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Manitoba Education, Citizenship and Youth Cataloguing in Publication Data

371.425 Focus on the future : career planning beginsat home

Includes bibliographical references.ISBN 0-7711-3400-2

1. Vocational guidance—Parent participation.2. Middle school students—Vocational guidance.I. Manitoba. Manitoba Education, Citizenship and Youth.

Copyright © 2005, the Crown in Right of the Government of Manitoba as represented by the Minister of Education, Citizenship and Youth. Manitoba Education, Citizenship and Youth,School Programs Division, 1970 Ness Avenue, Winnipeg, Manitoba R3J 0Y9. This handbook is available online at <www.edu.gov.mb.ca/ks4/cur/car_dev.html>.

Acknowledgements

Manitoba Education, Citizenship and Youth gratefully acknowledges the contributions of the following individuals in the development of Focus on the Future: Career Planning Begins at Home.

Development Team

WriterDoug Muir

ContributorsSharon Burns Executive Director Manitoba Association of Parent CouncilsLarry Gagné Counsellor Vincent Massey Collegiate, Pembina Trails S.D.Barbara Johnson Counsellor Steinbach Junior High, Hanover S.D.Nathalie Lemoine Student Advisor Manitoba Advanced Education and TrainingSharon Machiniski President Manitoba Association of Parent CouncilsCarolynne Pitura Counsellor John Henderson Junior High, River East Transcona S.D. Rick Robertson Counsellor Seven Oaks Middle School, Seven Oaks S.D.

Manitoba Education, Citizenship and Youth Staff Lee-Ila Bothe Coordinator Instruction, Curriculum and Assessment BranchDiane Cooley Acting Director Instruction, Curriculum and Assessment BranchIrene Klotz Administrative Assistant Instruction, Curriculum and Assessment BranchJanet Long Desktop Publisher Instruction, Curriculum and Assessment BranchGilbert Michaud Curriculum Consultant Bureau de l’éducation françaiseAileen Najduch Project Manager Instruction, Curriculum and Assessment BranchKen Nimchuk Curriculum Consultant Instruction, Curriculum and Assessment BranchJan Oakley Publications Editor Instruction, Curriculum and Assessment BranchTim Pohl Desktop Publisher Instruction, Curriculum and Assessment Branch

Tom Prins Project Leader Instruction, Curriculum and Assessment Branch

Every effort has been made to acknowledge original sources and to complywith copyright law. If cases are identified where this has not been done,please notify Manitoba Education, Citizenship and Youth. Errors or omissionswill be corrected in a future edition. Sincere thanks to the authors andpublishers who allowed their original material to be adapted or reproduced.Some photos have been used by permission of Manitoba Student Aid.

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ContentsAcknowledgements 2

Purpose of the Handbook 4How do I use the handbook?How can parents and schools work together?

High Five Plus One 5Change Is ConstantLearning Is OngoingFocus on the JourneyFollow Your HeartAccess Your AlliesKnow Yourself

Definition of Terms 6

Talking about Career Planning 7How do I know my child is ready to talk about

career planning?

What Do Children Know about Their Parents’Life Choices? 8

What Life Skills Will My Child Need for Effective Career Planning? 9

Skills Checklist

What Special Strengths Does My Child Have? 10

A Quick Check of My Strengths

What Can I Do to Help My Child Understand His/HerStrengths and to Discuss Career Planning? 12

How Can I Assist My Child in Career Planning? 13

How Can I Discuss Work Preferences with My Child? 14

Getting to Know Myself in Relation to Work

Now That We Have Done All This Work, What Next? 15

What will my child do after high school?

Investing in My Child’s Future Education 16How available are student loans and bursaries?What about scholarships?How can my child help?

Life/Work Road Is Not Always a Straight Line 18

The Road Ahead 19

My Goal Map Activity 20

Personal Goal-Setting Activity 22

Appendix 23

References 24

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How do I use thehandbook?This handbook provides discussion topics andactivities that will engage your child to beginexploring the career-planning process.

How can parents andschools work together?Although schools are providing some career-planning activities, research shows thatstudents are more successful if parents andschools work together. Parents can find outwhat career-planning objectives have beendetermined for their children in school byattending parent-teacher conferences andparent-teacher evenings, working with parentcouncils, reading school newsletters, visitingthe school website, or contacting the schoolprincipal.

Purpose oof tthe HHandbook

*In this document, the term “parents” refers to both parents and guardians and is used with therecognition that, in some cases, only one parent may be involved in a child’s education.

This handbook has beenwritten for parents* ofchildren in Middle Years

schools. Research indicatesthat parents are the numberone influence on theirchildren’s success in theireducational pursuits and theirchoice of occupation. Helpingchildren build on their skills,strengths, and confidencewill assist them in planningfor the future. This handbookhas been written toencourage parents andchildren to begin thinkingabout and discussing careerexploration. Many parents arealready doing many of theactivities proposed in thishandbook.

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High FFive PPlus OOneChange IsConstantWe change constantly,and so does the worldaround us—includingthe working world.

Chances are that a single occupationwill no longer take workers from thebeginning to the end of their workinglives. Adaptability is an important skillto carry into the world of work.

Learning IsOngoing Graduating from high school or apost-secondary program doesn’tmean that your education is

complete. Education is not limited to classrooms in aschool. Opportunities to learn are everywhere! Learnto recognize them and make your learning a lifelongexperience.

Focus on the JourneyTravelling through life is liketravelling down a road: having adestination gives direction, but mostof the time is spent moving along.

Pay attention to the journey, with all of its pitfalls,sidetracks, opportunities, and highways to newdestinations.

Follow Your HeartDreaming about yourfuture can help you tounderstand what youreally want in life.Knowing what you want

and keeping it in mind can give you themotivation you need to deal with life’schallenges. Listen to your inner voice.

Access Your AlliesThe journey of life is nottaken alone. Life is like ateam sport, and your teammembers are your friends,family, teachers, and

neighbours. Any of them can be willing and helpfulallies when it comes to judging what steps to take onlife’s path.

Know YourselfThe career planning constant orprinciple “Know Yourself” is the latestaddition to the High Five Plus One.Knowing your true self by examiningyour values, beliefs, and interests in asmuch detail as possible will help youwith career decisions as you travel along

your career path.

No matter what careerpath is chosen, thereare some things that

remain constant for allpeople. Canadian careerdevelopment specialistsoriginally called theseconstants the “High Five.”Some children have alreadylearned about the High Five inschool. A sixth principle hasbeen recently added, givingus the “High Five Plus One.”

Definition oof TTerms Middle Years: ManitobaMiddle Years schoolscomprise students in Grades5, 6, 7, and 8. Most of thechildren attending theseschools will be between theages of 11 and 14 years.

Skill: the ability to do aparticular task that comesfrom training, practice, ornatural aptitudes. A fewexamples are playing amusical instrument, drawing,caring for children, makingdecisions, and skating.

Job: one person’s task ortasks in one situation. Forexample: Principal at CraneElementary School. Jobs maybe one-time, full-time, part-time, or periodic. More andmore, people are working full-time by holding two or morepart-time jobs with differentemployers.

Occupation: a generalname for a type of work that

people do in manydifferent ways and inmany differentlocations. Forexample: dentist,carpenter, and

homemaker are allnames (titles) of

occupations.

Career: thecombined total of aperson’s lifelongexperiencesincluding his/hereducation, differentjobs, family life,friendships,communityactivities, andleisure choices. Everyone hasa career, for work doesn’texist in isolation from the restof our lives. Work is onlyone part of our career.

Post-secondaryeducation:education that followshigh school. Post-secondary education andtraining opportunities inManitoba include technicalvocational training, university,apprenticeship training,college, self-employment training,military service, andprivate vocationalschool training.

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How do I know my child is ready to talkabout career planning? Every child is different. Some children have already decided whichcareer pathway they want to follow; others have not started to thinkabout different types of occupations. Adolescence involves intensephysical, emotional, and psychological changes within a wide range ofwhat is considered “normal.” Each child has a unique personality andspecial interests, likes, and dislikes. Adolescence brings with it the

ambivalence between dependence and independence.

Career planning readiness is determined in part by the level ofsuccess one has in engaging children in discussion about theirfeelings, likes, and dislikes. This can be done by talking to them aboutwhat they do well. You play an important role in helping your childto develop work values, self-awareness, self-confidence, personalresponsibility, interpersonal relationship skills, and decision-makingskills, and in helping him/her to find appropriate work experiences.Children need to explore occupations becausethere is no “right” job for anyone.

Talking aabout CCareer PPlanning

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My favourite subject in school was…

In my free time, I enjoyed…

I was particularly good at…

I did or did not follow my career goal because…

My parents wanted me to be a…

I got help in making my career decision from…

Do you think women and men entering the workforcetoday have more choices?

The things I learned in school that have helped me themost are…

The challenges and barriers I encountered on my careerjourney were…

WWhhaatt DDoo CChhiillddrreenn KKnnooww aabboouutt TThheeiirr PPaarreennttss’’ LLiiffee CChhooiicceess??

Parents can use the following statements to initiate a discussionwith their children about career choices. Children might also usethe statements for interviews and/or conversations with parents,

grandparents, aunts, uncles, neighbours, or other adults.

A Process for Decision-Making

1. Identify the decision to be made. Determine whatmust be decided and what is the underlying goal.

2. Generate options. Make a list. The more informedyou are about your options, the more comfortableyou will be in choosing one.

3. Choose what you consider the best option fromyour list. Does it reflect your values, interests, andabilities? Estimate the likely consequences.

4. Implement. Develop a plan to implement the bestchoice and try it.

5. Evaluate your progress. If necessary, change yourdecision.

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Canadian career development specialists have identified three areas of skill development essential to effectivecareer planning: personal management, learning and work exploration, and life/work building. Reviewing the

Skills Checklist with your child will help in identifying some of your child’s strengths and weaknesses.

Talk about the skills your child identifies as strengths and explore evidence to support these findings. Discuss waysto improve weaker skill areas.

WWhhaatt LLiiffee SSkkiillllss WWiillll MMyy CChhiilldd NNeeeedd ffoorr EEffffeeccttiivvee CCaarreeeerr PPllaannnniinngg??

Skills Checklist

Demonstrates positive self-esteemand confidence.

Organizes ideas and communicatesoral messages appropriate to thelistener and situation.

Uses listening skills to understandand learn.

Reads, understands, and uses writtenmaterials including graphs, charts,and displays.

Effectively communicates thoughts,ideas, information, and messages inwriting.

Thinks critically and acts logically toevaluate situations, solve problems,and make decisions.

Understands and solves problemsusing mathematics, and uses theresults.

Uses technology, informationsystems, instruments, and toolseffectively.

Understands that learning continuesthroughout life.

Demonstrates honesty, integrity, andpersonal ethics.

Demonstrates a positive attitudetoward learning, growth, andpersonal health.

Exhibits initiative, energy, andpersistence to get the job done.

Shows the ability to set goals andpriorities in work (home and school)and personal life.

Displays the ability to plan andmanage time, money, and otherresources to achieve goals.

Demonstrates accountability forhis/her actions.

Displays a positive attitude aboutchange.

Demonstrates recognition of andrespect for people’s diversity andindividual differences.

Shows the ability to identify andsuggest new ideas to get jobs done.

Understands and contributes to thegoals of a group or team.

Plans and makes decisions withothers, and supports the outcomes.

Respects the thoughts and opinionsof others in groups (for example, inthe classroom, in teams, in clubs).

Exercises “give and take” to achievegroup results.

Recognizes and seeks a teamapproach as appropriate.

Works cooperatively with others,contributing to the group with ideasand effort.

Understands how work and lifestyleinfluence each other.

Understands how strengths andweaknesses impact on careerplanning.

Understands how the High Five PlusOne influence career planning.

Other: __________________________

_________________________________

_________________________________

A Quick Check of My Strengths

Check off all of the statements thatapply to you.

I have music strengths if I: like to listen to music

like playing a musical instrument orsinging

find myself humming

like to listen to music when I study

notice sounds all around me

remember melodies and notice ifsomething doesn’t sound right

keep rhythm or beat when I listen tomusic

I have personal strengths if I:like to spend time alone doing sports

know what I like to do

make my plans and set my goals

have self-confidence to try new things

want to learn new things

find that some of my ideas aredifferent from those of my parents orfriends

believe that I am a spiritual person orwant to learn more about differentreligions

I have body or kinaesthetic strengths if I:

like to play sports

am very coordinated

learn a new sport or dance step easily

like to play video games

use my hands when I am talking

like fixing things

find myself moving a lot or find ithard to sit still

Many people define“smart” as being able todo well in academic

situations. Some theorists havesuggested that generalintelligence can be subdividedinto seven “smart areas”: bodysmarts, people smarts, visual(picture) smarts, logic smarts,music smarts, self smarts, andword smarts. Children with oneor more of these seven uniqueways of thinking and learningshould be encouraged to pursuethese gifts. Strength areas canbe used as a predictor forsuccess in a particular area.Have your child complete “AQuick Check of My Strengths”but note that only your childcan decide which is his/herstrongest area, or if all areasare equal. This checklist, withadditional information, can alsobe found in A Self-ManagedCareer Portfolio Guide (seeAppendix—Career PlanningResources).

WWhhaatt SSppeecciiaall SSttrreennggtthhss DDooeess MMyy CChhiilldd HHaavvee??

10

11

I have people strengths if I: help friends with problems or talkabout my problems

would rather be with people than bealone

like team sports

like being with a group or even acrowd of people

have lots of friends

get along with people easily

like watching peopleI have logic strengths if I:

like mathematics

like to figure out how to work things

like to solve puzzles

like to organize things

like games that require strategy

like to use computers

like science courses

I have visual strengths if I:like watching the images in musicvideos, movies, and advertisements

like to doodle or draw

like to see how websites andprograms look on a computer

can use maps, graphs, and chartseasily

like to plan to decorate a room orput together unique fashion looks

like photographs or takingphotographs

like colour

LLooookk bbaacckk oonn aallll ooff tthhee ccaatteeggoorriieess.. YYoouurrssttrreennggtthhss lliiee iinn tthhoossee ccaatteeggoorriieess wwiitthhmmaannyy cchheecckk mmaarrkkss.. YYoouu mmaayy hhaavvee oonneeggrreeaatt ssttrreennggtthh oorr yyoouu mmaayy hhaavvee mmaannyy..HHooww ddooeess wwhhaatt yyoouu ddoo ttooddaayy ssuuppppoorrtt oorrpprroovvee tthhaatt tthheessee aarree yyoouurr ssttrreennggtthhss??

I have language or verbal strengths if I:

like to read

like to write in a journal, or writestories or poetry

like word puzzles or games

learn the words to songs I hear

like to listen to stories or plays

like to listen to jokes or comedians

like to talk

WWhhaatt CCaann II DDoo ttoo HHeellpp MMyy CChhiilldd UUnnddeerrssttaanndd HHiiss//HHeerr SSttrreennggtthhss aanndd ttoo DDiissccuussss CCaarreeeerr PPllaannnniinngg??

{ Join your child in celebrating his/hersuccesses and achievements, and askhow they made him/her feel.

{ Help your child see how he/she usesindividual strengths and skills incompleting school or householdassignments.

{ Help your child understand guidelinesfor goal setting.

{ Talk to your child about his/herpersonal interests, strengths, skills,and attitudes. How does his/hercareer goals match with these?

{ Reflect on the career planningconstant “follow your heart” as yourchild explores his/her career goals.Children may not always be able tolive out their dreams, but theydeserve your support as they strivefor them.

{ Talk with your child about the besteducational path to prepare for anoccupation of interest. Is vocationaleducation, technical education,college, apprenticeship, university, ora combination of these the best wayto prepare?

{ Help your child to understand anduse a decision-making process in allaspects of his/her life.

{ Ask how peer pressure affectsdecision-making.

{ Ask your child to identify the skills oracademic strengths that he/she needsto improve in order to be successfulin potential occupations.

{ Discuss your child’s schoolattendance and tardiness on a regularbasis to assist him/her in developing agood work ethic and attitude.

{ Discuss with your child how his/herrole at home demonstrates many ofthe personal qualities that will beneeded to acquire and retain futureemployment.

{ Discuss why “access your allies” is animportant part of life/work building.Help your child to identify friends,family members, and neighbours whoare willing to help him/her.

University College

Work12

Apprenticeship

13

{ Determine if your child’s school hasaccess to a school-based career-planning computer program. If so,discuss with the counsellor orteacher how theprogram is used.

{ Point out anddiscussnewspaper ormagazine articles,or Internet websitesthat show what the currentemployment outlook is like foryour child’s potentialoccupation.

{ Make arrangements with youremployer during the summermonths to allow your child to“shadow” you or other workers inoccupations that interest him/her.

{ In some schools, studentsdevelop career portfolios. Ifyour child’s school is usingthis approach, you maywant to help your childwith some of thesections. For moreinformation aboutportfolios, see A Self-ManagedCareer Portfolio Guide.

{ Participate in a careersymposium or a local schoolcareer fair. Your child will havethe opportunity to talk withpeople who work in a variety ofoccupations.

{ Use the Destination 2020 website(see Appendix—Career PlanningResources) to help your childexplore his/her skills, attitudes, and

interests. If you do not have acomputer at home, use

your local library orother computersavailable for public

use in yourarea.

{ Talk with your child’s teachers andcounsellors on a regular basis eachschool year to monitor progress andareas where your child might needhelp.

{ Encourage your child to be involvedin clubs or school programs thatwill help him/her to explorelife/work plans.

{ Encourage your child to participatein volunteer work, which canprovide valuable experience forlater employment. For example,your child could help patients in anursing home, read to a personwho is visually impaired, work atan animal shelter, or run errandsfor a person who is ill. For youthvolunteer opportunities, see theMB4Youth website (seeAppendix—Career PlanningResources).

HHooww CCaann II AAssssiisstt MMyy CChhiilldd iinn CCaarreeeerr PPllaannnniinngg??

<www.edu.gov.mb.ca/ks4/docs/support/c_portfolio/index.htm>

Where do I start?

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This worksheetprovides youand your child

with an opportunityto discuss workpreferences in termsof personal likes anddislikes. You and yourchild can completethis exercisetogether. In someinstances, yourpersonal experiencesmay need to beexplained to helpyour child understandwhat a particularwork preferencemeans.

Getting to Know Myself in Relation to Work

Rate the importance of each statement by marking an “X” in the appropriate box.

Parent like Parent dislike Child like Child dislike

Job security

Regular or fixed hours

Self-employment

Great deal of travelling

One work location

Physical work

Desk job

Creative work

Work alone

High income

Work outdoors

Make decisions and plan

Same duties daily

Flexible/variable work hours

High-status job

Program, analyze data

Contract work

Do research

Work with your hands

Work as part of a team

Study and read

Communicate information or persuade people

Keep accurate records

Other

HHooww CCaann II DDiissccuussss WWoorrkk PPrreeffeerreenncceess wwiitthh MMyy CChhiilldd??

Compare yyour aanswers wwithyour cchild’s aanswers. WWhatare yyour ddifferences?Similarities? EExplain tto yyourchild wwhy yyou cchose ssomeof tthe aanswers yyou ddid.

What will mychild do afterhigh school?Children should not waituntil high school graduationto begin career planning.Making choices about post-secondary education and/ortraining requires a lot oftime, effort, and carefulplanning by children andtheir parents. Theopportunities after leavinghigh school are like selectingfrom several gateways thatlead to the future. Forexample, students canpursue technical vocationaltraining, university,apprenticeship, college, self-employment, work, militaryservice, or private vocationalschool training. Today’slabour market providesdifferent opportunities fordifferent students.

Children need to considerwhat they would like to doand the lifestyle they wantto live before beginning thejourney. With parentalguidance, children canevaluate their optionsaccording to their passions.Taking post-secondaryeducation and training orgetting a job is not a careergoal, but rather a pathway

to reach a career goal. Asthe High Five message“focus on the journey”suggests, children shouldenjoy the destination butkeep in mind that thejourney toward newdestinations will continue.For more information aboutpost-secondary options, seethe Manitoba AdvancedEducation and Trainingwebsite (see Appendix—Career Planning Resources)or the Manitoba Education,Citizenship and Youthcompanion document Focuson the Future: Your GradPlanner.

NNooww TThhaatt WWee HHaavvee DDoonnee AAllll TThhiiss WWoorrkk,, WWhhaatt NNeexxtt??

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Your child’s knowledge of his/her interests, strengths,skills, and weaknesses will be very helpful in making thetransition from Middle Years to high school. This

knowledge and previous experience in school courses should bethe basis for your child’s selection of high school courses. Afew subject areas in high school are compulsory forgraduation, while a number of other courses are optional. Thecourses your child takes in high school are like buildingblocks—often one course is preparation for another course atthe next level. The courses completed in high schooldetermine the range of options available to students after theygraduate. If your local high school does not offer theprogramming you want for your child, you can apply for yourchild to attend another public high school that offersprogramming better suited to his/her career aspirations.Students may also take courses through distance learning, ordevelop their own courses, based on their interests andapproved by the school (Student-Initiated Projects—SIPs). Formore information about a particularhigh school program, consult with yourlocal school personnel or visit theManitoba Education,Citizenship andYouth—Kindergarten toSenior 4 website (seeAppendix—CareerPlanningResources).

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How available are student loans and bursaries?

The Manitoba Student Aid Program provides financial assistance for studentswith limited finances seeking post-secondary education. Assistance is basedon an assessment of a student’s financial need, which takes into account

educational costs and living costs minus resources available to the student.Students must complete one application to be considered for both Manitoba andCanada Student Loans. When applying for loans, please keep in mind that the costof post-secondary education is a shared responsibility among students, parents,and government. Government assistance is intended to be a supplement to studentand family resources. Calculating the amount of parental contribution depends onseveral factors, including family size, income, and the number of childrenattending post-secondary education. To get an idea of what your financialcontributions might be, go to the Manitoba Advanced Education and Training—Student Aid website (see Appendix—Financial Resources). Students may qualifyfor other assistance, grants, or awards if they meet eligibility criteria. Thebursaries are granted to students with the highest debt level and the highestassessed need. Contact Manitoba Student Aid for more details about thisprogram: 945-6321 (Winnipeg) or 1-800-204-1685 (toll-free).

Investing iin MMy CChild’s FFuture EEducation

It’s never too early to think aboutsaving for your child’s futureeducation. While education and

training after high school can beexpensive, many people are unsure aboutthe actual costs. These costs vary,depending on the type of programselected and the length of the traininginvolved. Parents can get an idea of costsby using the education cost calculator atthe CanLearn website (see Appendix—Financial Resources). You may be able tostart putting money aside immediatelyfor your child’s future education. Forexample, if you were to put away twodollars a day for the next five years, youwould have saved $3650.00 plus interest.For many people, this would be far easierthan having to save the same amount ofmoney two months after their child hasgraduated from high school. Parentsreceiving the Child Tax Benefit Allowancemay be able to save some of these fundsfor their child’s future education. Thefederal government’s Canada EducationSavings Act provides parents with grantsto set up a Registered Education SavingPlan for their child. See the CanadaRevenue Agency—Registered EducationSaving Plans website or the CanLearnwebsite for details (see Appendix—Financial Resources).

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What about scholarships?

Students applying for scholarships require evidence of one ormore of the following criteria: involvement in community and/orschool-based activities, academic achievement, volunteerism, and

financial need. Some scholarships are awarded according to thespecific program selected. Most Manitoba post-secondary institutionsadvertise and offer entrance scholarships. There are additional awardsavailable that target select groups, such as the Aboriginal EducationAwards. Students receiving scholarship awards are not required topay the money back. See the Student Awards website for details (seeAppendix—Financial Resources).

How can my child help?

Many high school students save tuition fee money by workingat part-time jobs during high school and full-time jobs in thesummer. Some students are able to work part time while

taking their post-secondary education. Funding for post-secondaryeducation can be found through a variety of ways, and your familysituation will dictate the best methods for you. For additionalinformation about financial aid, visit the Financial Resources websites(see Appendix—Financial Resources) or consult the ManitobaEducation, Citizenship and Youth companion document Focus on theFuture: Your Grad Planner.

LLiiffee//WWoorrkk RRooaadd IIss NNoott AAllwwaayyss aa SSttrraaiigghhtt LLiinnee

1. Started school in 1980. Liked to draw and play sports.

2. During the Early Years and Middle Years played soccer,hockey, and baseball, and continued to draw in my freetime.

3. In high school enjoyed hockey, biking, skiing, anddrawing in my spare time. Favourite courses in highschool were biology, art, and physical education.Favourite chore at home was cooking dinner.

4. Graduated from high school and completed an artdiploma at a local college.

5. Found a part-time position in the publishing industryinvolving some art work. Found another part-timeposition as a cashier. (Access Your Allies) Enjoyedbiking, skiing, drawing, and cooking as hobbies.

6. Decided neither position was what I wanted to do.(Know Yourself)

7. Watched newspaper articles for opportunities to moveto the mountains.

8. Applied for and accepted a position as a cook’s helperat a ski resort. Moved to a resort ski town to ski andmountain bike.

9. Learned a lot about cooking from the chef.(Learning Is Ongoing)

10. Left resort position because cook and other co-workersmoved away. Moved back to city and found a positionas a cook’s helper in a fast food restaurant.

11. After one year was laid off. Restaurant closed.(Change Is Constant)

12. Applied for and was accepted into a two-year collegeprogram in commercial foods. (Follow Your Heart)

13. Graduated from program and accepted a position in thekitchen of a large hotel. (Focus on the Journey)

14. After five yearsworking at thehotel, paid offmy student loan.

15. Have met manyother people inthe foodindustry, andwith their helpplan to openmy ownrestaurant inthe nearfuture.(AccessYour Allies)

Our lives don’t happen exactly the waywe plan them, but the good news is thatour skills travel with us. If we were to

chart a road map of our career journey, wewould not always find the pathway to be astraight line between the starting point andthe end career goal. We learn as we go,sometimes through formal school or training,and sometimes on our own by reading booksand manuals, by talking to others, or just bydoing. This is an example of one youngperson’s career journey in progress.

IItt iiss qquuiittee ppoossssiibbllee ffoorr ppeeooppllee ttoottrraavveell vveerryy ddiiffffeerreenntt rroouutteess bbuutteenndd uupp aatt tthhee ssaammee ddeessttiinnaattiioonn..

18

High FivePlus One:

•Change IsConstant

•Learning Is Ongoing

•Focus ontheJourney

•FollowYour Heart

•AccessYour Allies

•KnowYourself

19

Emphasize “know yourself” as a keycomponent to career planning.

Children should “follow their hearts” becausemost people are happy and successful whenthey are doing things they like.

Experts are predicting that almost one half ofthe workforce in the public sector will changein the next three years. Therefore, the ideathat “change is constant” is a reality of thelabour market.

The prediction that two thirds of the jobs beingcreated today will require training beyond highschool confirms the need to understand that“learning is ongoing.” New occupations and

skill changes in existing occupations, coupled with fewerworkers entering the labour market, suggest a brightand promising future for teenagers.

Discuss how others have found “access yourallies” extremely important when exploring jobopportunities and in helping them with stepsalong the way.

Finally, your children need to know that careerpathways are not always in straight lines, andthat they should “focus on the journey.”

The RRoad AAhead

New technology, international trade, thechanging nature of work, the Internet, andenvironmental protection are some of the

trends that make predictions about futureemployment difficult. Your child will be a workerin the 21st century and will need to respond toand adapt to change. You can play a major role inyour child’s career planning by discussing the skillshe/she has used successfully in school, householdprojects, or leisure activities, and how those skillscan be transferred to other tasks.

20

2 Why I want to achieve thisgoal. List as many reasons as you can. Thislist will help you keep working toward your

goal, even if it gets hard! Read it often to remindyourself. The goal needs to be consistent with yourvalues and beliefs.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1 My goal. Write out thegoal you want to worktoward. The goal must be

stated clearly and specifically. Saying,“I will be at school every day, andcomplete all work each day” is betterthan saying “I will try to do better.”

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

My GGoal MMap AActivity

This is the first oftwo activities tohelp your child

begin the planningprocess. “My Goal Map”encourages users toselect a goal and then gothrough the seven stepsthat will guide themthrough the process. Itmay be helpful toinitially select a short-term, concrete goal thatcan be attained in ashort period of time. Thesuccess and experiencegained from this activitywill provide insight andmotivation for settinglong-term goals.

SSeettttiinngg ggooaallss ccaann bbee ffuunn.. BByysseettttiinngg aa ggooaall aanndd wwoorrkkiinnggttoowwaarrdd iitt,, yyoouu ccaann hheellpp mmaakkeeyyoouurr lliiffee hhooww yyoouu wwaanntt iitt.. HHeerreeiiss aa gguuiiddee ttoo hheellpp yyoouu sseett ggooaallss..FFiirrsstt ddeecciiddee oonn ssoommeetthhiinngg tthhaattyyoouu wwoouulldd lliikkee ttoo aaccccoommpplliisshh..

3 Steps I will take. This is what you will do to reach your goal. List the steps inthe order you plan to do them. Goals must state a period of time. For example: “I willwork on my homework each night from 6:00 p.m. to 7:00 p.m.”

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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6 How’s it going? Make a record after you havebeen working toward your goal for a while. Even thoughothers may help you over time, ultimately the

responsibility for work and effort belongs to you.

Date _____________________________________________

Comments ________________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5 Keep this in mind. What do youremember if you feel like giving up?

___________________________________________________________________________________________________________________________________________________________________________________________________

7 When I’m finished. Fill out this section whenyou have finished working toward your goal. What did youlearn about goal setting, yourself, or life as you worked

toward this goal?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4 A picture of my goal. Make a picture thathelps you see your goal clearly. Draw a picture of yourgoal or cut one out of a magazine.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

KKeeeepp tthhiiss GGooaall MMaapp wwhheerree yyoouu ccaann sseeee iitt.. IItt wwiillll hheellppyyoouu rreemmeemmbbeerr yyoouurr ggooaall.. CCoonnggrraattuullaattee aanndd rreewwaarrddyyoouurrsseellff wwhheenn yyoouu hhaavvee aacchhiieevveedd yyoouurr ggooaall!!

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Personal GGoal-SSetting AActivity

This personal goal-setting activity provides your child with an opportunity to make a short-term andlong-term career plan. In completing this activity, your child will think about the various aspects ofcareer planning that include education, employment, leisure activities, and family. This plan should

be reviewed and revised, if necessary, on an regular basis.

Area One year from now Five years from now Ultimate Goal

Education

Employment

LeisureActivities

Family

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Career Planning ResourcesBlueprint for Life/Work Designs

<www.blueprint4life.ca>

Canada Prospects <www.canadaprospects.ca>

Career Cruising* <www.careercruising.com>

Destination 2020<www.careerccc.org/destination2020>

Manitoba Advanced Education and Training<www.edu.gov.mb.ca/aet/index.html>

Manitoba Advanced Education and Training—Apprenticeships <www.edu.gov.mb.ca/aet/apprent/>

Manitoba Education, Citizenship and Youth—A Self-Managed Career Portfolio Guide.<www.edu.gov.mb.ca/ks4/docs/support/c_portfolio/index.htm>

Manitoba Education, Citizenship andYouth—Kindergarten to Senior 4<www.edu.gov.mb.ca/ks4>

Manitoba Prospects Career Planning Guide—available in all secondary schools

MB4Youth.ca <www.mb4youth.ca>

School Finder.com<www.schoolfinder.com>

Financial ResourcesAboriginal Scholarships and Bursaries

<www.ammsa.com>

Canada Revenue Agency—RegisteredEducation Saving Plans<www.cra-arc.gc.ca/tax/registered/resp_qa-e.html>

CanLearn <www.canlearn.ca>

CanLearn cost calculator—go to<www.canlearn.ca>; click on Financing, andthen click on Financial Planner

Manitoba Advanced Education and Training—Student Aid <www.gov.mb.ca/educate/sfa>

National Aboriginal Achievement Foundation<www.naaf.ca>

Scholarships Canada.com<www.scholarshipscanada.com>

Student Awards <www.studentawards.com>

Job-Seeking ResourcesGovernment of Canada—Job Futures

<www.jobfutures.ca>

Government of Canada—Youth.gc.ca<www.youth.gc.ca>

Job Bank.ca <www.jobbank.ca>

Manitoba Workinfo.NET<www.mb.workinfonet.ca>

Appendix

Parents and children canuse the following resourcesto find out more about

career planning, financialplanning, and job-seekinginformation.

* This career exploration site is available free of charge toschools and youth-serving agencies across Manitoba.To obtain a school username and password, contactManitoba Education, Citizenship and Youth at 945-7948(Manitoba) or 1-800-282-8069, ext. 7948 (toll free).

24

Andrews, Suzanne, et al. It’s about Time: Parental Activities to HelpMiddle Grade Students Begin to Think about Career Choice.Columbus, OH: Ohio State Department of Education, 2000.

Barry, Bill. The Real Game Facilitator’s Guide. St. John’s, NF: Robinson-Blackmore Printing and Publishing, 1999.

BeMeCo. My Goal Map. Portland, OR: BeMeCo, 1989.

Bezanson, Lynne, and Sareena Hopkins. The Lasting Gifts WorkshopSeries: Becoming a Career Development Ally for Your Teens. Ottawa,ON: Canada Career Development Foundation, 2001.

Canada Revenue Agency—FAQ: Registered Education Saving Plans <www.cra-arc.gc.ca/tax/registered/resp_qa-e.html>

Canadian Parents.com—Steps and Stages: Early Adolescence (12-14years) <www.canadianparents.com/CPO/TweensTeens/StepsStages/EarlyAdolescence.html>

Destination 2020—Build Your Work Skills<www.careerccc.org/destination2020>

Hache, Lorraine, et al. Blueprint For Life/Work Designs. Memramcook,NB: National Life/Work Centre, 2000.

Henderson, Ann T. “Parents Are a School’s Best Friends.” Phi DeltaKappan vol. 70 no. 2 (October 1988): 148.

Manitoba Advanced Education and Training<www.edu.gov.mb.ca/aet/index.html>

Manitoba Advanced Education and Training—Manitoba Student Aid<www.gov.mb.ca/educate/sfa>

Manitoba Education and Training. How to Develop an OutstandingEmployability Skills Portfolio. Winnipeg, MB: Manitoba Education andTraining, 1995.

Manitoba Education, Citizenship and Youth. A Self-Managed CareerPortfolio Guide. Winnipeg, MB: Manitoba Education, Citizenship andYouth, 2003.

Manitoba Education, Citizenship and Youth. Focus on the Future: YourGrad Planner. Winnipeg, MB: Manitoba Education, Citizenship andYouth, 2005.

Manitoba Education, Citizenship and Youth—Kindergarten to Senior 4<www.edu.gov.mb.ca/ks4>

MB4Youth.ca <www.mb4youth.ca>

Minister of State for Youth and Employment and Immigration Canada.Stay in School Resource Kit for Teachers and Guidance Counsellors.Ottawa, ON: Minister of State for Youth and Employment andImmigration Canada, 1991.

Nightingale, Demetra Smith, and Michael Fix. “Economic and LabourMarket Trends.” Children of Immigrant Families vol. 14 no. 2 (Summer2004): 50-53.

Public Service Commission of Canada—Labour Market Trends andRealities <www.psc-cfp.gc.ca/centres/reports-rapports/ra-vf/trends_e.htm>

The Students Commission with Ben Wicks. The Sixth Messenger and theHigh Five Career Messages. Toronto, ON: Tiny Giant Magazine andThe Students Commission, 2000.

University of Westminster Learning Skills—Howard Gardner: SevenIntelligence Model <www2.wmin.ac.uk/eic/learning-skills/cognition/learning_styles/ howard_model.html>

Wherry, John H. “Getting Parents Involved.” Vocational EducationalJournal. September 1991: 35.

Young, R.A., and J.D. Friesen. “The Intentions of Parents in Influencingthe Career Development of Their Children.” The Career DevelopmentQuarterly 40.1992: 198-207.

References

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vPrinted in Canada

Imprimé au Canada