minutes with a computer lab Introduce the following definitions for students. Copy and distribute the Scavenger Hunt handout on page 37. Have students use the Internet to complete the assignment. A Teacher’s Key is included for marking. Alberta’s Employment Standards
Employment standards are minimum standards of employment for employers and employees in the workplace. Alberta’s employment standards are outlined in the
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Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
rights and responsibilities at work
Employment Standards Code and Regulation. Through these laws, minimum standards of employment have been established for • payment of earnings • minimum wage • hours of work, rest periods and days of rest • overtime and overtime pay • vacations and vacation pay • general holidays and general holiday pay • maternity and parental leave • termination of employment • employment of individuals under 18 years of age Workers’ Compensation Board
The Workers’ Compensation Board of Alberta is a not-for-profit organization funded entirely by employers. Employers pay premiums to provide no-fault disability insurance for workers. The WCB • protects employers and workers from the uncertainty, cost and delays of legal action by providing no-fault coverage • compensates injured workers for lost employment income • covers health care and other costs associated with a work-related injury or illness • supports workers’ safe return to work • helps employers bring their workers back to work through modified work programs Workplace Health and Safety
Alberta’s Occupational Health and Safety Act says that employers must do everything they reasonably can to protect the health and safety of workers. This means • equipment must be kept in safe working order • dangerous chemicals must be properly labelled and stored • employers must set up safe work practices for workers and ensure they are followed • employers must ensure workers have the skills and training needed to do their jobs safely • employers must inform workers of any dangers at the job site • employers must monitor workers who may be exposed to certain controlled products. In some cases, specific health examinations may be required. Under the Occupational Health and Safety Act, workers must co-operate with their employer by following the health and safety rules for the job. The Act has specific safety requirements that workers must follow. For example, workers are required to use a safety belt or similar equipment when doing certain kinds of work. When necessary, workers must use personal protective equipment, such as footwear, eyewear and headwear.
In 20 minutes Copy and distribute the Case Studies handout on page 36. Have students review the case studies and determine the individual’s rights and responsibility in each situation. Debrief with questions: • What is the problem in each scenario? • What can the worker do to address the problem? • Who can the worker turn to for help? • Is there a win-win available in this scenario? • Which solution is the easiest? Is it the best solution? In the case of Owen’s story, ask students: What can a worker do when they are asked to do work they have never done before (e.g. drive a standard, operate equipment)? Students can get answers to employment standards questions at employment.alberta. ca/es. Also reference the tip sheet “First Job or New Job? What You Need to Know about Employment Standards,” available at alis.alberta.ca/tips. 34
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© Government of Alberta, Alberta Employment and Immigration
rights and responsibilities at work
Safety on the job and employer and employee responsibilities are outlined on the Workplace Health and Safety website at employment.alberta.ca/whs. Reference Help! on page 38 of the Going Somewhere? youth resource. Let students know that situations like these might be an ideal opportunity to ask for help or get some mentorship. Sometimes just hearing another perspective can lead to solutions. Reference the following articles from X-treme Safety: A survival guide for new and young workers (available to view or download at alis.alberta.ca/publications): “10 Questions to Ask Your Employer,” p. 23, and “How to Say No at Work,” p. 27.
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case studies Anick, 16, has been working for six months at a local restaurant. She works evenings
and weekends. Anick generally works with another part-time student and a shift supervisor. Tonight her shift supervisor left for a few hours, telling Anick and her co-worker (17) that she trusts them to work on their own because they have done such a great job lately . She promises to be back in time to lock up at 11 p.m. when the restaurant closes.
Owen, 17, is interested in working with heavy equipment. Although Owen hasn’t
yet decided if he wants to be an operator or a mechanic (or both!), he has a pretty clear vision of the next five years and wants to get moving on his goals. He worked up the courage to walk into a local heavy equipment dealer and ask to job shadow someone. Owen was thrilled when his job shadow turned into a summer job. Now Owen is eager to impress his employers and hopes this job might turn into an apprenticeship. Owen’s boss asked him to operate the forklift to move pallets of parts after only four days on the job. Owen has no experience operating a forklift but doesn’t want to let his boss down. After all, how hard can it be?
Dev
, 18, has been working at a retail outlet for two years. Although he likes the job and the hours are compatible with school, his boss is driving him crazy. She constantly makes changes to the schedule after it is posted. He missed a shift last week that he didn’t even know he had to work. Now Dev’s boss has given him a written warning.
Kat, 19, recently got her dream job working for a residential construction contractor.
For now she is doing site clean-up and running tools and materials, and she is learning a lot. Kat has put in a lot of long days and was really looking forward to getting her first paycheque because she had worked nearly 50 hours in her first week. She was quite confused and disappointed when she got her paycheque to find that she didn’t get paid any overtime. Kat mentioned it to one of her co-workers, who told her that the company doesn’t pay overtime.
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Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
scavenger hunt Use the Internet to find the answers. Document which websites were the most helpful.
1. What are the maximum hours an adolescent is permitted to work? 2. Under what conditions is a young person permitted to work after midnight?
websites I found helpful
3. Under what conditions is a young person permitted to work after 9 p.m.? 4. How many hours must an employee work before being entitled to a break? 5. How much rest must an employee have between shifts? 6. If an employer makes changes to an employee’s shifts, how much notice is the employer
required to provide?
7. What is the standard overtime rate of pay? 8. How many hours must an employee work before being paid overtime? 9. What is the current minimum wage in Alberta? 10. If a worker is asked to perform work they consider unsafe, they are obligated to...
11. If a worker is injured on a work site, they must fill out a...
12. Does an employee need to work full time to be covered by WCB? 13. Will workers receive WCB benefits if the injury was their own fault?
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Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
rights and responsibilities at work
teacher key for scavenger hunt 1. What are the maximum hours that an adolescent, aged 12 to 14 years old, is permitted to work? • two hours on a school day • eight hours on non-school days • adolescents are not allowed to work between 9 p.m. and 6 a.m. 2. Under what conditions is a young person, aged 15 to 17 years old, permitted to work after midnight? • With the written consent of parent(s) or guardians • Under the continuous supervision of an individual over the age of 18 3. Under what conditions is a young person, aged 15 to 17 years old, permitted to work after 9 p.m.? • Under the continuous supervision of an individual over 18 4. How many hours must an employee work before being entitled to a break? • After working five or more hours, the employee is intitled to a minimum 30-minute rest period. This can be taken in two 15-minute breaks, three 10-minute breaks or one 30-minute break. 5. How much rest must an employee have between shifts? • No less than 8 hours 6. If an employer makes changes to an employee’s shifts, how much notice is the employer required to provide? • 24 hours 7. What is the standard overtime rate of pay? • 1.5 times the rate of pay 8. How many hours must an employee work before being paid overtime? • Calculated daily and weekly, more than 8 hours per day or more than 44 hours per week, whichever is greater 9. What is the current minimum wage in Alberta? • $ 8.80* 10. If a worker is asked to do unsafe work, they are obligated to: • Refuse to do the work. It is illegal to discipline or fire an employee for refusing to do unsafe work. 11. If a worker is injured on a worksite, they must fill out: • A Worker’s Report of Injury Form, available from WCB. 12. Does an employee need to work full time to be covered by WCB? • No. If you work in an industry that must have workers’ compensation insurance, you are covered whether you are a full-time, part-time, temporary or casual worker. 13. Will workers receive WCB benefits if the injury was their own fault? • Yes. Workers are eligible for benefits for work-related injuries regardless of who is at fault. Workers’ compensation is no-fault insurance. However, workers injured as a result of their own serious and wilful misconduct may not be eligible for benefits. * Current as of April 1, 2009. For the most current information, visit employment.alberta.ca/es. 38
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P]cc^cda] your dream/ image/vision for your future into a reality? Th en set some goals.
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Long-term goals capture your vision and the general direction you want to move in. Short-term goals describe the smaller steps you take to get from where you are to where you want to be.
Take these steps to reach your goals: Identify your assets—the people and things that will help you reach your goal. Example: my teachers who have offered to help me, my friend Cory who is good at math and chemistry and will help me, my positive attitude and focus on my goal
An eff ective goal is My assets: _______________________________ tQFSTPOBMBOi*wTUBUFNFOU tCBTFEPOZPVSESFBNTPSJNBHFT ! Look at the barriers between you and your goal. for your future Example: I don’t have enough time to do my homework. I work three 6-hour shifts a week. I don’t always understand the concepts in chemistry and math. Th e barriers: _____________________________
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" Brainstorm around the barriers. Example: I could help my concentration by doing homework in my room rather than in front of the TV. I could spend less time on Facebook. If I offer to take the Sunday morning shift that no one wants, would that make it easier to get one less shift a week? Can I meet with each of my teachers one noon hour a week? Brainstorm ideas: _________________________
# Make an action plan. Example: I will study at my desk in my room. I will give myself a half-hour online before I do my homework and I’ll stick to it. I will ask my supervisor if I can work one less shift a week. I will meet with each teacher once a week. My action plan: ___________________________ Share your goals and your action plan with your Board of Directors (see page 15), friends and family and ask them to help you reach your goals.
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Each of these points is a goal with many substeps to complete. Each switchback needs to be a specific, measurable point in the journey. Switchbacks are like milestones or benchmarks: they are critical to maintaining motivation and provide an opportunity to recognize and celebrate progress. Students’ milestones should be achievable and specific to the goal at the top of the mountain. Timelines can be factored in to ensure deadlines are accounted for. Reference “Setting Goals,” page 50, Multiple Choices: Planning your career for the 21st century (available to view or download at alis.alberta.ca/publications). One of the most interesting things about mountain climbers (and career planners) is that once they reach the peak of one mountain, they often set their sights on the next. Reference Careercycle on page 11 of the Going Somewhere? youth resource. It is critical for career planners to evaluate their satisfaction after they reach their goal so this sense of satisfaction can contribute to shaping the next goal. This approach uses satisfaction as a measure of whether the career planner is getting closer to their vision of their preferred future. If time permits, ask students what other factors they can evaluate to determine whether they are getting closer to their preferred future.
In 10 minutes Break students into pairs or small groups. Have students reference Making Decisions on page 18 of the Going Somewhere? youth resource. Ask students to use a two-circle Venn diagram to determine what decisions require the step by step decision-making process described and what decisions require the “feels right” process. Have students report back to the group. step-by-step
feels right
In 30 minutes In a large group discussion, lay out the rough plan for completing the steps to becoming a Journeyperson Welder: • conduct research • complete required courses in secondary school • find employer to begin apprenticeship • complete hours for First Period • complete First Period exam • start hours for Second Period • change employers • complete hours for Second Period • complete Second Period exam • complete hours for Third Period • complete Third Period exam—JOURNEYPERSON! If necessary, top up with fear, making assumptions, losing a job, failing an exam, lacking motivation, making mistakes, and lack of support. Every career planner will hit obstacles on their path; some gain skills and knowledge because of obstacles. Break students into groups of three or four. Assign each group one of the challenges identified in brainstorming. Have students brainstorm how a career planner might 40
Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
planning the business of you
overcome and learn from that obstacle. Reference Learn From Your Mistakes on page 10 of the Going Somewhere? youth resource. Students may also find value in the following articles: • What Motivates You?, page 7 • Watch Out for Those Big Assumptions, page 9 • Your Very Own Board of Directors, page 15 • Help!, page 38 Have students debrief their findings with the class. Discuss when it is appropriate to break a goal. Reference Goal-Breaking on page 37 of the Going Somewhere? youth resource. Questions
• What external circumstances in career planning might demand that a goal is redefined or changed? • What internal circumstances in career planning might necessitate changing or redefining goals? • Is changing a goal a failure?
In 40 minutes with a computer lab Have students (individually or in pairs as numbers permit) go to alis.alberta.ca/occinfo. Ask students to select Search by Industry from the left-hand menu. Have students identify one broad sector that interests them and select an occupation from that group. Tell students they are not making a choice right now, just exploring. There is no pressure to decide on an occupation. This is an opportunity to learn to build a career plan. Copy and distribute My Action Plans handout on page 44. Have students use the Internet to build at least three action plans to get the qualifications, knowledge and skills required for their selected occupation. Students will document each of the steps required by the plans using NOW, NEXT and FUTURE as chronological benchmarks. Reference Now, Next, Future on page 30 of the Going Somewhere? youth resource. Challenge students to make each step of the plan as specific and detailed as possible. For example, rather than writing “Go to University,” ask students to research the academic prerequisites they need and which post-secondary institution offers the related program. This will help them break larger goals into identifiable steps. As students complete each action plan, have them examine each of the A, B and C action plans to determine which one will best use their strengths, skills, knowledge and allies. Have them then prioritize the action plans based on these strengths. Questions
• Does it appear harder or easier to get to the occupational goal than you expected? • What factors did you use to prioritize the three plans? • Under what circumstances might it be helpful to map out two or three strategies for getting to a single goal?
Minor assignment Reference Score Goals on page 32 and Now, Next, Future on page 30 of the Going Somewhere? youth resource. Have students quickly read the articles and define one goal in the time frame of Now or Next. Have them use the steps outlined in the article to create an action plan.
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© Government of Alberta, Alberta Employment and Immigration
planning the business of you
In a few minutes at the end of class Have students reference When IS Now on page 3 of the Going Somewhere? youth resource. Ask students to write down one thing that they will do NOW to get their life closer to their vision. They do not have to share it with anyone.
42
Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
my action plans goal: plan A
43
Going Somewhere? Educators’ Guide
plan B
plan C
© Government of Alberta, Alberta Employment and Immigration
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Try writing a goal statement. Example: I will raise my chemistry and math marks by 10% this semester so I can meet the entrance requirements for the college program I want to take.
i&NQMPZNFOUUSBOTJUJPOwJT$BSFFS4QFBLGPSXIFO you g change your work or your work changes around you. Th inking sector helps you be ready for these changes. If you’re inter-tTPNFUIJOHyou want tTQFDJmDBOEDPODSFUFi*XBOUUPXPSLXJUI ested in nursing, start by BOJNBMTwJTUPPHFOFSBMi*XJMMUBLFBOJNBM UIJOLJOHiIFBMUIDBSFw*G you’re interested in com-physiology so I can study large North American NBNNBMTJOUIFXJMEwJTTQFDJmDBOEBDIJFWBCMF puter programming, think tTPNFUIJOHZPVDBOUBLFDPOUSPMPWFSi*XJMM iJOGPSNBUJPOUFDIOPMPHZw XJOUIFMPUUFSZwJTOPUBOFĊFDUJWFHPBMCFDBVTF &YQBOEZPVSUIJOLJOHGSPNPDDVQBUJPOUP sector and multiply your ZPVIBWFOPDPOUSPMPWFSUIFPVUDPNFi*XJMM possibilities. study Browse through the sectors on computing the ALIS technology and start my PXO8FCCVTJOFTTCZUIFUJNF*Nw Industry Outlooks page at alis.alberta.ca/ JTBOFĊFDUJWFHPBMCFDBVTFZPVDBO jobseeker (click on Company & Industry take steps Research, then Industry Outlooks) or atto achieve it.
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" Brainstorm around the barriers. Example: I could help my concentration by doing homework in my room rather than in front of the TV. I could spend less time on Facebook. If I offer to take the Sunday morning shift that no one wants, would that make it easier to get one less shift a week? Can I meet with each of my teachers one noon hour a week? Brainstorm ideas: _________________________
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I will ___________________________________ Take these steps to reach your goals: Identify your assets—the people and things that will help you reach your goal. Example: my teachers who have offered to help me, my friend Cory who is good at math and chemistry and will help me, my positive attitude and focus on my goal
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Going Somewhere? Educators’ Guide
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what if you don’t teach CALM?
In 10 minutes Connect topics to real-world application by taking a few minutes at the end of class to explore occupations that rely on the concepts in that lesson or program of study. Use alis.alberta.ca/occinfo or other industry websites as a reference.
In 30 minutes Reference Think Sector on page 33 and Backhoes to Ballerinas on page 24 of the Going Somewhere? youth resource. Have students quickly brainstorm occupations related to the subject at hand. For educators teaching Biology, have students brainstorm occupations related to Biology, and so forth. Challenge students to think about the skills required for each occupation identified. Break students into pairs. Have students create a skills path between all of the occupations brainstormed by the group. The skills path will identify skills that overlap between occupations. An example is provided in the Skills Path: Construction Technologies handout on page 47. Educators may wish to connect the General and Specific Learner Outcomes within the course’s program of study to the critical skills path to define real-world relevance of concepts and lessons.
Minor assignment Reference Small (Big) World on page 28 of the Going Somewhere? youth resource. Have students complete a research assignment on the effect of globalization on the occupations related to your course. When marking...
Point out specific skills and applications where a student has shown competence, particularly if they apply to the field of study, e.g. “You have really mastered polynomials—great logical and sequential thinking” or “Your character analysis shows insightful interpretation and excellent comprehension of the text.” Identify assignments, work and projects that are indicative of specific strengths and encourage students to include them in portfolios.
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Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
skills path: construction technologies skills that overlap Measuring Using mathematics Following directions Organization Communication Interpreting blueprints Using computers Following direction Applying building codes Observation Communication Understanding other construction trades Written communication Knowledge of all construction trades Knowledge of building codes/ legislation Working independently Inspecting and approving the work of others Accuracy and attention to detail Design Measuring Incorporating other trades Communicating with customers Accuracy and attention to detail Application of paint and finishes Working with chemicals Visualization Time management Safety
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Going Somewhere? Educators’ Guide
© Government of Alberta, Alberta Employment and Immigration
