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Part Two in Dan's Career Symposium
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A Career Counselling Interview
by Dan Lukiv
Jennifer,1 I'd like to tell you a true story about a fifty-year-old man who has received social assistance for twenty-nine years. After he finished his special education program in 1970, he began searching for work. When he'd enter a place of work, he'd politely ask for the manager. What picture would he present? For starters, a young man wearing sun glasses. But no matter how overcast or thunderous the Vancouver sky, he wore sun glasses, crooked ones that obliterated one eyebrow but completely exposed the other. Numerous tufts of hair sprang from his head like weeds, and islands of unshaven whiskers decorated his face. Some of those hair-islands boasted fluff from somewhere, perhaps from his pillow, in view of the fact that he often awoke in the morning with a lot of fluff on his face.
Usually, jam, apricot jam from his morning toast, lay smudged on his shirt. His finger nails looked like dirty claws. His pants, pulled as high as his body allowed, appeared headed for his arm pits. He'd hand the manager a wrinkled, poor-quality photocopy of his resume, which related some good grades in school, but no work experience.
Why do you think he has been on social assistance for twenty-nine years, Jennifer?
How he looks. If he dressed up, that would be better. He looks unclean. You have to look clean if you work around food. I guess it would be okay if he worked in
the back where nobody could see him.
What do you think his school should have done to prepare him for work?
It should have given him advice. To dress up. Someone needed to show him how to look presentable.
What do you think his family should have done to prepare him for work?
His parents should have done something too.
As your secondary alternate teacher, I know that you recently obtained employment at a hairdresser's, where you are now earning wages in a pre-apprenticeship program. What did your schooling do that prepared you to get hired?
You helped me quite a bit. Helping write a resume, and a covering letter. And the interview. I was nervous about that. You helped prepare me for questions I might get asked.
I remember telling you the owner might ask, "Why do you want to work here?" You and I came up with some answers. For example, "Because [the hairdresser's] has a good name in town, and because I can get an apprenticeship here."
Yes.
Did school hinder your getting the job?
Yes, being so busy. I needed help in school and did a lot of homework after school. My parents helped. I didn't get much help from my teachers. It's better this year in secondary alternate with not so much homework. I get a lot done in class.
You had too much homework in your other [regular] classes?
I know the school system tries pretty hard, but secondary alternate is better. I can take my time. I can relax. And think about other things besides homework all the time. This year I could think about getting a job too.
Did exercises or events in any CAPP2 classes help you get that job?
No. Mostly I was told to fill things out. I need one-to-one help. Otherwise I end up with more homework. Homework is frustrating.
What did your parents do that helped you get hired at the hairdresser's?
They talked to me about how I should dress and what questions I might be asked in an interview.
One of your relatives works at that hairdresser's. Did she prepare you for your interview with the owner?
Yes. She told me I might get asked what I'd do if someone at work was upset with me. She said I should go to that person and try to sort it out. But if that didn't work, I should ask someone else to help us sort it out.
Did the owner ask what you'd do if someone were upset with you?
Yes.
Did he like your answer?
(Giggles.) Yes.
Was there a turning point this year that encouraged you to apply for work?
This is my last year at school and I decided I had to do something with my life.
Now that you are working, finding out what working with others is like, are you still determined to progress through the two-year hairdressing apprenticeship program?
(Frowns.) I hate living in Quesnel. I'd love to stay and do the apprenticeship, but I'd like to do it somewhere else, like Kamloops. It's bigger and I have family there and more young people that belong to my religion.
What challenges do you see yourself dealing with at work?
Working with money. And the schedule book. I have trouble with money and spelling.
Could the school system have done a better job in preparing you for work?
Yes. It needs to notice better kids who need more help. And not give so much homework.
In our secondary alternate program, were you given enough flexibility, so that you could focus on your getting that job at the hairdresser's?
Yes. During the week of my interview I could work on my resume and covering letter, during class, missing other schoolwork.
Thank you, Jennifer.
From the point of view of a career counsellor, a few items of note emerge from the interview. The British Columbia Ministry of Education encourages "parental involvement" with regard to students' career planning (CAPP, 1995, p. 22). Clearly, Jennifer received support and direction from her parents. As part of her "educational support network," I, too, was able to offer her support and direction (p. 26). I'm happy to say both were based on "[her] agenda," (Egan, 1998, p. 49).
Her relative at the hairdresser's helped her learn important skills with regard to teamwork. An employee who "work[s] with others on a job," especially a job like hairdressing that requires considerable workplace co-ordination and conversation, needs to "understand and contribute to the organization's goals"; "understand and work within the culture of the group"; and "respect the thoughts and opinions of others in the group" (Employability Skills Profile: What are Employers Looking For?, quoted in Brand, Sparkes, & Neufeld, 1996, p. 48). Jennifer has a plan that could help her, given problems that might emerge between her and a fellow work mate.
I don't believe the school system, in general, treated her as a "total person [sic]," because it didn't address how too much homework, which ate up her time and energy, interfered with her ability to focus on career plans (Zunker, 1998, p. 91). As her teacher, I'm aware of the flexibility of her secondary alternate program. It limited her homework considerably, and it offered flexibility when she needed time, direction, and support at school to help her land her first job. I'm happy our program was able to merge schoolwork and career plans, treating Jennifer not as simply a student, but as a student who needed support and direction to help her enter the workforce. Perhaps if the young man I described at the start of this article had received some of the same, he might not have ended up on twenty-nine years of social assistance.
Footnote
- The real name of this grade twelve student shall remain anonymous.
- CAPP stands for the grade 8 to 12 Career and Personal Planning program of courses that students in British Columbia, Canada, take.
