Career Awareness, Exploration,
and Planning
Activity 1: My Place in the World of Work
Foundational Objectives:
Awareness and understanding of the relationship between work and learning.
Awareness and knowledge of educational benefits.
Awareness and knowledge of the interrelationship of life roles.
Awareness of self.
Learning Objectives:
The student will:
- describe how work can satisfy personal needs.
- examine reasons for and importance of work.
- identify personal goals that may be satisfied through a combination of work, community, social and family roles.
C.E.L.s: COM, CCT, IL, PSVS, TL, NUM
Materials:
- pen or pencil
- handout No. 1 "What is Important to Me?"
- paper
- handout No. 2 "Job Satisfiers"
Time: Two class periods.
Background Information:
To fully understand work, students need to appreciate that work includes employment, unemployment, homemaking and volunteering because each involves tasks and responsibilities related to organizing one's home and activities in order to reach desired goals. Reasons for working should include a need for satisfaction and a desire to accept responsibility, meet people, make a contribution, attain prestige and recognition, as well as make money.
Activity:
- Have each student write a definition of "work" and list five reasons why people work.
- Create four groups and have each group compile a definition of work and as many reasons for working as possible. Have groups post definitions and reasons on large chart paper.
- Groups can walk around to examine and discuss each group's definition of work.
- Consider, with students, whether volunteering, unemployment and homemaking are accounted for in the definitions of work.
- Create a class list of the reasons for working.
- Consider the reasons for working in relation to marital status, sex, and age.
- Using the class-created list of reasons for working and definitions of work, have students survey others -- male and female, young and old, employed, unemployed and retired -- about reasons for working and a definition of work. Compare the results of the survey with the class-generated list of definitions.
- Introduce the concept of job satisfiers and how it can help students determine their likes and dislikes in what they will do at work. Ask students to complete the "What Is Important to Me?" and then discuss some of their responses and reasons for their responses in pairs. Each pair might try to decide which satisfiers are the most important. However, it should be made clear that the purpose of the exercise is to stimulate thinking through discussion, not to strive for a "correct" response.
Teacher Note - An informal survey revealed that a majority of workers surveyed ranked the items on the worksheet "What Is Important to Me?" as follows: 1-h, 2-j, 3-i, 4-b, 5-a, 6-e, 7-c, 8-f, 9-d, 10-g.
It needs to be emphasized that there are no right or wrong answers. Students may, however, wish to compare their evaluation with that of the survey.
- Ask students to complete the "Job Satisfiers" handout. Ask them to suggest occupations that might meet their needs and desires.
Additional Activities:
Debate - Students might debate the following topics related to satisfaction in a job.
(a) Being happy with your work is more important than earning a large salary.
(b) Working for yourself is more satisfying than working for someone else.
Working Conditions - Ask students to list the ideal working conditions for an occupation of their choice. They might share their answers with the class. They might also discuss how or why an individual could overcome or accept poor working conditions in an occupation.
Watch and discuss the video "Get Ready" which explores northern career opportunities in science and technological fields.
Evaluation:
Resources:
"Get ready" (video)
"Choices you make" (video)
Canada Employment and Immigration
Regina, SK
Adapted from: Junior high school career guidance, New Brunswick Department of Education, 1988.
For printing and copying this template Requires Acrobat Reader (click on the table title)
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What Is Important to Me?
Rank the following general job satisfiers in order of their importance to you. When you have decided which one is the most important to you, write "1" in the column entitled Importance to Me. Write "2" beside the second most important, and so on. Write down the reasons for your answers.
For printing and copying this template Requires Acrobat Reader (click on the table title)
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Job Satisfiers
- Good wages
- Job security
- Promotion
- Good working conditions
- Interesting work
- Personal loyalty to workers
- Tactful discipline
- Full appreciation of work done
- Sympathetic help with personal
problems
- Feeling "in" on things
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Importance
to Me
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ |
Group
Consensus
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ |
Reasons for Answers
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Other Job Satisfiers That Are Important to Me
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________ |
Source: One step at a time, Educational and Career Explorations, Intermediate Division, Ministry of Education, Ontario, 1984.
Grade 9 Module: Career Awareness, Exploration, and Planning
Handout No. 1 "What Is Important to Me?"
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Job Satisfiers
A list of the satisfiers that people may seek in their jobs or as a result of their jobs are given below. Which of these satisfiers are important to you? Check the appropriate column for each statement. When you have completed the list, write down the five most important job satisfiers, in order of their importance to you, and the five that are least important to you. If some of the satisfiers you might expect from a job are not here, you may include them on your final list.
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Very
Important |
Mildly
Important |
Not
Importantly |
|
|
I would like a job in which I will
be able to:
- help other people;
- invent new things, design new
products, or develop new ideas;
- travel;
- think of myself;
- obtain status and respect;
- plan work for others;
- earn a good salary and satisfy
my
material needs;
- work outdoors;
- feel secure, even in time of
high unemployment;
- work in pleasant surroundings;
- have a supervisor who is fair
and with whom I get along well;
- work with other people;
- do a variety of job activities;
- do light physical work;
- work with machines.
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Grade 9 Module: Career Awareness, Exploration, and Planning
Handout No. 2 "Job Satisfiers"
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Job Satisfiers (continued)
Most Important Satisfiers
- __________________________________________________________________
- __________________________________________________________________
- __________________________________________________________________
- __________________________________________________________________
- __________________________________________________________________
Least Important Satisfiers
- __________________________________________________________________
- __________________________________________________________________
- __________________________________________________________________
- __________________________________________________________________
- __________________________________________________________________
|
Source: One step at a time, Educational and Career Explorations, Intermediate Division, Ministry of Education, Ontario, 1984.
Grade 9 Module: Career Awareness, Exploration, and Planning
Handout No. 2 "Job Satisfiers"
Activity 2: My Lifestyle and Leisure
Foundational Objectives:
Awareness and knowledge of the interrelationship of life roles.
Awareness and understanding of the life career concept.
Learning Objectives:
The student will:
- describe the various roles an individual may have as part of his/her life career.
- describe the interrelationships among school, family, occupation and leisure decisions.
- identify personal leisure choices in relation to lifestyle and the attainment of future goals.
C.E.L.s: COM, CCT, IL, PSVS, TL
Materials:
- pen or pencil
- handout No. 3 "Lifestyles Questionnaire"
- handout No. 4 "Leisure Time Questionnaire"
Time: Two class periods.
Background Information:
Lifestyle is the sum of the many roles a person has throughout life. It includes attitudes, goals, and beliefs. When formulating their lifestyle, students should consider:
- their contribution to the economic life of society;
- their role as members of a family group;
- their role in community life;
- their role in aesthetic, religious, or service organizations;
their role in a changing world of technology.
Leisure may be defined as:
- time free from required work when a person may amuse himself/herself or may rest and enjoy some pleasant activity.
- time at one's disposal.
Discussion of both lifestyles and leisure should consider the following points:
- family financial status
- changes in the size, age, or needs of family members
- location and type of residence
- opportunities and facilities in the community
- impact on family relationships
- opportunities to serve others (e.g., service clubs)
- cultural, social and athletic opportunities of an individual or group nature
- opportunities to explore talents, interests, and abilities
- impact of work and family responsibilities
- opportunities to meet others
- impact of shiftwork, dual career families
- some leisure activities viewed as work
- changes due to individual and family needs and circumstances
- reflection of personal value (being visible to/in contact with `important' people versus time spent with family)
Activities:
- (a) Define leisure. The main concept to consider is time free from work and responsibilities to amuse oneself, rest, and enjoy an activity.
(b) Brainstorm a list of leisure activities currently enjoyed by students. Consider the time available to devote to leisure related to the roles and responsibilities of being a student, someone's daughter, a part-time worker, and someone's brother or sister.
- (a) Have students imagine ten years into the future, assume they are all married, live in apartments and have no children. How will this affect leisure activities and time available for leisure?
(b) In addition to being married, the students all have jobs which -- like teaching -- require at least an hour's work at home each night. How does this affect available leisure time and activities and the time spent with one's spouse?
(c) In addition to the above, students now own their own homes and have one six-month old child. How does this affect available leisure time and activities and time spent with one's spouse?
- Ask students to identify other factors and changes in their lives which would affect time available for leisure, leisure activity, and relationships. Such factor changes would include additional children, a working/non-working spouse, shift work, a move to a new community, major purchases (e.g., car, new house), starting your own business.
- Explain that while the previous activities/discussions focused attention on leisure, students were also considering lifestyle. Discuss the meaning of lifestyle. Concepts to consider include participation in the economic life of society; family and home roles, membership and responsibilities; involvement in community and religious activities, groups and associations; and changes resulting from technological, societal, and economic change.
- Complete and discuss the `Lifestyle and Leisure' questionnaire handouts.
- Consider the importance of lifestyle and leisure in relation to planning for the future.
- Write a few paragraphs on the changes in leisure time, activities, and relationships that would result when a spouse leaves the home, when children are 16 or 17, when children are away from home, or at retirement.
- A lifestyle is the way you decide to live 24 hours a day. For example a couple with five children lives in the log house they built in British Columbia and fishes for salmon three months a year to get needed money. A 33-year old person is selling school materials around the province and lives over half the time in motels. These persons decided on a particular lifestyle. They may not do it all their life, but they want to now.
Describe people with different lifestyles. Tell about the way they get money, the degree of luxury (or lack of), recreation and hobbies, housing, cars, etc.
Lifestyle No. 1 ________________________________________________________
________________________________________________________
Lifestyle No. 2 ________________________________________________________
________________________________________________________
Lifestyle No. 3 ________________________________________________________
________________________________________________________
Lifestyle No. 4
________________________________________________________
________________________________________________________
- Share your responses in small groups.
- In small groups, discuss the important of lifestyle and leisure in planning for the future.
Additional Activities:
Choices - Ask students to list several possible careers for themselves, based on their desired lifestyle and use of leisure time. Ask them to compare these choices with their earlier choices based on their interests.
Planning for Leisure Time - Ask students to use a decision-making model to make a plan for leisure time; for example, to answer the question "How can I spend a half day?"
Research - Have students do research on occupations related to leisure time, such as hotel administration, travel, sports, recreation, photography, coin collecting, stamp collecting, crafts. Students should be encouraged to use career computer resources, if available.
Imagine your lifestyle 100 years ago and 100 years in the future. Write an imaginative story to share with the class.
Evaluation:
Resources:
For printing and copying this template Requires Acrobat Reader (click on the table title)
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Lifestyle Questionnaire
A. For each of the following descriptions of jobs, give two examples.
- Some occupations allow an individual a great deal of leisure time.
___________________________________________________________________
- Some occupations allow very little leisure time.
___________________________________________________________________
- In some occupations, employees earn well over $50 000 per year.
___________________________________________________________________
- In some occupations, employees earn between $15 000 and $20 000 per year.
___________________________________________________________________
- Many jobs directly involve helping people with their personal needs and worries.
___________________________________________________________________
- Some jobs make it very difficult for the employees to spend time with their families.
___________________________________________________________________
- Some jobs provide the first step to bigger and better positions (job advancement).
__________________________________________________________________
- Very few jobs involve adventure, that is exciting, risk taking, or hazardous activities.
__________________________________________________________________
- In certain occupations you would be able to own your business or be self-employed.
__________________________________________________________________
- Certain occupations do not allow you to ever own your business.
__________________________________________________________________
- Some occupations allow you to get to know other people very well and develop close
relationships with them.
__________________________________________________________________
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Grade 9 Module: Career Awareness, Exploration, and Planning
Handout No. 3 "Lifestyle Questionnaire"
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Lifestyle Questionnaire (continued)
- To many people, having a job that involves outdoor activities is very important.
__________________________________________________________________
- Certain kinds of jobs allow you a lot of freedom; for example, the opportunity to choose your own working hours.
__________________________________________________________________
- Some people love to be inventive, original, or creative in anything they do, but in certain occupations creative experiences would probably not be present.
__________________________________________________________________
- In the future, certain jobs might be done by robots.
__________________________________________________________________
B.Circle "T" for "True" or "F" for "False".
- Two examples of very prestigious or high-status jobs are:
(a) singer
(b) model |
T
T |
F
F |
- Some hobbies that can become either part-time or full-time occupations are:
(a) car customizing
(b) crafts (painting, weaving) |
T
T |
F
F |
- Some jobs that give people a lot of opportunity to lead and guide others are:
(a) actor
(b) accountant |
T
T |
F
F |
- The following jobs offer a variety of experiences.
(a) reporter
(b) airline pilot
(c) farmer
(d) file clerk
(e) computer programmer |
T
T
T
T
T |
F
F
F
F
F |
|
Source: One step at a time, Educational and Career Explorations, Intermediate Division, Ministry of Education, Ontario, 1984.
Grade 9 Module: Career Awareness, Exploration, and Planning
Handout No. 3 "Lifestyle Questionnaire"
For printing and copying this template Requires Acrobat Reader (click on the table title)
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Leisure Time Questionnaire
- Choose three words to best describe what leisure means to you. Explain why you picked those words.
__________________________________________________________________
- What do you commonly do when you have a half hour or an hour free? List three activities.
__________________________________________________________________
- What are your leisure activities when you have a half day or a full day free? List three activities.
__________________________________________________________________
- What do other people want you to do during your leisure time (your parents, teachers, friends)?
__________________________________________________________________
- Why do people have vacations? What, for you, is the ideal vacation? What does this tell you about yourself?
__________________________________________________________________
- When does leisure time become work? Consider these examples: gardening vs farming; partying vs entertaining for business; cooking vs being a chef; tinkering with cars vs being a mechanic; sewing vs working as a seamstress or tailor.
__________________________________________________________________
- List leisure time facilities available to you in your community and school (e.g., YMCA and YWCA, recreation centre, arena, etc.).
__________________________________________________________________
- Which of the following benefits does leisure time provide for you? Place a check mark next to them.
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___ relaxation
___ recreation
___ variety
___ stimulation
___ enjoyment |
___ cultural growth
___ ideas about future careers
___ physical growth
___ mental growth
___ spiritual growth |
___ social growth
___ increased self-awareness
___ educational development
___ other (specify) |
- What are you looking for in your leisure time experiences?
__________________________________________________________________
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Source: One step at a time, Educational and Career Explorations, Intermediate Division, Ministry of Education, Ontario, 1984.
Grade 9 Module: Career Awareness, Exploration, and Planning
Handout No. 4 "Leisure Time Questionnaire"
Activity 3: My Future
Foundational Objectives:
Awareness and understanding of the career planning process.
Awareness of change and knowledge, skills, and attitudes needed for life career transitions.
Awareness and understanding of the life career concept.
Learning Objectives:
The student will:
- describe the importance of career planning for the future.
- identify how a person changes during a lifetime (physical, psychological, societal, emotional).
- identify life events that (will) have been meaningful.
C.E.L.s: COM, CCT, IL, PSVS, NUM
Materials:
- paper
- handout No. 5 "My Future"
- pencil or pen
- student journals
Time: One class period.
Background Information:
A life career plan is like a road map. It helps students get from where they are to where they want to be. Because of the changing nature of the world of work, few students can chart a course during high school and follow it for the rest of their lives. However, students can establish general directions during their high school years and begin to develop the knowledge, skills, and attitudes that will have usefulness in virtually any job situation.
Activity:
1.Ask students to go on an imaginary journey that takes them 15 years into the future. With their input, develop a list of events that could happen to them during the next 15 years. This list could include such things as:
- entering high school,
- being elected to the Student Council,
- winning a scholarship,
- participating in school events,
- attending a friend's/older sibling's wedding,
- experiencing a death in the family,
- having a part-time job,
- graduating from high school,
- taking a vacation,
- having a first full-time job,
- being laid off,
- getting engaged,
- having their first child.
- Tell students they are now 28 or 30 years old, it is a weekday morning and all of them are fortunate enough to have full time jobs and, at some point during the day, they have to go to work (you may also wish to suggest that none of them is a millionaire - yet!). Distribute the `My Future' handout and ask students to answer the questions.
- Advise students they must now return to the present and your grade 9 classroom. Allow students who wish to share their `Future' with the class to do so (you may also wish to share your expectations of your life 15 years from now).
- Explain that while not all dreams come true, there is less chance they will come true if students do not begin now not only to plan for the future, but also to do things that will enable them to work toward achieving their goals.
- In small groups, have students describe the changes that have occurred in their physical, psychological, social, and emotional development.
- In their journals, have students complete the following sentences:
Thinking about and planning for my future are important because ...
In planning my future I also need to think about my education because ...
Additional Activities:
Life Line - Design your life line. Expand it to the future including significant events in the past that have happened and significant events in the future that will happen.
Evaluation:
Resources:
For printing and copying this template Requires Acrobat Reader (click on the table title)
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My Future
Name: ___________________________________ Grade: __________ Date: __________
- How old are you? ______
- Are you married? _____ For how long? _____ Do you have children? _____ How many? _____ Ages? _____
- What time do you get up on work days? _____
- What do you usually wear to work? ____________________
- What do you eat for breakfast? ____________________ Do you eat at home? _____
- Do you live in a house? _____ an apartment? _____ a flat? _____ or a mobile home? _____ Is it in the city? _____ suburbs? _____ town? _____ a village? _____
or the country? _____
- What time do you leave for work? _____
- What time do you have to be at work? _____ Do you have to be there at the same time every day? _____ If no, why not? ____________________
- What time do you leave work? _____ Do you go straight home on most days? _____ If not, what do you do before going home? ____________________
- What kind of work do you do? ___________________ Who is your employer? ____________________ What do you like best about your job? ____________________ least? ____________________
- Do you take your lunch to work? __________ or eat out? __________
- What is your weekly take-home pay? __________ your grocery bill? __________ light/heat bill? __________ rent/mortgage? __________
- What do you usually do in the evenings on a work day? ____________________
- What do you usually do on your days off? ____________________
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Source: Junior high school career guidance, New Brunswick Department of Education, 1988.
Grade 9 Module: Career Awareness, Exploration, and Planning
Handout No. 5 "My Fantasy Future"
Activity 4: Occupational Information Resources and Search
Foundational Objective: Awareness and knowledge of different occupations and knowledge and skills needed to access, understand, and use occupational information.
Learning Objectives:
The student will:
- identify sources to obtain information about occupations/occupational groups.
- demonstrate skills in using school and community resources to learn about occupations.
C.E.L.s: COM, CCT, IL, PSVS, TL
Materials:
- pen or pencil
- handout No. 6 "Occupational Information Resources"
- chalk
- handout No. 7 "Occupational Search"
- chalkboard
- occupational information resources
Time: Two class periods.
Background Information:
In the world of work today, there are a vast number of jobs. Moreover, new jobs are coming into existence all the time.
It is important that students are aware of the many possibilities open to them when they are considering what kind of work they want to do in their lives. Unfortunately, students' horizons can be limited by many factors. Students who grow up in rural or northern communities may see only a few traditional careers in their community. The area of the country in which students live and student gender also have an influence. For example, prairie students will likely have little knowledge of the many occupations associated with the construction, maintenance, and operation of ships. Both boys and girls may have traditional views of occupations appropriate for their sex.
Therefore, career awareness, exploration, and planning is absolutely essential in life career development. Students need the opportunity to learn about a wide range of occupations when thinking about their future plans, and to consider a number of careers in relation to their personal interests and abilities. Students must be aware of the various career information resources available to them.
Activity:
- Brainstorm a list of occupations. Discuss with the students the value of knowing where to obtain information about occupations.
- Brainstorm with the students a list of occupational resources ... write them on the board.
- Distribute handout No. 6 "Occupational Information Resources".
- In small groups, students should explore the career information resources on the handout and determine which resources are most beneficial and why. (This assignment will require access to a variety of career resources and may also require an extensive search.)
- Share responses with the rest of the class.
- Using the career resources available to them, students should individually complete the "Occupational Search" handout No. 7.
- Students should share the results of their occupational search in small groups.
Additional Activities:
Students who are interested in applying for part-time work can research "Job Search Skills".
Students can write a report on specific areas of Occupational Information Resources -- for example, the value of computer resources.
Students can design a bulletin board around Occupational Information Resources or construct a mobile and/or collage on various occupations.
Evaluation:
See Appendix C for sample group work forms.
Resources:
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Career Information Resources
Libraries
- look under "careers" in the card catalogue (or other data bank)
- look under career areas you find most interesting (i.e., agriculture, science, etc.)
- look in reference section (i.e., Dictionary of occupational titles, Canadian classification and dictionary of occupations, occupational outlook handbook)
- talk to the librarian
- newspaper (want ads)
Career Information Centres
- i.e., Career Centre - Kelsey Campus, Saskatoon
- reference books
- specific occupational information
- occupational videos
- career-related magazines
- university calendars
- training opportunities
- pamphlets
People
- career counsellors
- school guidance counsellors
- teachers
- informational interviewing (talking to someone in the field of interest)
- job shadowing
Computers
- Choices
- PC Directions
- Discover
- Job Futures
- Crossroads
|
Source: Connect: A career planning workshop for adolescents and their parents, Lauri Briltz, Unpublished document, University of Saskatchewan, 1993.
Grade 9 Module Career Awareness, Exploration, and Planning
Handout No. 6 "Occupational Information Resources"
For printing and copying this template Requires Acrobat Reader (click on the table title)
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Occupational Search
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Job Title Person Interviewed Employer Date of Interview Interviewer |
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
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- Job Requirements
What education and/or training is needed?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
- List any Special Abilities needed (verbal, numerical, mechanical, etc.)
__________________________________________________________________
Do you need a license or special certificate to do this work?
__________________________________________________________________
List any other requirements for this occupation.
__________________________________________________________________
- Job Description
What are the duties? responsibilities?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
- Interests
Check the kinds of interests that are related to this occupation. (This question may be omitted if the information is not available.)
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___ arts
___ clerical work
___ outside work
___ science |
___ mathematics
___ influencing people
___ mechanical work
___ social service work |
___ literary
___ music |
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Grade 9 Module: Career Awareness, Exploration, and Planning
Handout No. 6 "Occupational Search"
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Occupational Search (continued)
- Working Conditions
Check any special working conditions associated with this occupation.
___ routine, unchanging work
___ high pressure work
___ heavy physical work
___ work under supervision
___ all inside work
___ night or weekend work
___ work mostly with others
___ work mostly alone |
___ very little movement
___ work that changes a lot
___ much travel
___ dangerous work
___ work without supervision
___ loud noise
___ extreme heat or cold
___ get dirty or greasy |
Does the occupation have any other special working conditions? Describe them.
__________________________________________________________________
__________________________________________________________________
- What personal qualities are required (appearance, strength, math ability, working with people)?
__________________________________________________________________
__________________________________________________________________
- What is the pay range for this occupation?
__________________________________________________________________
__________________________________________________________________
- Job Future
What are the chances for advancement within this occupation?
__________________________________________________________________
__________________________________________________________________
What are the chances of staying employed in this occupation (employment outlook)?
__________________________________________________________________
__________________________________________________________________
- In Your Opinion
What are the major advantages of this occupation?
__________________________________________________________________
__________________________________________________________________
What are the major disadvantages of this occupation?
__________________________________________________________________
__________________________________________________________________
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Grade 9 Module: Career Awareness, Exploration, and Planning
Handout No. 6 "Occupational Search"
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Occupational Search (continued)
- Related Occupations
__________________________________________________________________
__________________________________________________________________
- Who are the major people with whom you have to work on this job?
__________________________________________________________________
__________________________________________________________________
- What school subjects are most related to this job?
__________________________________________________________________
__________________________________________________________________
- What personal interests are associated with your job?
__________________________________________________________________
__________________________________________________________________
- What related work experiences have you had?
__________________________________________________________________
__________________________________________________________________
- What advice would you give to someone planning to enter this occupation?
__________________________________________________________________
__________________________________________________________________
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Grade 9 Module: Career Awareness, Exploration, and Planning
Handout No. 6 "Occupational Search"
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Occupational Search (continued)
Is This For Me?
Name: ___________________________________ Grade: __________ Date: __________
Job Title: ________________________________________________
- Using a scale of 1 to 5, with 5 as high, rate how well the job suits your:
|
(a) interests
(b) abilities
(c) work values
(d) educational plans
(e) desired working conditions
(f) desired salary
(g) lifestyle/leisure |
_____
_____
_____
_____
_____
_____
_____ |
- What would I like about this job?
__________________________________________________________________
__________________________________________________________________
- What wouldn't I like about this job?
__________________________________________________________________
__________________________________________________________________
- Do you need to explore more careers? Why?
__________________________________________________________________
__________________________________________________________________
- Has your search affected your educational plans? If so, how?
__________________________________________________________________
__________________________________________________________________
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Source: Junior high school career guidance, New Brunswick Department of Education, 1988.
Grade 9 Module: Career Awareness, Exploration, and Planning
Handout No. 6 "Occupational Search"
Activity 5: The Life of the Entrepreneur
Foundational Objective: Awareness and knowledge of different occupations and knowledge and skills needed to access, understand, and use career information.
Learning Objectives:
The student will:
- identify a variety of occupations.
- describe skills needed in a variety of occupational groups.
C.E.L.s: COM, CCT, IL, PSVS, NUM
Materials:
- pen or pencil
- handout No. 8 "The Profile of An Entrepreneur"
- student notebook
- chalk, chalkboard
Time: One - two class periods.
Background Information:
Entrepreneurship begins when you recognize an opportunity, a want, a need or a demand which needs to be satisfied. It is the use of resources to implement innovative ideas to satisfy those needs through new, thoughtfully planned ventures. Entrepreneurs are often people who work for themselves. Some operate businesses where they hire other staff, others create only their own job. Some people are entrepreneurs within an existing organization. They can be called Intrapreneurs.
- Did you know that: In 1986, almost one out of every seven workers in Canada was self-employed (1,556,000 out of 11,634,000).
- Between 1975 and 1986, the number of self-employed workers increased more than twice as fast as the number of paid workers: 54.0% compared with 22.6%.
- Self-employment is more prevalent among men than among women: 17.1% of all employed men were self-employed in 1986 compared with only 8.3% of all employed women.
- Since 1975, however, the number of self-employed women has been rising three times as fast as the number of self-employed men: 117.6% compared with 39.1%.
- Women's share of total self-employment rose from 19% in 1975 to 27% in 1986; during this period, their share of paid worker employment advanced from 38% to 45%.
- The prevalence of self-employment increases rapidly with age: in 1986, only 5.6% of workers aged 15-24 were self-employed compared with 15.3% of workers aged 35-44 and 46.8% of those 65 years and over.
- Self-employment is most prevalent in Saskatchewan and Prince Edward Island: it makes up 23.8% of total employment in the former and 18.3% in the latter. If agriculture is excluded, however, British
Columbia has the highest proportion of self-employment (15.6%). Self-employment is least prevalent in Ontario and Quebec.
- Self-employment is more prevalent among workers engaged in fishing and in farming occupations; it is also prominent among persons in the artistic, literary, and recreational field; in sales occupations; and in the construction trades.
- Self-employment workers generally stay at their job longer than paid workers. In 1986, almost 18% of the self-employed had worked at their job more than 20 years compared with only 8% of paid workers.
Activity:
- Review what the students have already learned about entrepreneurship. You may also wish to ask a student belonging to Junior Achievement to give a presentation in the classroom and/or a local
entrepreneur. Ensure a range of occupations, cultures, ages, disabilities, and both genders when considering potential entrepreneurs for classroom speakers.
- Brainstorm ideas or facts ... write them on the chalkboard.
- Go over the background information with the students.
- Explain the "Profile of An Entrepreneur" assignment. Distribute the handout and have students go over each section for discussion and clarification. If students live in a small community, perhaps they can make a list of the business people in the community and who they plan on interviewing.
- Students should report back to the class about their entrepreneur. The students should be encouraged to set up an appointment with the entrepreneur and to write a thank you letter after the interview.
- Students should discuss the contributions made by the entrepreneurs.
Additional Activities:
Invite a representative from the Canadian Federation of Independent Business, Chamber of Commerce, or Saskatchewan Economic Development to give a class presentation. If the Grade 12 Entrepreneurship course is offered at the school or a neighbouring high school, invite students from that class to share their entrepreneurial projects.
Bulletin Board - Have students design a bulletin board about entrepreneurship.
Establish A Business - Students may wish to research and develop a plan for establishing a business.
Write newspaper articles for the school newspaper highlighting entrepreneurs in the area.
Resources:
Canadian Council for Native Business
Box 7626
Saskatoon, SK S7K 2B6
Canadian Federation of Independent Business
950 - 1783 Hamilton St.
Regina, SK S4P 2B6
Junior Achievement
Bayside Centre, 222 - 255 2nd Ave. North
Saskatoon, SK S7K 2B7
Saskatchewan Chamber of Commerce
1630 Chateau Towers, 1920 Broad Street
Regina, SK S4P 3V2
Saskatchewan Economic Development
1919 Saskatchewan Drive
7th Floor, Ramada Inn
Regina, SK S4P 3V7
The Saskatchewan entrepreneur revisited in 1989 by E. Weymes
Saskatchewan Economic Development and Tourism
Regina, SK
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The Profile of an Entrepreneur
Interview an entrepreneur and write a profile of that person and his/her business. The profile should include:
A description of the person:
- his/her reasons for becoming an entrepreneur
- the kinds of personality characteristics this person has that makes her/him successful as an entrepreneur
- the kinds of skills and abilities this person has which are useful in the venture
- how the person got her/his idea for the venture
- the individual's feelings about being an entrepreneur (satisfactions, frustrations)
A description of the product/service:
- the need that the product/service meets
- the customers
- the marketing strategy
- the way that the product/service is produced or provided
A description of the contributions that this entrepreneur makes to society:
- needed products or service
- job creation
- financial contributions
- public service
|
Source: Project real world module IV, Federal/Provincial Publication, Saskatchewan Education, Training and Employment, 1986.
Grade 9 Module: Career Awareness, Exploration, and Planning
Handout No. 8 "The Profile of an Entrepreneur"
Activity 6: Occupations in Cooperatives
Foundational Objectives:
Awareness and knowledge of different occupations.
Awareness and knowledge of the interrelationship of life roles.
Awareness of the value of the knowledge, skills, and attitudes needed to interact successfully with others.
Learning Objectives:
The student will:
- describe Maslow's hierarchy of needs.
- describe how cooperatives relate to Maslow's hierarchy of needs.
- identify cooperatives in the community, region, province, and country.
- make a list of occupations within various cooperatives.
- design a poster showing various occupations in cooperatives.
C.E.L.s: COM, CCT, IL, PSVS
Materials:
- paper
- crayons
- pen or pencil
- markers
- chalk, chalkboard
- poster paper
Time: Two class periods.
Background Information:
See the background information (Grade 6, Module 1: Activity 6 and Grade 8, Module 4: Activity 8). Teachers may wish to photocopy the background information for the students or have them take notes on the material.
Dr. Abraham Maslow, a noted psychologist, identified five basic physical or emotional needs. He arranged these needs into a series of levels, or a hierarchy of importance. He believed that each level must be satisfied before an individual can successfully advance to the next level.
Maslow's Hierarchy of Needs are:
- Basic/Physiological Needs: Food, rest, shelter.
- Safety Needs: Protection against danger, threat or deprivation.
- Social Needs: Belonging, association, giving and receiving friendship and love.
- Self-Esteem: Self-respect and achievement. Includes the need for status, recognition and appreciation.
- Self-Actualization Needs: Realizing one's potentialities, and continued self-development.
While the majority of cooperatives initially organized to meet basic physiological and safety needs, todays cooperatives fulfil almost every human need. Examples of cooperatives that exist in Canada include:
retail cooperatives
fishing cooperatives
livestock producer purchasing cooperatives
funeral cooperatives
grain marketing cooperatives
daycare cooperatives
housing cooperatives |
credit unions
water and firefighting cooperatives
health care cooperatives
employment cooperatives
radio cooperatives
taxi cooperatives |
Some cooperatives in Saskatchewan are:
Dairy Producers Cooperative Limited
Community Health Cooperative Federation
Saskatchewan Federation of Production Cooperatives
Saskatchewan Wheat Pool |
Credit Union Central of Saskatchewan
Cooperative Trust Company of Canada
Federated Cooperative Limited
The Cooperators
The CUMIS Group |
Source: Cooperatives: An Introduction Home Study Course by W. Koczka. Canadian Cooperative Association, 1988.
Activity:
Session 1 -
- Review what the students have already learned about cooperatives.
- Read the background information (students may take notes or be provided with a photocopy).
- Have students (individually or in small groups) make a list of Maslow's "Hierarchy of Needs". Beside each need the students should describe how cooperatives have satisfied that need.
- Students should share responses by writing them on the chalkboard under each heading of Maslow's needs.
- For homework students should try to find out how many cooperatives are in their area, province, and country.
Session 2 -
- In small groups make a list of cooperatives. Share with the entire class and add additional cooperatives to the list.
- Brainstorm and record occupations that can be found in the various cooperatives (students should be encouraged to be as creative as possible).
- Design a poster showing various "Occupations within Cooperatives" to be displayed in the classroom.
- Journal writing:
From this activity I have learned....
Additional Activities:
Invite a representative from a cooperative to give a presentation to the class.
Job shadowing experience in a cooperative.
Write a report on cooperatives.
Evaluation:
The students will describe Maslow's hierarchy of needs and how cooperatives satisfy each of the needs.
The students will identify cooperatives in their area, province and country.
The students will identify various occupations within the cooperatives.
Have students develop a classroom cooperative.
Resources:
Canadian Cooperative Association
Saskatchewan Region Office, 333 Third Avenue North
Saskatoon, SK S7K 2H9
Telephone: (306) 244-3702
Activity 7: Changing Roles of Men and Women in the Workplace
Foundational Objective: Awareness and knowledge about changing gender roles.
Learning Objectives:
The student will:
- describe the changing life roles of men and women in work and family.
- describe stereotypes and biases that limit opportunities for men and women to pursue certain occupations.
C.E.L.s: COM, CCT, IL, PSVS
Materials:
- paper
- pen or pencil
- coloured pencils or markers
- student journals
- poster paper
Time: One class period.
Background Information:
Until the 1960s, society held rigid expectations regarding the work that women and men should do. Most women worked only until they married. After marriage they were expected to leave the paid labour force and devote themselves to the care of their homes and families. Because it was assumed that most women would work only a few years, many did not go to university, choosing to work at clerical and sales jobs. Those women who did take postsecondary training were usually tracked into traditionally "female" fields such as nursing, library work, or elementary school teaching. Highly trained and highly paid professionals such as doctors, lawyers, veterinarians, pilots, dentists, etc. were almost always men. Similarly, there were few if any women in the skilled trades such as carpentry and plumbing.
In the mid 1950s this began to change. Over the years occupational stereotypes have become less rigid and increasing numbers of women are entering occupations once dominated by males. There is still a long way to go. However, a number of studies have shown that many teenage girls still limit themselves to traditionally female occupational choices. By doing this, they reduce their earning power and their opportunities for job satisfaction. Introducing students to the broadest possible range of career options and emphasizing that both males and females can enter any field they choose are ways to break down occupational stereotypes.
Activity:
- Review with the students what they already know about gender roles.
- Share and discuss the background information. Discuss the changing roles of women and men in the work force.
- Divide the students into small groups to:
(a) develop a list of traditional occupations for both males and females and discuss changes.
(b) develop a list of myths about males/females in the work place, at school or home, and discuss them (e.g., woman's place should be in the home; the man should be the breadwinner in the family).
(c) share the myths with the rest of the class.
- Individually design a poster, promoting males and females to enter non-traditional jobs.
- Have the students complete the following statement in their journals:
I learned that ...
Additional Activities:
- Invite a woman or a man employed in a job which is not traditional for his or her gender to speak to the class. The speaker might discuss:
- why she/he selected that career
- the satisfactions associated with this particular career
- any encouragement or discouragement she/he encountered from parents, teachers, etc. when selecting this career
- Do a survey of veterinarians, doctors or police officers in your community to identify the number of males and the number of females employed in those jobs. How does the ratio of males and females in your community compare to the Canadian average?
- Have students get information about the number of females and the number of males in each non-compulsory course in your high school. Is there a gender imbalance in some courses? Why? Are more males/females enrolled in senior math and science classes? Are there more male/female senior math/science teachers?
Evaluation:
Resources:
"She's making choices" (video package)
Saskatchewan WITT - Regina
Women in Trades and Technology
3524 Victoria Ave.
Regina, SK S4J 1M1
The idea book: A resource for improving the participation and success of female students in math, science or technology (1988)
Canadian Teachers' Federation
Ottawa, ON
Adapted from: Project real world module IV, Federal/Provincial Publication, Saskatchewan Education, Training and Employment, 1986.
Activity 8: Unexpected Changes
Foundational Objective: Awareness of change and knowledge, skills, and attitudes needed to cope with life transitions.
Learning Objectives:
The student will:
- identify how a person changes during a lifetime.
- describe the effects that societal, economic, and technological change have on occupations.
C.E.L.s: COM, CCT, IL, PSVS, TL
Materials:
- pen or pencil, paper
- handout No. 9 "Unexpected Changes"
- student journals
- index cards
Time: Two class periods.
Background Information:
The typical workplace is very different than it was 20 years ago. Many processes that formerly were done by hand or with simple equipment are done now with computers. Word processors that automatically check spelling and grammar have replaced typewriters. Computers take only a few seconds to add up columns of figures that used to take bookkeepers hours. In factories many products are at least partially assembled by robots. Automation is making many old skills obsolete and forcing workers to learn new ones.
Social and technological change means that many new jobs exist today that did not 20 or even ten years ago. The development of computers, VCRs, cable television, etc. has created thousands of new jobs. Social trends have influenced the job market as well. Today, in most marriages both partners work, so there is less time for housework. As a result, the number of jobs in restaurants and fast food outlets and in service businesses such as house cleaning has risen considerably. These changes will continue in the years ahead. Technological change will create new jobs not dreamed of today and the job market will continue to change as society itself changes.
The nature of the labour force is changing as well:
- Between 1980 and 1988 the number of people in the Canadian labour force increased by 14.7%. This rate of growth is only half what it was during the 1970s.
- Two forces played a significant role in shaping the Canadian labour force during the 1980s: a rapid decline in the number of young people entering the labour force and strong growth of the number of women between the ages of 25 and 54 in the labour force.
- The decline in young workers is a result of the declining birthrates. The increase of female workers is the result of social and economic factors which encourage women to enter the labour force.
It is anticipated that these trends will continue in the years ahead.
Activity:
- Have students reflect back to Grade 6 and fill in the following information on one side of an index card:
(a) name
(b) where you live
(c) your career choice
(d) goal in life
(e) favourite leisure time activity
- Have students then turn card over and supply some information in the present.
- In small groups have students discuss their findings. Ask the following question: What changes do you expect over the next four years?
- Ask students how these changes have affected their lifestyle.
- Ask students what they could have done to avoid undesirable changes and/or their reactions to these changes.
- Discuss the background information with the students. Discuss the current economic climate in Saskatchewan, Canada, and the world. What changes are occurring in the work places?
- In small groups have students make the following lists:
- jobs which exist today that did not exist 20 years ago
- jobs from the past and present that will probably exist in the future
- jobs that will probably not exist in the future
Discuss these lists and share with the large group.
- Distribute handout "Unexpected Changes". Have students in small groups discuss the case studies and to try and identify as many career options as possible for each group of workers.
- Share responses with the large group.
- Have students complete the following statements in their journals:
I may not be able to control the future but ...
I found out that I need to ...
The best way to cope with change is ...
I'm looking forward to the future ...
Additional Activities:
Design a bulletin board on "Unexpected Changes".
Clip out newspaper articles on job losses and share with the class.
Study an actual situation in which a mine or plant closed. What happened to the workers, the community?
Invite a person who chose to change careers to speak to the class. The person should talk about:
- the reasons for the career change
- the way that she/he brought the change about
- the advantages and disadvantages of making the change
Have students survey their community (or province) to identify all the training and educational opportunities available to adults who want to upgrade their education or get training in a different field.
Evaluation:
Adapted from: Project real world module IV, Federal/Provincial Publication, Saskatchewan Education, Training and Employment, 1986.
|
Unexpected Changes
Some people choose to change occupations, others have no choice. Plant closures, corporate mergers and technological change sometimes mean that people's old jobs disappear.
Below are a number of case studies. Work in small groups and imagine that you are the workers described. Try to identify as many career options as possible for each group of workers.
Group 1
You are a group of accountants working for a big company. Your company has just been bought out by another big company. The new company has a number of accountants on staff and has given you termination notices because they prefer to keep their own people on staff.
Group 2
You are a group of workers in a cookie factory. As the cookies come down the assembly line you remove the broken ones and pack the cookies in boxes. The company has bought new equipment that sorts the cookies and boxes them automatically. You have all received termination notices.
Group 3
You are a group of people working in a grocery store owned by a large chain. The chain has just announced that they plan to close your store six months from now because it does not make enough profit.
Group 4
You work in a plant that manufactures kitchen appliances. Your job has been to assemble the appliances. The owners of the factory announce that automated equipment will be introduced to assemble the appliances, but no one will lose their jobs. Some people will be retrained to run the automated equipment and the rest will be transferred to another plant in another province.
Group 5
You are a group of government workers. You all work in the same office, some in clerical jobs and some as consultants or managers. The government has just announced that your entire department is moving to a small community 300 kilometres north in order to boost the economy of that part of the province. People who are unwilling to move will be put on a waiting list but cannot be guaranteed another government job.
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Source: Project real world module IV, Federal/Provincial Publication, Saskatchewan Education, Training and Employment, 1986.
Grade 9 Module: Career Awareness, Exploration, and Planning
Handout No. 9 "Unexpected Changes"
Activity 9: Career Development Record
Foundational Objectives:
Awareness of change and knowledge, skills, and attitudes needed to cope with career transitions.
Awareness and understanding of the career planning process.
Learning Objectives:
The student will:
- identify how a person changes during a lifetime.
- develop an individual career plan that integrates educational plans with tentative career goals.
C.E.L.s: COM, CCT, IL, PSVS
Materials:
- pen or pencil
- handout No. 10 "Career Development Record"
- Grade 8 Career Development Record (if available)
Time: One class period
Activity:
- Have students complete the Grade 9 Career Development Record handout.
- Compare to the one they completed in Grade 8 (if available).
- Discuss how they have grown and changed this year. Students should be encouraged to keep these records for reflection and writing résumés in the future.
Additional Activities:
Share Career Development records in small groups.
Evaluation:
Resources:
For printing and copying this template Requires Acrobat Reader (click on the table title)
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Career Development Record - Grade 9
Student's Name: ________________________________ Date: _______________
High Interest Subjects: ___________________________________________________
Low Interest Subjects: ___________________________________________________
|
Prefers Activities: |
Outside ___ |
Inside ___ |
Both ___ |
|
Physically: |
Active ___ |
Average ___ |
Sedentary ___ |
A. Personal Characteristics
- Three words that best describe me are
____________________, ____________________, ____________________.
- Circle the answer which best applies to you.
(a) I enjoy being with people.
(b) I get along easily with people.
(c) I am understanding of others.
(d) I am able to make good decisions.
(e) I like pressure. |
Yes
Yes
Yes
Yes
Yes |
No
No
No
No
No
|
- I would prefer to work with
(a) people.
(b) data. |
(c) things.
(d) ideas. |
- I would like to work for
(a) a large business.
(b) a small business. |
(c) myself. |
- I would prefer to work
|
(a) alone. |
(b) as part of a team.
|
- I would enjoy
|
(a) constant change. |
(b) daily routine.
|
B. Values
Remember that educational and career goals are influenced by what you want out of life and by the things that are truly important to you. Complete the following sentences:
- I am happiest when I _______________________________________________.
- The following beliefs are very important to me:
__________________________________________________________________
__________________________________________________________________
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Grade 9 Module: Career Awareness, Exploration, and Planning
Handout No. 10 "Career Development Record"
|
Career Development Record - Grade 9 (continued)
- What I want most out of life is
__________________________________________________________________.
C. Abilities and Aptitudes
Your goals should be selected to make use of your strengths.
- List five things you are good at.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
- List five things you find difficult.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
D. Interests
You cannot always do what is most interesting, but a knowledge of your interests is important. Complete the following statements:
- I have the following interests (consider interests both in school and outside school):
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
- I find the following things boring:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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Grade 9 Module: Career Awareness, Exploration, and Planning
Handout No. 10 "Career Development Record"
|
Career Development Record - Grade 9 (continued)
E. Temperament
Complete this statement:
- My attitude toward school is _____________________________________________.
- Circle the answer that applies to you. I am usually
(a) happy.
(b) grouchy.
- In the following list, check the characteristics that apply to you.
I like:
(a) having plenty of change and variety.
(b) having a routine.
(c) being closely supervised when I work.
(d) directing others.
(e) dealing with people.
(f) working alone.
(g) trying to convince others.
(h) working under pressure.
(i) using my own judgment.
(j) being scientific and objective.
(k) dealing with my feelings.
(l) being precise. |
___
___
___
___
___
___
___
___
___
___
___
___ |
F. Physical Health
Which subjects (and occupations) might not be good ones to choose because of health hazards?
__________________________________________________________________
__________________________________________________________________
G. Work Experience
List the various jobs (part-time, summer, etc.) that you have held. For each, outline:
(a) what you liked about the job;
(b) what you disliked;
(c) what skills you used;
(d) what you accomplished.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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Grade 9 Module: Career Awareness, Exploration, and Planning
Handout No. 10 "Career Development Record"
|
Career Development Record - Grade 9 (continued)
H. Leisure
- List your leisure-time activities.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
- What achievements are you most proud of?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
- What do your activities have in common?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
I. Career
Complete this statement. At this point in my life, my career goal is:
__________________________________________________________________
__________________________________________________________________
J. Evaluation
Complete this statement. From this personal inventory I have learned that I:
__________________________________________________________________
__________________________________________________________________
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Source: Junior high school career guidance, New Brunswick Department of Education, 1988.
Grade 9 Module Career Awareness, Exploration, and Planning
Handout No. 10 "Career Development Record"