Unit 3: What Is Out There For Me?

Section 1: Navigating the World of Work  |  Section 2:Navigating the World of Change  |  Section 3: Navigating the World of Learning  |  Unit Summary

SECTION 1: NAVIGATING THE WORLD OF WORK

Links, p. 107: The Cultural Human Resources Council
Links, p. 111: Professional Associations and Organizations
Links, p. 116: Online Inventories
Links, p. 121: Exploring Volunteer Canada's website
Links, p. 125: Young Entrepreneurs
Links, p. 126: Junior Achievement Canada
Links, p. 131: Employment Standards
Links, p. 135: Health and Safety
Links, p. 136: Health and Safety

The Cultural Human Resources Council is one such site. It provides a wide range of information on jobs in media, publishing, and broadcasting. Take some time to look at the site and answer the questions below. You might be surprised to find out that there are a lot of jobs you might never have considered, but would enjoy or would be qualified for.

1. Connect to the Cultural Human Resources Council website.
2. Visit the "Documents" section of the site and quickly scan some of the articles. What different kinds of information are offered in these documents?
3. Click on the "Useful links" section of the site. What kinds of sites or information do these links lead you to?
4. Do any of the occupations on this site interest you? What transferable skills could you use as evidence that you might be qualified for this position?
5. Write a short review of this website. Consider the layout, usability, information offered, and the usefulness of the links provided.
   
   

1. Copy the chart below.

2. When you read the list of links, which website are you immediately drawn to? As you've learned so far in the course, starting with your interests is a good way to begin investigating possible careers. Choose three of the sites listed below (or research other professional sites) and list at least one occupation from each.

   Canadian Construction Association
   Canadian Council of Technicians and Technologist
   Canadian Retail Institute
   Canadian Steel Trade and Employment Congress
   College of Physicians and Surgeons
   Ontario Federation of Labour Youth Committee
   Ontario Medical Association
   Ontario School Counsellors' Association
   Women in Trades and Technology National Network

3. In the second column, list the qualifications needed for each occupation.
4. In the third and fourth columns, indicate whether you have the listed qualifications or need them.
5. In the fifth column, list the transferable skills that would be most useful for each occupation.
6. In the sixth and seventh columns, indicate whether you have those skills or need them. (Refer back to your the inventories you did of your skills, interests, MI, and personality. Which of these occupations might you be a "natural" for? )
7. In the last column list one or two actions you could take to acquire the necessary qualifications or transferable skills for each occupation.

You may wish to keep this chart in your portfolio. As you interests and skills change, you should investigate other occupational fields, Use this type of chart to organize your research.

In unit 2, you were made aware of the importance of balanced decision making, taking into account both facts and feelings when making decisions. Making career choices requires this same balance.

A lot of research has gone into figuring out why people who share particular interests or skills seem to gravitate toward similar careers, and what these careers are. If you haven't yet done so, go to the links below for access to a variety of inventories.

• The College Entrance Examination Board (US), Career Key
• Mazemaster, Self-Assessment
• Government of Canada Youth Employment Information Site
• North Carolina State Occupational Information Coordinating Committee, Career Planning, Holland Occupational Themes

Answer the following questions when you review your results from these quizzes, especially when careers are suggested for your particular "type":

1. Why do you think that people with similar skills and interests end up in the same types of occupations?
2. Based on what you have learned so far in the course, why should you consider completing surveys on your interests, skills, and personality when you are investigating possible career choices?

Remember that these quizzes are meant to provide you with some self-knowledge, and provide you with examples of careers that you might be interested in. Only you can decide what you would be happiest doing, and why.

If you've ever been in the position of looking for a job, you probably know the frustration of seeing signs that say "experienced only need apply." So where do you get the kind of hands-on experience to start with? Think about volunteering.

So—volunteering provides a good way to gain experience and learn new skills, but where do you start? How do you find out what's available? You might try checking the bulletin board at your local library or community centre—or you might consider using the internet to find pretty much everything you need in one place, the Volunteer Canada website:

www.volunteer.ca

While at the site, consider the following questions:

1. Go to the section of the site entitled "Library," and jot down answers to the following questions:
   • Why do people volunteer?
   • What is the difference between volunteer work and unpaid work?
   • What kind of positions are available to volunteers?
2. Why is it important for you to consider volunteer work at this time?
3. What occupational skills could you develop through volunteering? What transferable skills? How might these benefit you in your future career?
4. Use the links on the site to find the Volunteer centre closest to you.

You may also want to visit (and bookmark) the following sites related to volunteering:

Charity Village
Volunteer Opportunities Exchange

Suppose you are determined to work for yourself—you've got a great business idea, and you're set on the idea of being your own boss. You just might become an entrepreneur. But how do you get there?

1. Visit the website for REALM.net for some tales and tips from young entrepreneurs and their experience in running their own businesses.
2. As you investigate this site, consider the following:
   • What does it take to start your own business?
   • What kind of research and planning do you need to do?
   • According to the information on the site, what does it take to make a business successful?
3. After reading about some young entrepreneurs, find out how to get the ball rolling on your own business by visiting the Ministry of Economic Development and Trade to find out what kinds of resources are available for young entrepreneurs. Use the Young Entrepreneurs Program site as your starting point.
4. Imagine you are a young entrepreneur starting your own business. Create a poster or flyer to advertise your company.

One of the ways to develop your entrepreneurial skills is to become involved in a Junior Achievement program.

1. Visit the link below to find out what the Junior Achievement program is all about.
   
   Junior Achievement of Canada
   
   
2. Answer the following questions when searching through the various options on the site:
   1. What is Junior Achievement?
   2. What do they do?
   3. How does the Junior Achievement program work?
   4. How do you get involved in a Junior Achievement program?
   5. What skills do students learn through Junior Achievement programs?
3. After visiting the site, prepare a short essay for your teacher that outlines why you think your school would benefit from having a Junior Achievement program.

The Ontario Government's website for the Ministry of Labour provides you with answers to many of the questions you might have when you start paid employment.

1. Go to the Employment Standards page on the Ministry of Labour's website. On this site you will find the Employers Guide to the Employment Standards Act, Information for New Workers and Students Working in Ontario and Information for Working Students: Know Your Rights and Obligations, as well as other relevant information.
2. Use the information on the site to write a "What you need to know" guide for a 15-year-old friend who is looking for a summer job. Include the following information:
   1. What can s/he expect to be paid?
   2. What kind of training should s/he expect?
   3. What kind of jobs is s/he ineligible for? Why?
   4. What hours can s/he expect to work?
   5. What holidays might s/he be eligible for?
   6. What websites or brochures will provide more information on rights and responsibilities for the student employee?
3. After completing this activity, make a note of what information you might now ask of a potential employer that you may not have considered before.

Visit the St. John's Ambulance site to find out what first aid training is available in your community. Answer the following questions and keep your answers in your portfolio for future reference:

1. What types of training does The St.John Ambulance Canada offer?
2. What specific courses are available to youths?
3. List the types of training you might need for careers you are interested in.

As you've already discovered in the text, there are many rights and regulations you should be aware of before you start a job. It's equally as important to learn what hazards are connected with your new job. Many young people start a summer job without knowing whether or not the environment they work in is hazardous. When we think of hazards on the job, we usually think of jobs involving working in a factory or in construction—but many jobs, from yard work to office work, have their share of dangers.

1. Read the questions below before you visit the listed websites that will tell you what should be aware of before starting a job.
   1. Were you aware of the possible dangers involved in working in various occupations? Consider all jobs, not just industrial or factory work.
   2. When visiting the sites below, try to remember where and when you may have seen warnings or advertising materials produced by the Young Workers Awareness Program , the Workplace Safety and Insurance Board, and the Industrial Accident Prevention Program.
   3. Think about what information you learned from these sites, and what kind of information was contained in the warning posters and brochures.
2. Visit the following sites and answer the above questions.
   Young Workers Awareness Program
   Industrial Accident Prevention Association
   Workplace Safety and Insurance Board of Ontario
   Workplace Health and Safety
   Ontario Ministry of Labour: Occupation Health and Safety, including a Guide to the Occupational Health and Safety Act
3. Now, consider the best way to warn young workers about hazards on the job. Jot down answers to the following:
   • what format would reach the most teens? Some possible examples include posters, advertisements, radio ads, or Internet advertisements.
   • what information should be included?
   • where should this information appear? Schools? Job Centres? Events?
   • What other ways could the government of Ontario ensure that safety information reaches job applicants before they start their jobs.
4. Consider your answers to the above questions and create a "marketing strategy." Make a list of guidelines for your "marketing team" to ensure that your ideas are presented effectively.