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BEFORE YOU START
PURPOSE
The following checklist should be reviewed before you start using the GENERAL EMPLOYMENT AND CAREER ORIENTATION TOOL. The checklist will facilitate the use of this tool and ensure that you have all the required information and materials. It is suggested/recommended that you print this list so that you may check off each component as you go.
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- Prepare materials for group exercises such as centering or icebreakers.
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- Organize a brief introductory session or administer an informal questionnaire to assess participants':
- English level
- Previous and desirable occupations
- Obstacles experienced in accessing information
- Needs and priorities
- Confidence level, self-esteem, and cultural values
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- Prepare an informal summary of responses obtained from the questionnaire to be used as a reference link whenever or wherever possible throughout the curriculum delivery.
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- Provide participants with binders for maintaining the information you will provide.
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- Collect inspirational gifts of pens, magnets, etc., to give to the participants.
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- Prepare a list of participants and make "name displays" by writing each name in block letters on one side of a folded paper.
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- Arrange for guest speakers for the relevant sessions.
Suggestions for speakers:
- HRDC consultants on Labour Market Information.
- Immigrants who pursued different training opportunities.
- Immigrants from different professions and trades who have managed to achieve their desirable occupations in Ontario.
- Immigrants who changed their careers.
- Consultants from Access to Trades and Professions.
- Consultants for Language Assessment/ESL Learning.
- Consultants from Volunteer Bureau to talk about volunteerism.
- Liaison persons from the neighbouring community colleges and universities.
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- Make an agenda of the curriculum, identifying dates, time, topics and speakers. Give copies to participants.
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GENERAL CROSS-CULTURAL NOTES
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Adapt terminology/information to suit the needs and priorities of clients.
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Language and jobs are often priorities for the newcomers and the concept of career development may be new to them. Therefore, constant reassurance that the information they are getting is relevant and essential to their integration in Canada is required.
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Information might be overwhelming to participants with lower language skills. In this case, the curriculum can be adjusted to cover only the basic concepts and resources.
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The curriculum should be presented in a versatile manner, including components such as co-facilitation, guest speakers, videos, overheads, hands-on activities and exercises, field trips, etc.
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