Module 3

5.1 INTRODUCTION

The objective of Module 3 Unit 5 is to introduce the career guidance practitioner to information and web sites enabling discussions with and the guidance of career seekers to entrepreneurship as a career option. This is not offered as a training course in entrepreneurship.

All over the world, the future of work and work creation include the concept of entrepreneurial behaviour. In South Africa too, entrepreneurial behaviour is seen as a means of creating more jobs and the desired increase in productivity. This entrepreneurial behaviour should contribute towards reaching the 2014 Millennium development goals. See the websites in Activity 1.

PCAR03X, Unit 5, Activity 1

  1. Skim through these websites for the millennium development goals detailed in them:  http://ddp-ext.worldbank.org/ext/GMIS/home.do?siteId=2 and http://www1.oecd.org/dac/ictcd/docs/otherdocs/OtherDAC_MDGs.pdf.
  2. As we can see in www.gapminder.org (refer back to PCAR02W Unit 4) we have significant challenges to implement the 2014 Millennium development goals in South Africa.  Remember to use this information to create an urgency and action with your local resources and career seeker clients!
  3. List the eight 2014 Millennium development goals from the first two sites above.
  4. Find the life expectancy in South Africa on Gapminder.
  5. Capture your personal experiences and discoveries in your MiCareerBook for the CV exercises.
  6. Record your experiences from completing the above activities in your MiActivity Book as part of your assignments.

Feedback:

We expand entrepreneurship by adding entrepreneurial behaviours, otherwise called “enterprise living”, as a part of the solution. It means we are acquiring and creating a culture of urgency, action, entrepreneurial behaviour and a high work ethic.

Let us get the web sites where we can explain to career seekers what it is all about and create urgency for action with them.

5.2 WHAT IS ENTREPRENEURIAL BEHAVIOUR?

PCAR03X, Unit 5, Activity 2

  1. Skim through these web sites for three definitions of intrapreneur and three definitions of entrepreneurs: http://en.wikipedia.org/wiki/Entrepreneurhttp://en.wikipedia.org/wiki/Intrapreneurshiphttp://en.wikipedia.org/wiki/Entrepreneurship and http://africa.smetoolkit.org/index.jsp?locale=1
  2. We include many local sites in PCAR04X Unit 1.
  3. Discuss your ideas about, intrapreneurs and entrepreneurs as a basis for responsible career choices, with your study colleagues, family or friends. Once you have done this, continue with the written tasks.
  4. Write the three definitions, which you best understand and with which you identify. Do this for both entrepreneurial behaviour and for entrepreneurship. Highlight the definition of each concept which you prefer. Explain in two sentences why you chose each one of these two definitions.
  5. Explain at least one difference between the two definitions
  6. Capture your personal experiences and discoveries in your MiCareerBook for the CV exercises.
  7. Record your experiences from completing the above activities in your MiActivity Book as part of your assignments.

Feedback:

  1. I am sure this was a lot of new information and thoughts. I hope you find it as exciting as we did when we collated the information for you. Can you see that the competencies required for successful careers, services and businesses are almost the same? The level of responsibility, risk and return is higher in owner businesses. Live the entrepreneurial behaviour processes!  You will then be successful in the value you will add to others, in careers, services and businesses.
  2. The purpose is to clarify the difference between the usual view regarding entrepreneurship and the idea of entrepreneurship as proposed in the PCAR. This will help your career seeker clients to understand entrepreneurial thinking. It will emphasise why most people can become entrepreneurial thinkers with knowledge and support from experts in the field. However, this can only happen once people accept the challenge to behave in an entrepreneurial manner.

5.3 ENTREPRENEURIAL RESOURCES AND BEHAVIOUR IN SOUTH AFRICA AND WORLD WIDE

You will need to have a look at what the Global Entrepreneurship Monitor (GEM) report says about entrepreneurial habits and the gaps found within South Africans presently. Jeffry A Timmons is a recognized guru on Entrepreneurship with many books used by many Universities in South Africa to teach Entrepreneurship. Do the following activity to get more information about these books.

Type “Timmons entrepreneurship information” into Google and choose South African web sites. From Timmons’ site, you will get solid information regarding the development of entrepreneurial behaviour. People should remember that gaining knowledge while working, even without pay, is cheaper than learning on your own. Such entrepreneurial behaviours or habits can determine career seekers’ level of success in a business or career. This means that career seekers should start working without pay in order to learn from existing businesses. It might mean that career seekers must work only to gain more knowledge and that only at a later stage, they might earn money. Remember to include the knowledge you gain from being involved with successful people when you calculate a career seekers’ wage. The wage itself might have a low rand value, but the knowledge you gain cannot be calculated in terms of money. Browse through newspapers to find out what training courses cost and you will realise how solid this argument is.  You will be able to apply the knowledge for the rest of your work life and in that manner; you will receive “backpay” many times over.

A great deal is being done in South Africa to promote entrepreneurial behaviour.  The government and business have done everything that can be expected of them and they are still trying to do more. It is now up to each of us to take action in our homes and geographical communities. In the following section, attention is given to three important actions to promote entrepreneurship (which includes entrepreneurial behaviour, entrepreneurial thinking and entrepreneurial habits). It is important to think about these three actions and apply them within the context of your own community.

Another entrepreneurial possibility of which you as a career guidance practitioner should be aware of, are franchise opportunities.  Franchising (from the French for honesty or freedom) is simply where you use a method of doing business wherein a franchisor licenses trademarks and tried and proven methods of doing business.  In exchange, the franchisee (the person to whom the permission has been given to use these “trade secrets”, has to make a a recurring payment which is usually a fixed percentage of gross sales or gross profits as well as the annual fees. Good examples of franchised businesses are MacDonalds / B P garages / Scooters Pizzas / etc.  Various tangibles (do you remember that all Wimpies have the same furniture and layout inside?) and intangibles such as national or international advertising (you can recognise the logo in foreign countries too). Training and other support services (for instance regular inspection of kitchens and service standards) are commonly made available by the franchisor, and may indeed be required by the franchisor, who generally requires audited books, and may subject the franchisee or the outlet to periodic and surprise spot checks. Failure of such tests typically involves non-renewal or cancellation of franchise rights.

A business operated under a franchise arrangement is often called a chain store, franchise outlet, or simply franchise.  Read more about franchising on wikipedia.

We list a set of web sites regarding entrepreneurship and franchises to get you and the career seeker started. Follow the links on these web sites to find more resources for you and your career seekers to use. Don’t be disheartened if you bump into difficult web sites. Be aware that some sites are challenging. The processes and required criteria can be tough and even unattainable at a beginner level. (Remember how you battled to ride a bicycle when you were young?) Rather focus on working your way up. Do however take the time to familiarize yourself with these sites, and sift out the ones you can use for future reference.

Assistance in acquiring a FRANCHISED business

Assistance in buying franchises that hold relation with your interests and strengths is also available on the web, from banks and many local businesses near to you.

Not everybody who applies for a franchise licence is given one. Why not? The key is to be awarded the privilege to use a well-known name is your personal ability to run such a venture. You need to prove that you have the competencies required to run one!

  • How can you connect to the franchising world? Find your local franchising body. This is the official web site of the Franchise Association. All you or your career seeker client will ever need to know about franchising and franchises is here.
  • Every bank has franchising assistance. Assist the career seeker to contact the bank of their preference for information.
  • Wikipedia has a clear definition and history of the franchising industry.
  • Access the Small Business Development Agency.

INTERNATIONAL SITES for entrepreneurial career seekers to use

  • Business knowledge and support
  • Our Google search presented too many sites to be included here, so go look at more sites and remember that the number of sites keep growing and the content is updated regularly.

LOCAL INFORMATION, SUPPORT AND TRAINING SITES WITH MANY LINKS

Get your client started with RESOURCES:

  • Department of trade and industry
  • Small business development agency
  • Department of Labour gives support and Learnerships
  • The International Labour Organization supports programs with Chamsa
  • Skills portal has the best summary of Learnerships

How will this help you?

Your client can do the following:

  • The sites above and other specific sites contain opportunities for you and your career seekers.
  • Search for your interest in work and industry in locations closest to you or even internationally.
  • Look for franchises and other organized opportunities. The career seeker can gain competencies by working in a franchise of his/her choice.  Type “franchise” into Google and help your career seeker client find what they need to fit there personal exploration and discoveries from PCAR01V.
  • Business and career opportunities
  • Sample career and enterprise access

Call centre agents and self-training.

Become competent in English spelling and pronunciation and typing skills, Also know your country and its cities. These are basic skills for a call centre operator (and many other jobs). Once you are qualified, you can even work from home or use your skills as a stepping-stone towards the career you really want.

Tourism support, marketing and self-training

Become proficient in English communication and the Internet.  Become knowledgeable about the tourist attractions and tour companies.  Then you can invite tourists to South Africa in partnership with the tourist attractions and tour companies and be part of their experience. Career seekers can use the Internet and local relationships as you did in tutorial letters PCAR01V/102/2007 and PCAR01V/103/2007 to make use of these opportunities.

Get your client started with BUSINESS RESOURCES

  • Encourage people to contribute to business chambers and existing businesses while they learn.
  • Look at the member organizations. Each one has chambers in most places in South Africa and their members can provide assistance to the career seeker. We recommend that you go to a meeting with the local chambers to announce your services and gain access to resources for your future clients.
  • Banks: Have a look at various bank websites and familiarize yourself with the online services that they offer. Let the career seeker fully utilize these banking services – they are often available for free!
  • Financial services industry: Contact local representatives of large financial institutions. They have much in resources, relationships and opportunities for access to business. The industry needs your clients for their business.

5.4 GET STARTED WITH ENTREPRENEURIAL PROJECTS

Remember that the reason there is such a big emphasis on entrepreneurial (thinking, behaviour, habits, resources and projects) is to empower you to be able to guide career seekers to a new way of living. In spite of there being many jobs available (go to a local job placement agency and ask them how many jobs they are trying to fill), your career seekers might find it better to develop the skills which they already possess by developing themselves into entrepreneurs, than re-skilling themselves to be suitable for existing jobs. The choice is theirs.

Your objective is to be a catalyst for flow of information, resources, opportunity access from existing programs to your constituency. Not to become an entrepreneurship trainer.

Help people get started using their current environment to take the initiative and action. Consider a possible ordinary day for yourself and the career seeker and ask:

  • Do you buy your clothes, have them sewn or sew them yourself?
  • Do you buy your food, or do you grow it?
  • Do you prepare your own food, or do you pay somebody else to do it?
  • Can you bake a cake?  On the other hand, would you prefer to buy a “flop proof”, ready-made one?
  • Who looks after your children, your animals, and the old people in your family?  Do you sometimes need a part-time babysitter?
  • When you travel, do you use your own car, hired transport, public transport?

You and the career seeker can do these and many other things for yourself and others. This is how you learn about service, contribution and self-development.

However, it is also simply clever and good marketing for your own personal career guidance services as career guidance practitioner when you introduce programmes into your own community. You can use school and university projects to access people and resources in your communities. Add great value to the educational programmes which schools and universities offer and in doing so gain powerful marketing for your career guidance practice.

We list a few well-known types of projects and activities below. These well-established projects make it easier for you to attract resources (such as financial assistance, training, networking, counselling, mentoring and advice). You might even be paid for the successful integration of you career seeking clients into the existing job market (this is the principle on which job placement agencies work). The results you achieve will speak for themselves. You can learn much more from established projects than from starting new ones.

  • SIFE of University Students in Free Enterprise helps their local communities. Find the South African SIFE students and contact them to offer your personal skills and your business as career guidance practitioner as a potential part of one of their projects.
  • Business projects for schools are covered in your next activity.
  • Work projects for school learners
  • Work projects for people at home.
  • An implementation in America we can learn from.
  • http://www.sba.gov/gopher/Business-Development/Success-Series/Vol6/entre.txt
  • Many organisations, NGOs (non-governmental organisations), universities, colleges, technicians, technical colleges, and private persons offer courses in how to start a business and how to keep it running at a profit. They also offer financial assistance, training, networking, counselling, mentoring and advice. (Some of these courses are presented in South African schools).
  • You will also find valuable information in the printed media. This means that you have to read your local newspapers. Most papers now have a section on small business and careers. A good source to consult is the weekly newspaper job finder “your national employment guide.” this newspaper focuses on jobs, careers, labour law articles, small business opportunities and self-employment opportunities.

5.5 WHAT STUDENTS SAY ABOUT ENTREPRENEURSHIP PROGRAMMES

You need to be aware and allow your clients to become aware of the many opportunities and the local and international resources that are available. Leaders and teachers in schools become aware of how they can earn more money while teaching the learners about enterprise projects. Use these projects to help local leaders raise the money. Perhaps you can explain to them that you need a small percentage of the raised funds, which reflects the proportion of the contribution you made. However, it might be better to first practice you personal skills without such a request.

PCAR03X, Unit 5, Activity 3

  1. Type “What students say about entrepreneurship” into Google search and choose two of the sites that you like and say why you liked them more than you liked some of the others.
  2. Type “School going entrepreneur’s projects” into Google search and choose two of the sites that you like and say why you like.  An example we chose is
  3. Enterprise Northland have a complete program that you can learn from for local projects.  You may even ask them for help.
  4. Look at Life Long Learners and use the information to encourage similar local projects.
  5. Can you encourage Life Long Learner attitudes?
  6. Discuss your ideas on enterprise or entrepreneurial programs at school with people already involved like the teachers and also discuss how such a project can grow your business while you help their learners and the school.
  7. For the written part of this activity, do the following:
  • Can you see how to implement such projects locally? If “yes”, state why. If “no” state why not.
  • Which local projects can you share with others? Can you put the local project on a WEBLOG (The same kind of blog you created for yourself in tutorial letter PCAR01V/102/2007)?

Capture your personal experiences and discoveries in your MiCareerBook for the CV exercises.

Record your experiences from completing the above activities in your MiActivity Book as part of your assignments.

Here is some feedback from people who have dared to develop their entrepreneurial behaviour, thinking, habits, resources and projects:

Lional Brits ( Grade 7) “I’m glad I got the opportunity to start my own business.”

The Bafanas (four youths from Umbonambi) “We learnt how to voice our opinions, pool our ideas and use all our sources. Forward the entrepreneurs programme.”

Jafta Moloi (20 ) “The programme must be supported and it has got to spread around South Africa to create successful entrepreneurs of the future.”

Mpho, who was failing in maths, realised the importance of the subject when he started buying and selling T-shirts.

Siphiwe thought that buying something for $5 and selling it for $10 was like dealing in drugs – illegal. Up until then he was not aware that there is joy in serving others and making a margin for your effort.

These are examples that entrepreneurship educators provided of the experiences of learners who had been exposed to entrepreneurship programmes.  (Source: The International Entrepreneurship Education Forum held in New Mexico, 1995.)

School learner projects from across the world are brought to you via the Internet.  You can also take what you learn worldwide and earn a trip to any destination in the world as others have done working from incentives for doing just this! Students from the University of Pretoria were sponsored to recently attended www.MIT100K.org meetings in Norway. This meant that they did not have to pay anything!  Apply on your own selected web sites and see what can happen when you align yourself with existing programs through being useful to them and to be noticed.

Feedback:

Small services such as delivering newspapers, washing cars, growing and/selling vegetables might be some of the business ideas that you might find around student entrepreneurs.

Keep on consulting the web to find knowledge, resources and opportunities. Become useful to the people and they will notice you.

We hope that this gives you some food for thought.

5.6 CONCLUSION

We challenge you to encourage people to use enterprise living, entrepreneurial behaviour, entrepreneurial thinking, entrepreneurial resources and entrepreneurial projects in all careers. Help people get connected to start careers and businesses.

In short, become entrepreneurial yourself.

In this unit, you gained information on how to help your career seeker clients to become aware of the opportunities to be entrepreneurial in growing careers and businesses. We showed how most people could use entrepreneurial behaviour while accessing knowledge, resources, and opportunities. We highlighted some of the processes to implement in your work life and your career seeker clients’ work lives.

Key questions

  • What do parents, family and friends mean to the career seeker?
  • How do you apply the knowledge that you have gained about yourself?
  • How would you remove limitations to communicating and finding career opportunities?

2.1 INTRODUCTION

This module has two focal points.  It looks at the use of knowledge that you have gained about yourself (after working through Modules 1 & 2); and it looks at how to involve and inform parents and family. Up to this point you have gained some insight into personality, aptitude, abilities, interests, values and careers in general.  It is now important to apply the knowledge about these concepts to inform parents, family, and friends, to say thank you (do you remember how this was explained in PCAR03X: Unit 1?) and to attract resources to implement your work access campaign. Inform them regarding your personality, your abilities and values and what possible careers will suit you best. Remember that this is the same process your career seeker clients will follow. It is important for you to go through the same process to be able to help and guide your future clients effectively.

2.2 WHAT DO PARENTS, FAMILY AND FRIENDS MEAN TO CAREER SEEKERS?

PCAR03X, Unit 2, Activity 1

  1. Open http://en.wikipedia.org/wiki/Venn_diagram and http://www.logictutorial.com/ and study the Venn diagram again.  Also, refer back to Tutorial Letter PCAR01V/103/2007.
  2. You have already explored your interests, values, aptitude, and abilities.  Now you need to enter this into the Venn diagram to see how it overlaps and determines your passions.  Use the Venn diagram from Tutorial Letter PCAR01V/103/2007 and discover what it is that you have not yet shared with your parents, family and friends. Use the structured results from your exercises in Module 1 and preparation for communication in Module 2 and share what you have discovered.
  3. You will use the words which you discovered by completing Module 1 (use the adjectives from the Johari window from PCAR01V/103/2007 as a guideline) to enter in to the Venn diagram.  Use the Venn diagram below as a structure and let others complete it with you.  Discuss the results with parents, family and friends.
  4. Capture your personal experiences and discoveries in your MiCareerBook for the CV exercises.
  5. Record your experiences while completing the above activities in your MiActivity Book as part of your assignments

Feedback:

You will find that after completing the Venn diagram on your aptitude, personality, interest and values, you will be able to communicate your own personal qualities to your parents, family and friends more easily.

PCAR03X, Unit 2, Activity 2

  1. What do you think is the value of knowing yourself with regard to your personality, aptitude, interest and values, for a career choice?   Briefly write down five points about the importance of knowing yourself.
  2. Discuss your ideas about knowledge of yourself as a basis for a responsible career choice with your study colleagues, family or friends.
  3. Capture your personal experiences and discoveries in your MiCareerBook for the CV exercises.
  4. Record your experiences while completing the above activities in your MiActivity Book as part of your assignments.

Feedback:

Do you remember that choosing a career implies that you are going to be active in a certain career field for at least eight hours per day?  Will you be able to do the work that is expected of you and will you find it interesting enough to spend all that time at it? Do you have the necessary ability to use your talents or do you need training to become competent?

You must remember that the way that you see yourself should determine your career choice.  However, in the next section, attention will be given to the way that your parents, friends or family see you regarding your personality, aptitude, interest and values. Their opinion regarding your personal qualities will give you greater insight into yourself.

2.3 INVOLVEMENT OF PARENTS, FAMILY AND FRIENDS

You will gain access to social networks and support by informing the important people in your life about your work preferences and opportunities. The career seeker will, however, require firm support during these change processes.[1] You as career guidance practitioner should transfer your knowledge and skills of the processes involved in informing and support to your career seeker.

Keep in mind that parents, family and friends:

  • give verbal input regarding the different careers which you might be considering, and
  • unconsciously model their specific careers to you and your community.  Therefore, be careful not to explore too many other career opportunities and miss the obvious career choices around you!

PCAR03X, Unit 2, Activity 3

  1. Study the Johari window again.  Also, refer back to tutorial letter PCAR01V/103/2007.
  2. Use the Johari window from PCAR01V/103/2007 and discover what it is that you have not yet shared with your parents, family or friends. Use the structured results from your exercises in Module 1 in preparation for communication in Module 2 and share what you have discovered.  As author, I would like to thank Plug, Meyer, Louw and Gouws (1991:168) for their specific applications of the Johari window.
  3. Make a page with the four quadrants. Use the Johari window, (Figure 3.2 below) as an example) and let others complete it with you.
  4. Capture your personal experiences and discoveries in your MiCareerBook for the CV exercises.
  5. Record your experiences while completing the above activities in your MiActivity Book as part of your assignments.
  6. This is an example of a career related use of the Johari window as described by Gouws and Kruger (1994:164). Please complete it as part of PCAR03X, Unit 2, Activity 3.

Figure 3.2 The Johari window applied to a career seeker

ARENA

Personality ……………………………………………..

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Aptitude ………………………………………………….

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Interest …………………………………………………..

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Values ……………………………………………………

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BLIND SPOT

Personality ……………………………………………..

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Aptitude ………………………………………………….

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Interest …………………………………………………..

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Values ……………………………………………………

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FAÇADE

Personality ……………………………………………..

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Aptitude ………………………………………………….

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Interest …………………………………………………..

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Values ……………………………………………………

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UNKNOWN

Feedback:

Did you learn anything new about yourself by completing the Johari window?  You can use these processes with family, friends, family and local leaders in the workplace. As a result the people around you will get to know you and during your discussion with them, you will get to know them to a certain extent. Getting exposure to each other and your willingness to share your intrapersonal qualities with them will contribute to reducing possible prejudice and bias and the meeting might even provide a working environment that might be available to you in the future. Meeting each other, thanking them for the opportunity for discussion and sharing information about yourself make for a safe growing experience for all.

2.4 THE NATURE OF CAREER DEVELOPMENT

Unlike urban youths, young people in rural and remote areas generally have to leave home to attend secondary school. They most certainly have to go to urban centres to do any type of training, which can put them on a career path.  Children from the rural areas do not have the same background knowledge on career and study possibilities as their urban friends due to limited exposure to the few careers that their community members have. Obviously a smaller variety of job opportunities is available to them in their rural areas.   Most career-related information and resources are located in distant centres which are inaccessible to most rural families.  Professionals, who have the required career-related knowledge, are concentrated in larger urban settings (Jeffery, Lehr, Hache & Campbell 1992:240-241).

Jeffery et al. (1992:241) found from their research in rural parts that the major problems faced by rural parents were lack of career-related information and lack of knowledge on how to obtain available information.  They came to the conclusion that parents were not adequately equipped to assist their children in making job choices, e.g. in terms of information about the range of jobs available and in understanding what certain jobs entail.

Jeffery et al.  (1992:246-248) did research in Canada and listed a number of hypotheses (expectations) to be verified in interviews with parents in rural areas.  The list was split into two groups: family, community and cultural reviews and job, career and labour-related concerns.

It would be interesting to note the outcomes of similar research under South African circumstances!

Read carefully through the list of hypotheses/expectations.  What would you predict the outcome of research in South Africa to be? For interest’s sake indicate your view in the true or false column provided.
Family, community and cultural concerns TRUE FALSE
1           Problems result from very close bonding of the young person to parents, peers, home and community.

2          Widely held beliefs that home communities are the best or only place to be (ethnocentrism).

3          Fears held by young persons and perhaps parents that young people are unable to compete successfully elsewhere.

4          Situations where the young person is socialised into non-creative solutions/non-provocative stances when it comes to the pursuit of careers.

5          Many members of the community (the potential role models for both the parents and the youth) demonstrate that they have adapted successfully to what is, in many respects, a difficult local situation.  In other words, there are many role models who are “surviving” as unemployed people.

6          Many gender-related issues and problems.

7          Problems resulting from early pregnancies.

8          Widely held views that it is easier and cheaper to stay at or near home.

9          Inter-generational patterns of welfare or unemployment insurance dependency.

10         Common parental strategies, which encourage the young person to return home when there is stress.

11         A limited number of role models in communities capable of demonstrating good career decision-making skills.

12         Tendencies for young people (who leave the home community for career purposes) to go primarily to those settings where there already is a support network rather than to unfamiliar communities.

13         Greater problems for youths associated with leaving the old situation, than with their ability to cope with a new situation.

14         People have problems because of substance abuse.

Jobs, career and labour market information concerns TRUE FALSE
1           An absence of jobs available in the area.

2          An absence of information on places (local or distant) where one might get work.

3          A limited amount of knowledge about the wide range of career options that exist.

4          Limited parental and youth knowledge about how to identify persons or services that can supply them with or lead them to information.

5          A lack of parental and youth awareness that there are often support services in a new community from which they might seek help (i.e. churches and social clubs).

6          An extensive misinformation about what it is like in other centres.

7          A relative absence of “mentors” or persons who encourage or challenge youth to search more widely.

8         A relative absence of parents with strategies for finding work.

2.5 REMOVING LIMITATIONS TO COMMUNICATION

An analysis of the data collected in Canada by Jeffery et al (1992:249) supported many of the hypotheses in the above table. This meant that their expectations were well founded.

However, it was found that parents expected and supported youth to leave the community.  Furthermore, no support was found for the hypothesised notion that parents encourage their children to return home if confronted with stressful situations when away.   Parents also knew that career identification and problems existed and tried hard to identify solutions.

Parents also expressed the view that because of their lack of education, they did not see themselves as good role models for their children.  They also felt that they lacked adequate experience and knowledge to offer sound educational advice.

If the same problems regarding career guidance by rural parents occurred in South Africa, what assistance could be given to them to help them to prepare themselves to guide their children in a career choice? Remember, you intend to guide people in your community regarding their choice of careers!

Feedback:

I would like to make a few suggestions for you to add to the ideas which you might have. Is it possible to bring rural career seekers closer to the same processes that successful workplace families already have? This could be done by exposing them to successful and advantaged people.  How is this done? You could arrange to bridge the difference between them and successful workers by accessing successful work people through civil and civic organizations. You could help the rural career seekers to communicate their knowledge and interests to their parents, family and community members. Not only does this give them the opportunity to practise speaking about themselves, but it will prevent them from isolating themselves from the community. Instead they will raise the knowledge and awareness of the jobs to which they have been exposed within the community as a whole.

You also need to assist parents to assist young people during the transition from home to work.  Parents and leaders should be briefed during the processes to obtain and participate in the information exchange on careers and jobs.  Under your guidance, community leaders could assist parents to form groups for discussion about careers and educational activities. The following information is important and should be included in the communication:

  • finding career information
  • coping with the problems of registration, loans, insurance, etc.
  • helping children to leave home
  • coping with loneliness and relocation problems
  • helping young people anticipate and deal with their new freedom
  • helping young people maintain a pride in their roots
  • helping young people cope with fears of being “different”
  • communicating with and staying in contact when a young person is away

Remember that extensive web resources exist and the leaders’ involvement makes the choices safer.

2.6 SUMMARY

Successful families have structures in place which remove barriers to communication with their children. A circle of families can offer many possible opportunities to the children of their friends. Access and knowledge are shared freely for the sole purpose of adding value to young people and offering them opportunities in life.  In rural areas this is not possible. The only option is thus to increase knowledge about career opportunities by creating a partnership between the youth and the older community. Everyone learns and everyone grows and this will continue to benefit the community for generations to come.

It is therefore important for you as career guide to practise the process of informing the people around you about your own personal qualities (your own Johari window) and about the career opportunities which you can offer them.  You need to help the career seeker use the same strategies as successfully as you have done to avoid their isolation and to promote knowledge distribution among the people in the community.


[1] The change process refers to the transition from a current state to a desired state.  Explore this website about managing the change process.