Guidance & Counselling, Winter95, Vol.

10 Issue 2, p34, 8p, 2b

EFFECTIVE CAREER EDUCATION FOR SECONDARY

SCHOOLS
Dale Gullekson

This article gives an overview of a comprehensive career education program that

provides the basic elements of personal career development to an entire school
population. The activities are presented developmentally by grade level and provide
opportunity for students to take control of their personal development at all grade
levels.
This career education program has evolved to include many innovative activities that
have directly involved staff, parents and students. For example, a voluntary Job
Shadowing Program where parents from the School Advisory Committee located
occupation role models for over 400 students (40% of school population), to spend
part of one school day in any occupation that the students chose to explore.
Strathcona County Schools (5th largest school jurisdiction in Alberta) has mandated a
career education program in all schools kindergarten to grade 12 by the 1994-95
school year.

At no other time in history has there been more widespread concern over employment and
education in our country. Business people and educators alike identify the need for career
education to bridge the uncertain relationship between education, training and employment in
a volatile labour market.

School/business partnerships and cooperative education programs supported by thousands of

employers across the country continue to evolve with both provincial and federal
endorsement.

Bryan Hiebert, a professor of educational psychology at the University of Calgary, calls for
career development culture" attitude awareness similar to what Participaction did for
Canadians' fitness over the 1970s and 80s. In order to build this culture what is needed in
education is an

"infusion or integration of career concepts in all subjects at all grade levels." (Hiebert,
1993).

In a 1993 summer institute for teachers from all parts of Canada, Queen's University and the
Conference Board of Canada advocated that employability skills be infused and integrated in
all subjects and across all grade levels. These employability skills are summarized in
Employability Skills Profile: What are Employers Looking for? (Conference Board of
Canada, 1992).

Educators will attest to the importance of students looking ahead, evaluating their options and
planning their choices. At Bey Facey School, the benefits of career education have been an
improvement of student attitudes in terms of student accountability, better time management
and higher standards of achievement.

Student feedback over the last four years indicates there is a greater awareness of the career
planning process and that students are setting educational and occupational goals.

"The need for a sense of purpose in one's work is crucial to building commitment to
school.
Yet, many adolescents do not have the opportunity to learn the relevance of school to
their lives until it is too late . . . Secondary school students are making educational
decisions that will have lasting effects on their own lives and those of their families."
(Bloch, 1991)

A study on Career Certainty and Short-term Changes in Work Values During Adolescence
(Schulenberg, Vondracek and Kim, 1993) substantiated that important relationships exist
between direction in career certainty and work values.

"We found that those who expressed high or moderate career certainty also expressed
greater preference for Human-Personal, Power-Control, and Money-Security work
values than did their less certain classmates."

Much of the Canadian research and development in career education up to this point,
however, appears to be focused on young people "at risk," cultural and special needs
populations or other employment disadvantaged groups.

Secondary career education appears much less prominent in the literature and yet most of the
evidence points directly at the critical nature of skills acquired and decisions made at the
junior and senior high school levels.

A cursory examination of the Career Development Quarterly Volumes 1-4, 1993, indicates
only five of 38 articles have direct implication to the general secondary school population.
Less than half of the current CAMCRY (Creation and Mobilization of Counselling Resources
for Youth) projects are directed at the average high school population and few are likely to be
effective or practical in the average classroom of 30 students.

The current trend in secondary education is that students will assume more and more
responsibility for their own education as their education options increase. Students are
required to make sophisticated decisions at earlier stages in their education regarding courses
that stream them academically or limit their occupational choices.

Values, interests, personal strengths and abilities, motivation, educational and occupational
goals, post secondary and labour market information are all factors that need to be considered
when, for example, a grade 10 student in Alberta chooses Science 20 or a combination of
Biology, Chemistry and Physics 20. (Science 20 does not qualify students for any post-
secondary science or technology program and yet is recognized as a rigorous academic
course.) Such choices are career planning decisions and have far reaching consequences if
made irresponsibly. An argument can be made that students are making similar decisions from
the moment they enter school.
There is no single career development event, activity or test that will provide the answer or
teach the process. Teachers and counsellors alike need to be familiarized with the career
development process and a range of activities to meet diverse needs.

Business people are advocating training and employability skills (Conference Board of
Canada, 1992). Educators are advocating career development skills (Hiebert, 1992). The
possibility exists that the skills are one and the same. Career development skills nurture
intrinsic motivation and the personal values that are critical for developing valued
employability skills.

The vision to integrate career development/employability skills into all grade levels and all
courses has merit but it is a process that will take time and a common vision within the
schools.

Career Education as a Priority in High School

Career counselling in high schools has had limited effect for some time and this is reflected in
student, parental and business surveys of satisfaction.

Surveys in Strathcona County schools indicate that a majority of parents do not believe that
their children have the knowledge and skills to plan their careers.

Most students believe that they do have this knowledge, but in one survey of incoming grade
tens, fully 65% believed that they would be going directly to university upon graduation.

This contrasts with the 20% to 25% who actually will. Even more telling is the degree of
dissatisfaction felt by young adults when asked to reflect upon the focus of their high school
education. In one study, 33% of the high school graduates who had been out of school for two
years felt that job search/career focus should have been the primary focus of their high school
program. (Krahn and Lowe, 1991).

This lack of effectiveness should come as no surprise to anyone who has witnessed a high
school counsellor at work in schools usually staffed on a ratio of one counsellor to about 500
students. They have such loaded job descriptions that they can give neither adequate attention
nor time to their students' career planning needs. Students, too, lack the time and the
knowledge to guide their own career planning, and often delay the process until grade 12, by
which time many decisions are irreversible.

How do schools then respond to this demonstrable need, when hampered by limited resources,
little time and varying degrees of student readiness? Typically schools treat career planning as
an event rather than a process. Strategies include:

part of a course devoted to career planning

the "test-me tell-me" approach, using interest inventories and aptitude tests
use of computer programs to narrow student choice
organizing career days
enrolling students in cooperative education courses
focusing counsellors' energies on the post-secondary application process.
All of these strategies can be helpful tools, but if we are to recognize that career planning is a
process which should reflect the developmental nature of the individual, we must:

use these tools in a coherent well planned developmental approach,

recognize their limitations and use them as a source of information rather than as
something which will give students "an answer,"
allow students access to the various career planning tools when they see the need, not
when it fits conveniently in the timetable,
and give the students a working knowledge of the career planning process.

There are few school models that truly involve all students at all grade levels with a
developmental career education process.

Generally, the concept of career education is misunderstood, career planning activities are few
and often treated as isolated events. Finally, secondary schools are not adept at sharing and
networking their programs and information outside their school jurisdictions.

Strathcona County Schools in Alberta recognizes the value of career education as a

developmental process and has mandated a career education program from kindergarten to
grade 12.

Bey Facey Composite High School initiated this process in the County in 1990 by developing
its career education activities to affect all students at all grade levels. Encouraging results led
to the formation of a steering committee with representation from the other county high
schools to adapt the Bey Facey model to meet the other high schools' career education needs.
Representatives of the junior high schools, and currently the elementary schools, are being
added to the steering committee to ensure development of career education activities by grade
level.

The eventual goal is to achieve a developmental career education process for all students from
kindergarten to grade 12 by 1994.

The provincial health curriculum in Alberta includes developmentally appropriate career

education concepts, but a recent informal review of current practice in the Strathcona County
system revealed that the curriculum is being compromised to some extent. This is the result of
time pressures in which career development is seen as a lower priority in health and
inadequate preparation of teachers in the career development area.

Reviewing current curriculum and practices has elevated the awareness of career development
and prompted collegial sharing and upgrading of qualifications.

The Centre for Career Development Innovation (CCDI) is currently running a pilot project
course tentatively called "A Career Development Course for Alberta Educators" in which nine
Strathcona County teachers are enrolled.

The process of developing career education concepts across all grade levels is progressing.

The following overview of Bev Facey Composite High School's career education program
will hopefully assist other schools and educators with similar thoughts and/or programs to
share and adapt our ideas to their unique circumstances.
Adopting a Developmental Model

Donald Super describes five stages in the development of "career maturity" in the individual:

Growth 0-14 years

Exploration 14-25 years
Establishment 25-45 years
Maintenance 45-60 years
Decline 60 + years

Almost all high school students are entering or are firmly part of the Exploration stage, and
will remain at this stage for a number of years after graduation. This points out the folly of
forcing students to make "the big decision" on which occupation to enter. What we should be
doing is encouraging them to explore both themselves and the world of work, to gather
information which will help them to make decisions when they become necessary.

Kris Magnusson (1992) suggests that career planning has five stages, which are not
necessarily sequential. They are:

Initiation phase is the hook, the client "buy in," the motivator, basically "why" I need
to do this (do I need change?)
Exploration phase is exploration of yourself (values, dreams or visions, beliefs,
abilities, interests, etc.) AND exploration of your potential labour market (how to
identify and research suitable occupations).
Decision Making phase is developing options and setting goals for yourself; creating
and initiating your pathway.
Preparation phase is barrier kicking, clearing your way to proceed (job search skills,
academic skills, self-management skills).
Implementation phase is making it happen, (developing support mechanisms and
identifying reward mechanisms).

If we apply this model in the context of Super's Exploration focus, it gives us a structure
within which to develop our highschool program. Equally important is that we develop a
model which is practicable, and which fully utilizes the resources which are already available
to the school.

One of the most important benefits of such a program is that when a student has established a
meaningful goal for him or herself, there are immediate and long-term benefits to other
aspects of school performance.

Students who are trying to get into a particular faculty, quota program or apprenticeship
position to achieve a goal to which they are truly committed, work harder, attend more classes
and achieve higher marks. Goal setting is the fundamental value of career planning and has a
positive impact on student accountability.

Adapting Super's Model to a School Setting

People have very different ideas of what "career planning" really is. Even specialists in the
field of career counselling will have different definitions and meanings for this very complex
process.
Parents and students generally feel career planning is the preparation or process necessary to
make the decision; a single decision that will determine what one will become or do with
one's life.

Put yourselves in a high school student's position and consider the pressure of that decision.
The pressure stems from:

peers who think they have already made "the decision"

counsellors promoting high school course selections and post-secondary information
work experience coordinators offering meaningful work placement
parents

As a student, it seems every other person who greets you in Grade 12 asks about your plans
for next year.

For those of us in the "establishment" stage of our careers (e. g. parents, teachers, counsellors,
etc.) it is true that as we look back into the "exploration stage" we can usually identify the
decision that eventually launched us on a particular path within our careers.

The decision is only a major one because of the outcome years later and is only apparent
through hindsight.

We then magnify the significance of that initial decision and expect our youth to make their
decisions and set their goals, when, in fact, the decision may have been rather insignificant or
even serendipitous.

As parents or teachers we often expect our youth to make similar significant decisions as a
result of career planning in high school. We narrowly define career planning as the decision to
determine what occupation one will choose to pursue, when, in fact, the initial decision was
probably a consequence of some other experience; a decision to simply look into this
occupation on a trial basis.

Decisions are usually products of information and career decisions are usually products of
career information.

Career planning is not an "event" and for most it is unlikely that there will be a "big decision."
The average student's knowledge of himself/herself and the labour market is just too limited
to feel very comfortable with making and committing to any single "decision."

We have adopted Dr. Kris Magnusson's (1992) definition of career planning

"Managing one's pathway through life"

which implies that there will be many, many decisions throughout life that will affect one's
career directions.

"Managing one's pathway through life" might be:

choosing your high school courses by looking beyond high school

 deciding to pursue volunteer work or part-time work in a chosen field of employment
getting extra help in a specific school course to qualify for post-secondary training
deciding to live at home or move out
fulfilling needs or interests through leisure activities

As career counsellors, we need to be emphasizing divergent thinking as opposed to

convergent thinking; helping students expand their choices and research other options.

We need to teach the process of exploring values, beliefs and interests combined with how to
research the labour market.

As the objective and benefit of career planning is goal setting, it is still our objective to help
our students make responsible decisions about their courses and eventually their futures, but
we cannot predict when the students are ready to make these decisions. We can only help
them to develop awareness of themselves and the exploration process that will eventually help
them to make their own decisions when they need to.

It should not be our objective to pressure students to make immediate decisions, but rather to
teach them the process that leads to informed decisions, exploring choices and researching
options.

Developmental Career Planning Activities

The Bev Facey model involves student-centred activities across all three years of high school.
This model includes all of the following elements:

A mandatory pre-planning introduction for every student in grade 10 delivered over

5-80 minute periods.
An enhanced "World of Work" component of Career and Life Management 20
course, delivered to all students in grade 11.
Opportunity to research occupations through personal interviews or job shadowing.
A range of other opportunities available at any time, to allow students to further their
occupational exploration.
A profile of every student's progress through the various career planning activities.
The active involvement of all resource people in the school.
The nomination of a staff member as career education coordinator.

This model utilizes all of the existing resource people in a team approach, which exceeds the
limitations of an overburdened counselling department.

1. Grade 10 Career Planning Orientation (5-80 minute classes)

The delivery method of this orientation will depend upon school circumstances. A package of
materials has been developed focusing on local labour market information, demographics and
forecasted trends provincially, nationally and internationally to promote students looking
ahead and beyond their high school education.

Currently, social studies teachers present this information as an enhanced curriculum

component. The remaining two of five classes are conducted by a career educator (counsellor,
work experience/cooperative education coordinator or career and life management teacher)
who relates the labour market/future trends information to the students' occupation and
education plans. The purposes of this orientation include having students:

understand the career planning process

see the need for career planning and goal setting and understand their benefits
understand what labour market information is and how to use it
understand the relationship between their high school education, post secondary
education, and their careers after leaving school
set some short-term and longer-term goals
experience the process and understand the importance of self-assessment
plan their grade 11 subject selections as part of a career plan

2. Career and Life Management 20 Course "World of Work" Unit

Career and Life Management (CALM) presents a unique opportunity to provide career
education to all high school students.

By intensively in-servicing the CALM teachers in career education strategies, this opportunity
can be maximized. Students have expressed a preference for the course to be given a career
and independent living focus and experience has shown that students react positively to that
element of the course. Elements of the careers unit include:

self-assessment using Life Role Analysis (Redekopp and Magnusson, 1990)

computer assisted career planning program (CHOICES/DISCOVER)
goal setting and decision-making
researching and exploring the job market/career path(s) through occupational
research interviews, job shadowing and print media
brief exposure to:
- resume writing
- application forms
- interviewing skills
initiating or updating personal asset bank "Track to the Future". (A user-friendly
computer profile of interests, values, experiences and skills which is maintained
individually on the student's own disk.) (Redekopp, 1993)
updating the Student Career Profile Card.

3. Student Career Profile

This is the simplest and perhaps the single most valuable element of the program. Few of the
activities listed above are new. The problem in the past has been that only some students
receive some elements of career education in random fashion, and neither they nor their
teachers or counsellors can say accurately which parts they have received and when.

In order to bring cohesion to the process, to allow the student to understand how the
composite parts make up the whole, and to give the student control, a succinct and accurate
record of an individual's progress is required.

The Student Career Profile (Figure 1) has been placed on the student's master record card. On
the one side are the student's past marks, credits earned, days missed, courses passed and
those attempted. On the reverse is a complete record of career education initiatives, dated
goals and a summary of activities undertaken.

This profile allows for a quick comparison of the student's achievement and his/her stated
occupational goal. The Student Career Profile Card is initiated during the grade 10 career
planning presentations, updated by the students in grade 11 through CALM 20 and every time
the student meets with a counsellor regarding: registration, course changes, personal
counselling, parent/student/counsellor conferences or post-secondary planning.

4. Job Shadowing Program

If exploration is the key to career development at the high school level, then we must look at
the most effective means for the students to garner information.

A study by Dr. John Walsh for the Canadian Automobile Repair and Service Council in
August 1991 indicated that

"Of all the sources of information examined, those that are used most frequently are
invariably people as opposed to books, pamphlets, articles, etc."

Further, the researchers also found that

"Word-of-mouth, and specifically, the recommendation or opinion of someone

working in an area of interest, appears to be the strongest influence." (Walsh, 1991).

Job shadowing offers one of the best ways for students, most of whom may be considered
naive in their knowledge of the working world, to investigate specific occupations and to
obtain first-hand information from successful practitioners.

Experience has shown that the large majority of adults are anxious to share their knowledge
with youth, but random forays into the workplace can waste much of that invaluable goodwill.

In order for the job shadowing experience to be fully effective, the timing is critical for the
students They must recognize the need to research this information in order to proceed with
their career planning. They must also take this step voluntarily, not be forced to do it as an
assignment, and they must be supported by adults in order to overcome the anxiety of
stepping out of their "comfort zone."

One of the strengths of the Bey Facey model alluded to earlier is that it recognizes the limited
time of school based personnel, and so it enlists community resources to the career education
cause.

The School Advisory Committee (SAC) or Parent Advisory Council is the key to the success
of this program. Parents are the direct link to the community, so the SAC assumes
responsibility for finding the "role model" for the occupation selected by the student and
ensures that when the student makes that first tentative phone call to set up an appointment, a
receptive response will be there.

The Bey Facey Composite High School Advisory Committee located and arranged Job
Shadow placements for over 40% of the current school population (1000 students).
The students, for their part, will have selected the occupation carefully, have done some
preliminary research and will arrive for the experience prepared with written questions in
hand.

A thorough system for tracking and monitoring the students through the large number of steps
involved in this process has been developed and is vital to its success. It ensures that the
identification of the occupation and the employer, the initial contact and the follow-through
with the next step in the career planning process are all in place. Recognition of the employer
with at least a thank you letter is essential.

There are a number of benefits which typically come from successful job shadowing
experiences, including an increase in the students' self knowledge and confidence,
identification of work experience sites and occasionally offers of summer or permanent
employment.

5. Work Experience/Cooperative Education

Work experience/cooperative education is offered as the most advanced career planning/job

search activity at the high school level (predominantly grade 12's).

The objective of work experience/ cooperative education is to have students identify

occupational and educational goals for their transition from high school. Any of the following
reasons relate to why students choose work experience/cooperative education, and these will
be their personal objectives and rewards for the course:

to explore career opportunities at their source for career planning decisions

to acquire credible experience and references for applying to post secondary
institutions which have program quotas or demanding acceptance requirements
to acquire credible experience to enter employment after graduation
to practice acquired knowledge of job search techniques such as application forms,
resumes, reference letters and job interview situations
to increase the number of hours recognized by the Alberta Apprenticeship Board
when registering in a trade
to achieve high school credits.

The community placement hours may be split to accommodate more than one occupational
choice or concentrated entirely in one placement to meet student objectives.

At Bey Facey Composite High School, each student attends a mandated 25-50 hours of
instruction in career planning, labour market research and job search skills.

The classroom activities are designed to build on the career planning/exploration activities
previously undertaken in grades 10 and 11.

As a component of the career planning, self assessment is based upon an adaptation of "Life
Role Analysis" (Redekopp, Magnusson, 1990) to identify personal goals, values, skills and
interests.
The teacher/coordinator's objective in self-assessment and labour market research is to help
students identify some suitable choices to simulate the decision-making process for a
meaningful work experience/cooperative education placement.

Labour market research is facilitated by having the students go out and profile employers in
occupation research interview situations to identify the values, personal skills and
qualifications required.

Job search skills are then taught to connect the student's knowledge, skills and attitudes to an
employer's expectations for that specific occupation. The student will learn skills for
developing job application forms, resume, covering letters and job interview responses that
are focused and targeted toward a specific occupation or employer.

The "Student Career Builder" chart (Figure 2) allows the student to visualize the entire self
assessment, labour market research and job search skills process from beginning to end.
Secondly, it summarizes each stage and individualizes each student's progress because each
student will not proceed through the process at the same speed.

Once the community placement is identified, the student contacts the employer to proceed
through the employer's hiring process as a simulation and also an additional rehearsal for the
student's job application skills.

The student's and employer's objectives are both built into a training plan and the student is
provided with feedback on a weekly basis via the combined journal of duties, time sheet and
weekly evaluation document. Formal written evaluations are administered at the midpoint and
final stages of the experience.

There will be a minimum of three visits to the work station by the teacher/coordinator during
the student's placement. Strathcona County has chosen to staff work experience/cooperative
education programs at a 15:1 student/teacher ratio to support adequate monitoring of the
program. Approximately 150 students a year choose to take advantage of work
experience/work study which equates to just under 50% of the school population over a three
year period.

6. Additional Opportunities

Students vary considerably in their degree of readiness for career education, as well as in the
speed which they move through the process.

At one extreme we find the unmotivated, directionless student and at the other we see the
student with clear goals and a strong sense of purpose.

The flexibility of this program is that it will give a minimum to all students, but will provide
the opportunity at any time for students who recognize the need to pursue the career planning
process further.

One of the characteristics of this program is the self-directed element, which allows students
to not only make their own decisions but also to control the speed and depth of their career
planning. To accommodate this, the full range of opportunities, with the exception of the
CALM 20 course itself, is available to students at all three grade levels. This includes:
 Job Shadowing
Computer Assisted Career Planning (CHOICES/DISCOVER)
COPS interest inventory
Work Study
Work Experience/Cooperative Education
Post-Secondary Information Evening (40 post-secondary institutions represented)
Post-Secondary "Student for a Day" opportunities
Post-Secondary Open Houses

Students will access these options through the counsellors. This model does not seek to
subvert their position as key in the career education process. It simply seeks to make the task
more manageable by mobilizing a number of support resources.

As the Bev Facey concept of career education continued to evolve, it became apparent that a
complete integration of services was required. In 1993, the following departments and
services were consolidated into a Student Services Department:

Counselling
Work Experience/Cooperative Education
IDEA Centre (Individually Directed Educational Assistance)
Distance Education
CALM 20 (Career and Life Management)
Peer Support
Mentorship Program
Post-Secondary and Labour Market Resource Centre
Coordination of Career Education

The common goal of all the above student services is to help students cope more successfully
in school and to assist them in their transition from school.

The benefits of consolidating these programs and school staff include better articulation of
services, better communication between staff members, greater accessibility to and sharing of
resources, and more opportunity for informal peer mentorinS and staff development.

However slow the process might be, the benefits of career education have begun to drive the
process. The career education focus has grown beyond the vision or agenda of any one person
in the school.

Department coordinators from math and business education attended a two-week conference
sponsored by the National Conference Board of Canada at Queens University to review
employability skills advocated by business. As a result of their involvement in the conference,
the social studies department is currently experimenting with the cooperative teaching
strategy "Academic Controversy" (Johnson and Johnson, 1979) to integrate the same
employability skills advocated by the Conference Board into the grade 12 social studies
curriculum.

This teaching strategy shows some promising potential in other academic subjects to begin
"infusing" employability skills across all subject areas.

Summation
Studd (1993), makes reference to Super's work when stating "career choice is not an event but
a process. Career choices are not made but emerge."

The Bev Facey model attempts to nurture this process, and to allow well informed, logical
career choices to emerge.

For the high school student, career planning is the process of exploration. We are dealing with
complex, ever-changing individuals facing decisions in a dynamically changing labour
market.

"Decision making is the process of arranging and rearranging information into a

choice of action. There is no such thing as innocent information ." (Gelatt, 1992)

As educators, we can only provide relevant information and the exploration skills necessary to
help students face the decisions as they arise.

The Centre for Career Development Innovation in Edmonton has distilled the developmental
model to five guiding principles for students involved in career planning. They can, however,
apply equally well to a school professional who is attempting to implement this vision of
career education. The principles (Redekopp, 1992) are these:

The journey's the thing

Follow your heart
Use your allies
Change is constant
Learning is continual.

Helping students to understand and rehearse these exploration skills is our vision of career
planning.

DIAGRAM: STUDENT CAREER PROFILE

DIAGRAM: THE CAREER BUILDER

References

Bloch, D.P. (1991). Reducing the risk: Using career information with at-risk youth NASSP
Bulletin. Pg. 43.

Gelatt, H.C. (1992). Creative career counselling: Old myths and new maps. National
Consultation on Vocational Counselling Workshop. Ottawa.

Hiebert, B. (1993). Career education: A time for Infusion. Guidance and Counselling, 8(3).

Johnson, D.W., and Johnson, R.T. (1979).Conflict in the classroom: Controversy and learning.
Review of Educational Research, 49(I).

Krahn, H., and Lowe, G. (1991). Transitions to work: Findings from longitudinal study of
high school and university graduates in three Canadian cities. In Making their way:
Education, training and the labour market in Canada and Britain. Toronto: University of
Toronto Press.

Magnusson, K. (1992). The five processes of career planning. Paper presented to the National
Consultation on Career Development.

Redekopp, D. (1993). Track to the future. Computer Software. Human Resources Canada.

Redekopp, D. (1992). Presentation to stay-in-school professionals. Sherwood Park, Alberta.

Redekopp, D. and Magnusson, K. (1990). Life role analysis. Edmonton: The Centre for
Career Development Innovation.

Schulenberg, J., Vondracek, F.W., Kim, J.R., (1993). Career certainty and short-term changes
in work values during adolescence. Career Development Quarterly, 41(3).

Studd, D. (1993). Trends in counselling practice. Guidance and Counselling, 8(4).

Walsh, Dr. J. (1991). Canadian Automobile Repair and Service Council Study.

Conference Board of Canada. (1992). Employability Skills Profile: What are employers
looking for? Ottawa.

~~~~~~~~

By Dale Gullekson