Career Options High School Edition - Fall 2012 by Gordongroup

VOLUME VI, FALL 2012

How to land a

co-op position

Would you survive the

“Dragons’ Den”? CBC Dragon

Bruce Croxon

on how to be an entrepreneur

Where to earn your degree in

adventure sports:

CO travels to New Zealand

Contents

WE WOULD LIKE TO THANK OUR ADVERTISERS... 34

Alberta College of Art and Design (ACAD)

20-21

Algoma Central Corporation

Algoma University

Apply Alberta

utomotive Business School of Canada at A Georgian College

Canadian Agricultural Human Resources Council

31, 33

areer Connections—Insurance Institute of C Canada

Education First

Humber College Business School

24, 25, 33

umber College Institute of Technology and H Advanced Learning

umber College School of Media Studies and H Information Technology

I nformation Technology Association of Canada (ITAC)

25, 34

McGill University, MacDonald Campus

Mining Industry Human Resources Council (MiHR)

16, 34

Praxis School of Entrepreneurship

4, 34

Sheridan College Institute of Technology

University of Guelph-Humber

University of Windsor

9, 11, 13, 34 York University

[Even More] Career Options As always, you can check out the latest issue of Career Options online, or browse the archives for more great feature articles from past issues. But there’s a lot more in store at our website, careeroptionsmagazine.com.

Blogspot

is a space where guest bloggers share their thoughts about post-secondary education, entering the workforce, finding the “right” job and getting a career on track. Submit your own blog ideas at careeroptionsmagazine.com/ blogspot.

is the latest social media craze, and Career Options has hopped on the bandwagon. The virtual pinboard is used to share interesting photos and ideas—we use it to help students and recent graduates in all aspects of their careers. Check out our boards for job interview tips and outfits, dorm decoration ideas, university/college application advice, books worth reading and much more. Visit pinterest.com/ careeroptions.

ake the plunge! T International education is your path to adventure page 22

Entrepreneurship: The Opportunity of a Lifetime

By Jordan Adams

Where to find HELP: Resources Available to Advance your Entrepreneurial Goals

Young Canadians building ambitious ventures 8 Simon Jalbert 17 Bella Hwang 19 Evan Price

Social entrepreneurship: Combining Business Savvy with Desire to Change the World By Jordan Adams

Interview with a Dragon: The Risks and Benefits of Being an Entrepreneur By Jordan Adams

Sports-mad New Zealand: Combine Adventure with Study in Kiwi-land By Kathryn Young

HelpX helps those who help themselves By Jasmine Irwin

Be Your Own Hero: How to Embrace Adventure in Your Career By David Lindskoog

Getting a head start on your brilliant future By James Davidson

Keep up with the latest career advice, news and views: follow Career Options on Twitter, join the Facebook page, subscribe to our RSS feed and join our Linkedin group.

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VOLUME VI, FALL 2012

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EDITOR’S LETTER

Editor-in-Chief Paul D. Smith

Celebrating Entrepreneurs, Risk Taking and Leadership

Managing Editor | gordongroup Simon Osborne Project Management | gordongroup Matei Savulescu

In this issue of Career Options High School Edition we celebrate entrepreneurs, those people who create a successful business from their imagination and effort. Starting your own business is a very real option for new grads, and there are lots of success stories, a few of which we present here. And there are plenty of resources available to help you get started, some of which are also introduced here. For example, experience is a great teacher, and franchise opportunities offer resources and mentors to help you get started. If you think you might enjoy working for yourself, then read on—there is something inside for you. And if you’re not sure about working for yourself, then you should read on, too. The first question any entrepreneur must answer is “Am I cut out for this?” The answer to that question is the most important piece of information you will need.

Editing / Proofreading | gordongroup Jordan Adams Art Direction / Print Management | gordongroup Leslie Miles Design & Layout | gordongroup René Dick Alina Oliveira Director of Advertising Sales | gordongroup Kirill Kornilov Distribution Representatives | gordongroup Roxanne Joncas Cintia Ratmono Advertising Sales | gordongroup Pauline de Gonzague Colleen Hayes Andrew Moore Contributors Jordan Adams James Davidson Jasmine Irwin

Erin Jackson David Lindskoog Kathryn Young

Career Options High School Edition is published bi-annually by the Canadian Association of Career Educators and Employers (CACEE), 720 Spadina Avenue, Suite 202, Toronto ON M5S 2T9. For subscription information, contact Paul D. Smith: Tel.: 613-634-2359 Fax: 416-929-5256 Email: pauls@cacee.com Website: careeroptionsmagazine.com For advertising inquiries, contact Kirill Kornilov, Director of Advertising Sales, gordongroup: Tel.: 613-288-5363 Fax: 613-722-6496 Email: kkornilov@gordongroup.com Website: gordongroup.com ISSN: 1712-1183 The Canadian Association of Career Educators and Employers (CACEE) is a national, non-profit partnership of employer recruiters and career services professionals. Our mission is to provide authoritative information, advice, professional development opportunities and other services to employers, career services professionals and students. NOTE: The opinions expressed within are those of the authors and do not necessarily reflect CACEE policy. No part of this magazine may be reproduced in whole or in part without written permission of the publisher. The National Student Resource of: Canadian Association of Career Educators and Employers 720 Spadina Ave., Suite 202 Toronto ON M5S 2T9 cacee.com

Success of the type that creates jobs for other people is exceptional, and must, by definition, require an exceptional path. Graduation followed by employment with a large corporation or government department is a worthy accomplishment, and it is a well-travelled road that offers established rewards. Those who seek a different kind of success must take a different road, and leave behind the comfort of the crowd. Doing so introduces an element of enhanced risk, as any innovative effort must, but it also offers enhanced reward. Being your own boss offers the freedom to do what you want, and the thrill of making an impact on your own terms. However, these perks come at a price: the risk of failure. Balancing this equation is the challenge all entrepreneurs must face—how much risk will they tolerate to collect their reward? If entrepreneurs are indeed different, perhaps it is their willingness to take on risk that makes them so. In fact, that is one of the theories explaining why some people are willing to gamble with their money (or their family’s) and their time. But others disagree, pointing to studies that show entrepreneurs don’t see risk as others do. They believe so strongly on their idea that they simply can’t imagine it will fail. So be it a gambler’s heart or the faith of the believer, something drives these exceptional people to make their own way. Statistics Canada reports that the small and medium enterprise (SME) sector is the largest employer of Canadians, and it stands to reason that a good number of those SMEs are owned and run by entrepreneurs. Canadians owe a great deal of our prosperity to the individuals who take the risk to start their own companies, and that is not likely to change. Enjoy the issue! Paul D. Smith

Paul D. Smith is the Executive Director of the Canadian Association of Career Educators and Employers and Editor-in-Chief of Career Options magazine. Email Paul at pauls@cacee.com. For more information, visit: cacee.com, careeroptionsmagazine.com

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Entrepreneurship: The Opportunity of a Lifetime By Jordan Adams

isk-taker, innovator, trailblazer, opportunist: many words could be used to describe an entrepreneur, but what exactly does entrepreneurship itself entail? The most basic description of an entrepreneur is someone who starts his or her own business, but the concept goes a lot deeper than that.

For example, an ability to sell is a skill that some people, mostly introverts, think they need to be born with—but this is a myth, says Valliere. “There’s research to support that you aren’t born with it,” he says. “Anybody can do this, learn this, and be successful in it. We’ve looked at successful entrepreneurs and found that all sorts of people are successful, and it has nothing to do with your personality.”

One frequently referenced definition comes Another “learn-able” skill is how to think from Harvard Business School professor like an entrepreneur. In fact, programs like Howard Stevenson: “Entrepreneurship is the entrepreneurship major at Ryerson the pursuit of opportunity without regard to University’s Ted Rogers School of Management resources currently controlled.” What this are based on teaching entrepreneurial skills. means, according to Dave Valliere, professor of entrepreneurship at Ryerson University, “It’s about seeing things that don’t yet exist is that you see an opportunity that’s “so and figuring out how to create them. We compelling,” you have no other choice but to pursue it—even if you don’t have the necessary think of ourselves as the creative or artistic part of business,” says Valliere, who is also resources. You simply assume that you’ll find the director of Ryerson’s Entrepreneurship a way to get it done, he says. Research Institute. “Entrepreneurs see possibilities; they see things that don’t yet exist. They have a different set of mental tools.”

The attributes of an entrepreneur

There is no “cookie-cutter” set of skills you need to be an entrepreneur, says Simon Jalbert, a participant in The Next 36, a national program for Canadian undergraduate student innovators. The one trait most entrepreneurs share, however, is drive. You need ambition and a strong work ethic in order to be a success. “To be a successful entrepreneur, you have to love a really long work week where you’re thinking constantly about your business, and have a deep-seated passion and focus,” says Claudia Hepburn, Executive Director and cofounder of The Next 36. “Without that you can’t sell your idea to anyone, or bounce out of bed early or stay late to make it succeed.” There are many other useful traits that can help you achieve your goal of starting a business. While drive and work ethic are difficult to “learn,” there are many valuable skills that, experts say, people are not born with but taught. 6

VOLUME VI, FALL 2012

For example, all of the technical tools needed to create websites like Amazon or Facebook already existed before these sites were created. People may think those sites were not innovative because “anyone could have done it,” Valliere says. “They could have done it, but they didn’t. The question is, how do you develop that ability to see things before somebody does it? A lot of things are obvious after the fact.” This is what entrepreneur majors at Ryerson learn, along with opportunity identification, business planning and management of innovation.

Growing the entrepreneurial spirit in Canada The research Valliere conducts has looked at culture as a possible cause of whether people in a society will think like entrepreneurs. careeroptionsmagazine.com

Many think that Canada doesn’t produce enough high-impact entrepreneurs who create world-class companies and products. Valliere says a country’s culture can have an impact on how many entrepreneurs are produced: “Canadians are very modest; they’re not shooting for the stars. They can, but they don’t.” Junior Achievement is one program for high school students that aims to inspire more young Canadians to aspire to become entrepreneurs. Through free programs run by volunteers, high school students learn essential business skills and can even start their own businesses. Junior Achievement also offers many scholarships and awards to recognize achievement among Canadian youth. According to the program’s website, Junior Achievement participants are “50 percent more likely to open their own business which leads to innovation, new jobs, and wealth creation.” They also state that “by providing youth with the skills necessary to become innovative, productive, and contributing citizens, Junior Achievement ensures the competitive well-being of Canada’s economy.” Some high schools are also bringing entrepreneurship into the classroom. Programs like the Business Specialized High Skills Major (SHSM) in Ontario schools teach students the skills they need to be successful in business and entrepreneurship. The program is a bundle of nine Grade 11 and 12 credits, including four business major credits and two co-op credits. Students are also trained in essential skills and work habits. “I gained specialized knowledge and skills that are highly regarded in the business world and by post-secondary institutions,” says Hayley Heaslip, who graduated with a Business SHSM from Canterbury High School in Ottawa. “I’ve molded a vital part of my skills, worked towards exploring, refining, and identifying my personal career goals, and I have been given a safe environment to test my ideas.” One of

“It’s about seeing things that don’t yet exist and figuring out how to create them.” those ideas was her chocolate business, which she was able to start with the help of teachers and skills learned in her courses. “I also had the support of my fellow classmates,” she says. “They were able to use the marketing skills they learned by helping me with branding, website design, accounting—and, of course, taste testing! I built myself a basic business plan, and within a few months I had my first event booked,” says Heaslip. “This program has opened my eyes to the amazing opportunities that are there for students to build their futures as entrepreneurs.” There are several courses on entrepreneurship in the Business SHSM for any of the post-secondary paths: university, college, apprenticeship or workforce. Courses like “Entrepreneurship: Venture Planning

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in an Electronic Age,” “Analysing Current Economic Issues,” and “Marketing: Goods, Services, Events” teach students the skills they need to be successful innovators.

them will source out an entrepreneurial role in a corporation, like being a high-level manager.”

success as an entrepreneur. If you’re doing what you love, and doing it on your own terms, you can achieve what many are striving for: being your own boss.

Larmand says the College Pro Painters program—running for over 40 years—can help minimize risk by providing participants “Entrepreneurship is a good method of with mentorship and education on how to achieving all sorts of goals: making money, run a business. Students lease a franchise improving the world, and having a fun and for one year and learn the ins and outs of interesting career,” says Valliere. “A lot of “Entrepreneurship is a very risky thing to do and entrepreneurship as they go. An intense training people do it for the autonomy; they don’t want a lot of businesses fail,” says Hepburn. “You program takes place during the school year to have a boss. They want to do their own thing can’t be too idealistic and caught up in your own to prepare students for work in the summer. and set their own hours. Or maybe they want way of thinking. You need to respond to market They learn how to market their services, to create a legacy.” signals for when your product isn’t wanted.” hire employees, deal with customers, draft estimates, create budgets, manage finances and Achieving success and autonomy means you The public often assumes that entrepreneurs need to be proactive and self-motivated. “If resolve conflicts, among other business skills. are big risk-takers, Valliere says, but it only you have to be directed by others, you’re not looks risky from the outside. “Entrepreneurs College Pro ensures its student entrepreneurs really entrepreneurial,” says Larmand. don’t like to take risks... They have extra speak with past participants to gain a sense information; they know something that we The sooner you start thinking about your ideas, of how the program works. “That way they’re don’t. So we teach how to do that—how to the better. able to understand the challenges, and the figure out what no one else knows yet,” he says. ups and downs,” Larmand says. “People excel “It’s never too early to start thinking about how based on how quickly they learn. You have to Some students may be wondering if their you can solve a problem and make life easier understand you’re going to make mistakes.” degree will make them good entrepreneurs. for people,” says Hepburn. CO Entrepreneurs make a lot of mistakes, and The bigger question is, do you need a business good entrepreneurs don’t repeat them. degree to be a success? Rodney Larmand, Jordan Adams is a Carleton University Success comes from how quickly you learn President of College Pro Painters, a company journalism graduate. from those mistakes, he says. that develops over 700 student entrepreneurs a year, says no. “No more than half of our For more information, visit: students are in business,” he says. “A lot of ryerson.ca/ent, tedrogersschool.ca, arts students find they really like running a thenext36.ca, collegepro.com, jacan.org, business. The non-business students learn edu.gov.on.ca, careeroptionsmagazine.com where they want their life to go and how to get At the end of the day, having that drive and into the business world. And I think a lot of passion will be your most important key to

The risky side of entrepreneurship

Benefits of entrepreneurship

Young s Canadian building s ambitiou : ventures ert alb J n o Sim

his young entrepreneur’s passion for business sparked from an unlikely background: sports. Simon Jalbert’s love of being part of a team and playing a leadership role translated well into his start-up companies. After completing his bachelor of commerce at Saint Mary’s University, Jalbert was selected to participate

VOLUME VI, FALL 2012

in The Next 36 entrepreneurship program. With his team, he developed a tablet application called StrokeLink, which he hopes will empower people who have suffered a stroke. The app includes exercise programs specific to the patient, progress monitoring and educational material. “Everyone seems extremely excited about it,” says Jalbert. “We’ve been invited to speak at health technology conferences all over Canada. People are taking notice, which is definitely exciting for us.”

As a member and president of his university’s Students in Free Enterprise (SIFE) chapter, Jalbert also helped to develop an employment assistance program for young people in Halifax. “We identified that a lot of kids in Halifax don’t come from wealthy families,” he says, “so we analyzed Halifax and asked, ‘What industry has the most jobs to offer people?’ Out of that research we started a project where we taught those kids the skills they need and how to do well in interviews.” About 97 percent of students in the program got jobs in the end, he says.

Jalbert and the three other members of his team take on different roles for the StrokeLink project. He does most of the financial work, but says entrepreneurs have to dip their hands in all pots. “I’ll do some design work and quality assurance—you find yourself doing a bit of everything,” he says.

His advice for young entrepreneurs is to develop their attention to detail. “An ability to move back to the bigger picture is important as well,” he says. “And finally, you have to develop ideas, you always have to be pitching and be the best salesperson you possibly can.” CO

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I Combining

Social entrepreneurship:

business savvy with desire to change the world By Jordan Adams

VOLUME VI, FALL 2012

careeroptionsmagazine.com

s there a problem in society that you’d like to see eliminated? Do you have an entrepreneurial spirit and new ideas? Do you have passion, drive and optimism?

Social entrepreneurship may be the career you’ve been searching for. Not only is it fulfilling to work for yourself as an entrepreneur, but you’re also working for others and for the benefit of all society. Two leading social entrepreneurs who have helped change the culture surrounding

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“Don’t start until you’ve found a problem that you’re so passionate about solving that it just makes you crazy.”

charitable activities and ventures are Canadian brothers Marc and Craig Kielburger. Through their organizations Free The Children and Me to We, they have inspired a generation to push for social change. “Social entrepreneurship is creating a lifestyle to create better choices for a better world,” says Marc Kielburger, co-founder of Free The Children and Me to We, who spoke to Career Options at a recent event for young entrepreneurs involved in The Next 36—a national program for top university undergraduate entrepreneurs.

didn’t understand the words ‘social entrepreneurship,’ ” she says. “More and more young people are dedicated to creating a positive difference in the world, and can see themselves actually doing that for a livelihood.” “Social entrepreneurship is going to be the dominant force within social change, as opposed to traditional charitable activities,” says Kielburger. The time is ripe to start a social venture. “Get on the wave and ride it because this is the opportunity to jump on now. And you’re going to become a leader in a sector as opposed to a follower in something that’s very established.”

Social enterprises can be either not-for-profit or for-profit—as long as they are working to So what advice would today’s established and solve a problem in society. Through domestic young social entrepreneurs give to students? programs and international development, The one, overriding requirement is that you non-profit Free The Children aims to free need passion; without that, it will be hard to young people from poverty and exploitation, get through tough times. and inspire youth to become socially conscious global citizens. “Don’t start until you’ve found a problem that you’re so passionate about solving that it just When the brothers started their charity in makes you crazy,” says Heather Payne, who 1995, it was “uncool” to care about changing started her own social venture called Ladies the world. “I spent Grade 9 in a locker,” says Learning Code. Her not-for-profit business Kielburger, adding that making it “cool to has been around for just over a year and has care” is an important factor in the social already seen more than 1,700 women (and entrepreneurship industry. some men—she doesn’t want to exclude) learn technical skills like website building “It’s about using peer pressure in a positive way. and photo editing from over 400 volunteers It’s coming up with actions and opportunities, in Toronto’s technology community. Her aim and using celebrities and Facebook,” he is to reduce the inequality of women in the says. The Kielburger brothers have done that technology industry. through ‘We Day’—a youth empowerment event held across Canada, where guest “We found a way to create a really welcoming, speakers and performers entertain and comfortable environment for women where engage young volunteers. they can learn. Plus, our workshops are accessibly-priced and actually a lot of fun,” In recent years, social entrepreneurship says Payne. For $50, women spend a full day has gained more respect and attention, with tech experts. says Claudia De Simone, Program Director of Venture, Fellowship and University Payne has worked in a tech start-up company, Partnerships at Ashoka Canada, a global but prefers social entrepreneurship. “I’m not organization of social entrepreneurs. “Ten interested in building the next Farmville. I years ago, or even five years ago, people love social entrepreneurship because it’s 12

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about looking at an issue in society and saying ‘I think we can come up with a solution that will at least move us in the right direction.’” Payne, who is 25 years old, says starting a social venture was risky and a bit scary, but it paid off in the end—she’s opening a chapter in Vancouver, and has plans for more in Canada and the United States. Her business background and entrepreneurial mind helped her succeed in social entrepreneurship. “I love the way that social entrepreneurship can combine principles from the for-profit world and the issues we really do need to solve to create really innovative, interesting and sustainable enterprises,” she says. Once you’ve found the cause that drives you, De Simone says to jump right in. “Just take a risk… If nothing is happening, create something.” She says it’s much easier to attract potential investors or partners when you already have your idea and plan in place. Kielburger says that once you have the ‘why’ of your venture ready—the social problem you want to fix—then figure out the ‘how.’ He says to be shamelessly idealistic and “come up with a larger vision than you think you can fulfill.” “Get yourself out of your comfort zone.” CO Jordan Adams is a Carleton University journalism graduate. For more information, visit: freethechildren.com, metowe.com, canada.ashoka.org, ladieslearningcode.com, careeroptionsmagazine.com

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careeroptionsmagazine.com

Interview with a Dragon:

The risks and benefits of being an entrepreneur

By Jordan Adams

CBC’s hit television show “Dragons’ Den” has brought entrepreneurship into the primetime spotlight. Aspiring venturists present their ideas to the Dragons—some of Canada’s brightest, most successful entrepreneurs—in the hope of striking a deal that will bring their product to the marketplace.

and therefore should get this much money. The reality is you’ll have to work really hard, and the amount of money you get for the amount of effort you put in may not be equal. You have to keep grinding until things start to happen.

One of those Dragons is Bruce Croxon, a digital pioneer who co-founded the online dating service Lavalife. He now invests in digital start-ups and owns a chain of holistic spas, while also partnering with promising ventures he encounters on the show. He talked with Career Options about what young entrepreneurs need to know to succeed.

Croxon: It’s a very personal journey. You acutely feel every victory and you acutely feel every defeat. If you’re the kind of person who can live with the ups and downs of it, and not let it keep you awake at night, and if you’re still a nice person to be around and the rollercoaster doesn’t eat you up, there’s no better feeling than working hard at something and having the fruits of your own labour come out the other side. It’s a very rewarding experience.

Career Options: What is a typical day like for an entrepreneur? Bruce Croxon: I would say the answer is there really is no typical day, because I think by its nature, you have to be ready to adapt to changing situations depending on the size of the business you’re involved with. But if you’re just starting up, there really is no typical day. You’re usually underfunded, doing everything yourself. It can be a scramble. The challenge is to take that chaos and the temptation to lose your focus, and try to bring some focus to what you’re trying to do. So the short answer is there is no typical day. CO: What are the risks and hazards of being an entrepreneur? Croxon: The challenge of being an entrepreneur is that it can be a very lonely existence. You’re taking responsibility for the success or failure of whatever it is that you’re being entrepreneurial about. The risk is that you can work and work and work—and there’s no doubt that it’s more work than a more conventional career path—and the risk is you can work really hard and not get the results that can be considered a success. You have to let go of the notion that you put in eight hours of work

CO: What are the benefits?

CO: What are the qualities needed for a successful entrepreneur? Croxon: Stamina and stick-to-it-ness. You need to work harder than the next person. You need to be comfortable [with the fact] that you need to be thinking about your business seven days a week, 24 hours a day. In this competitive environment, if you’re not doing that, someone else will be. I think the other quality of a good entrepreneur is the ability to look in the mirror once in a while and realize that you don’t have all the answers. It’s a fine line, because you need enough ego to have enough confidence to do it on your own, but your ego can’t be so big that you ignore the mistakes you make or the learning you get from other people and situations. So introspection would be a quality you need. The ability to work with others, too, unless you’re an exceptionally bright person—of which I’ve met very few in my life. CO: When is a “good” idea really a bad idea? Croxon: It depends on what area you’re working in. I work in the digital world. The

good and bad thing is you get feedback very quickly. You know how people use the service and respond to what you’re doing. You just really need to listen to your customers and pay close attention to how they’re adapting to the service. In most industries today, because things move a lot quicker than they used to, if you’ve got your eyes and ears open, that feedback comes pretty quickly. CO: How do you know when to quit? Croxon: If you’re an entrepreneur, you’re an entrepreneur. Quit doesn’t really enter into the vocabulary of the best ones. They just need to change. It’s not about quitting, it’s about adapting. When you get a certain amount of information and you’re getting evidence that your idea doesn’t work, you need to go back to the people that you’re trying to get as customers, and ask what it is about what you’re doing that they didn’t like, and just change what you’re doing. One of the qualities of a good entrepreneur is the willingness to change direction, to not get too locked into your own point of view. When the evidence comes in that your point of view is not shared by a market, you need to shift gears and change your idea. That’s really different than just throwing in the towel. CO: What advice would you give to high school students as they enter postsecondary with the intention of being an entrepreneur? Croxon: If you’re going with the intention of being an entrepreneur, I’d think seriously about whether post-secondary is going to help you do that. It’s getting more and more expensive to go for a liberal arts education, so unless you’re going specifically to study business, I’d think long and hard about it. If you know it’s what you want to do, there is an argument for getting on with it. A lot of parents won’t like to hear me say that, but while I had a lot of fun at university, as far CO high school edition 15

as preparing me to be an entrepreneur, I’m not sure it did that. A lot more people go into university than ever before, and to what end? Are there jobs for these guys to walk into? I’m not sure you’ll get that sitting in philosophy class learning about Voltaire—not that there’s anything wrong with that. But do you want to be an entrepreneur or a professor? CO: What do you wish you knew when you were a young entrepreneur? Croxon: Looking back, I wish I had known a little more about financing and the right time to bring capital into a business. So the balance sheet and financial part of things, I could’ve used a bit more knowledge about. The other thing is it’s probably as easy to go with a big idea as it is a small idea. It’s the same amount of work, so you might as well go for the big one. CO Jordan Adams is a Carleton University journalism graduate. For more information, visit: cbc.ca/dragonsden, brucecroxon.com, careeroptionsmagazine.com

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Young s Canadian building s ambitiou : ventures

ng Bella Hwa

starting a feeding program and an aquatic program for children with disabilities.” She then started her own private practice, and successfully helped others launch their own practices as well. She realized she wanted to learn more about business, so she completed an MBA at Simon Fraser University. This led to her helping to launch a maternal health centre in rural Uganda.

ella Hwang is proof that not just business students have the entrepreneurial spirit. The occupational therapy major was working in a hospital when she realized she wanted to pursue business, “I think from my health background, I’ve after getting a taste of entrepreneurship always had an interest in combining with a food and culture magazine she entrepreneurship and health, and working launched with a friend. At the pediatric in the field of social entrepreneurship,” clinic where she worked, Hwang says, she she says. She now works in the field of “was always excited and keen to launch new “mHealth,” shorthand for “mobile technology programs with my colleagues, including supporting health care.”

Hwang says her success has been due to her ability to say yes to every opportunity, leading to her wide range of experiences. “I think this has been the key to understanding how the world works and how my skills and goals fit into it,” she says. For high school students, Hwang recommends keeping your options open by taking business courses but also a “wide breadth of different courses to learn more about yourself and what you are interested and passionate about. You can always change what you decide to major in, and I think that life is all about continuous learning.” CO

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Where to find

Resources available to advance your entrepreneurial goals If you want to be an entrepreneur, it’s never too early to start developing your skills and business ideas. There are plenty of programs available to high school students across Canada—here is a small sample of the supports available to budding Canadian entrepreneurs:

available to help aspiring entrepreneurs, such as “Entrepreneurship: Venture Planning in an Electronic Age,” “Business Leadership: Management Fundamentals” and “Accounting for a Small Business.” Check with your guidance office to see if the Business Major is available at your school or visit edu.gov.on.ca/ morestudentsuccess/program.html#business

Junior Achievement: This Canada-wide nonprofit program helps high school students build the skills needed to become entrepreneurs. Along with financial literacy and preparing for the workforce, students develop business skills through several different programs, such as Company Program, where high school students develop their own venture with the help of mentors. Junior Achievement programs are free for students, and they also offer over $500,000 in scholarships and awards across Canada. Learn more at jacan.org

Manitoba High School Investment Competition: This competition for high school students is held by the University of Manitoba’s Stu Clark Centre for Entrepreneurship. Students present their real businesses to local business professionals. There are awards for Best Written Plan, Best Tradeshow, Best Elevator Pitch and Best Logo, among others. Past prizes have included $2,000 scholarships, iPads and laptops. Learn more at bit.ly/OnOnjO

Ontario HS Business Major: Ontario schools offer a “SHSM”—specialist high skills major—in business, where students can learn a wide range of skills related to their profession of choice. Grade 11 and 12 students take a bundle of courses in their stream of choice: apprenticeship, college, university or entrylevel workplace. Along with credits in English and Math, students also take four business credits and two co-op credits. There are courses 18

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Aboriginal Youth Entrepreneur Camp: This camp for Grade 11 and 12 Aboriginal students is hosted by the First Nations University of Canada in Regina. For one week, students learn about entrepreneurship and small business management—including skills in marketing, business plans, networking and cash flow projections. There are also activities such as shooting a commercial, meeting top Aboriginal entrepreneurs and competing for prizes. Learn more at entrepreneurcamp.ca careeroptionsmagazine.com

SAGE Canada: Students for the Advancement of Global Entrepreneurship (SAGE) is a program run for high schoolers by students at Ryerson University. It is part of “an international network that links high school students with opportunities to make the world a better place by creating and implementing innovative projects.” SAGE offers workshops and competitions, and provides students with realworld experience. More information is available at sagecanada.com BDC E-Spirit awards: These business plan awards are presented to Aboriginal high school students from across Canada by the Business Development Bank of Canada. Students are exposed to entrepreneurship and the possibilities of the Internet when developing new ventures. The winners of last year’s competition were a group of students from Winnipeg who created a business to sell affordable Aboriginal craft kits. More information about the awards is available at bit.ly/TGsVrd Ask your guidance counsellor if there are opportunities to learn more about entrepreneurship in your area!

Young s Canadian building s ambitiou : ventures

e Evan Pric

hrough a program called “I Want to be a Millionaire,” Evan Price received a small start-up fund of $200 to create a business. He went on to turn a profit with his “High-tech Hygiene” service—which included cleaning and energy audits on appliances—all at the tender age of 10! He hasn’t looked back since, and today describes himself as “a true salesman at heart.”

His entrepreneurial spirit served him well in His successes haven’t all come easily. later ventures; most notably, he cultivated “The hardest parts are always around the largest crop of fiddleheads east of getting the confidence of others and Ontario, and founded the largest organic finding partners or start-up funding to beer hops farm in Nova Scotia. These keep growing,” Price says. “But if you take businesses helped him pay for his bachelor time and build relationships, that’s much of commerce at Dalhousie University, harder to break than simply having the where he was Vice-president of Finance best price.” and Operations for the student union— handling over $6.4 million in spending Price says that while education is and $2.7 million in investments. important, building relationships is key. “Make friends with successful people Impressed yet? He was also named one around you. Family, friends, parents—they of the “Top 10 entrepreneurs under 35” have the keys to what works for them by Nova Scotia’s High Fliers program; and know the business models they work received business development funding in. The more you know now, the better to the tune of $10,000; and was named you will be able to negotiate later,” he the best co-op entrepreneurial student says. CO at Dalhousie for 2010, receiving the Sagewood grant of $4,000.

CO high school edition 19

Advertorial

for young s e e i l t i p n o u e t p r o Opp in Canadian a b o u nd dustry in g in p ip h s

Less than two hours after graduation, Danny Dempsey landed a job in the shipping industry. A representative from Algoma Central Corporation took him out for dinner after the ceremony, offered him a job as a fourth engineer, and he hasn’t looked back since. The unique environment and competitive wages make it a rewarding career. “Ship life is different from any other life,” he says. “Working with Algoma has given me the opportunity to meet countless individuals from ports all over the world. Often times you’ll leave the ship at the end of your stretch feeling like you have left behind another family.” The shipping industry works differently than other jobs. Most of the crew works on a rotational basis, which in Danny’s case is one month at work, followed by one month of scheduled time off. He lives in Cape Breton, Nova Scotia during his time off and enjoys using his free time to scuba dive. His interest in a life at sea sparked at an early age—his father also worked in the marine industry. While it’s sometimes difficult being away from family for periods of time, the free time at home more than makes up for it, Danny says. When it’s time to start work, Algoma flies Danny to the ship, which travels through the St. Lawrence Seaway and Great Lakes—providing plenty of opportunity to explore different cities. Danny’s favourite port of call is Halifax, where he can enjoy the waterfront and downtown

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area, meeting new people and reconnecting with old friends. While on board, Danny has his own private room and the opportunity to use the ship’s exercise equipment and recreation room. Aboard the ship, Danny does a variety of jobs. “The engineer is in charge of everything mechanical, electrical, or structural on the ship. From the computers to the crankshaft, air conditioning to refrigerators, doors to windshield wipers, you name it, we must be able to make it work. We must be knowledgeable enough to recognize a problem, then either fix it, make do or call in the specialists,” says Danny, who recently completed a three-year cadet program at the Nova Scotia Community College Nautical Institute. Algoma offers technically sophisticated positions at varying skill levels, but the two main paths are to start as a crew member and work up to certification, or to attend a post-secondary cadet program (which combines academics with co-op placements). Both of these streams lead to certification as an officer in either navigation or engineering. There are also opportunities aboard the ship that don’t require certification, like general purpose watchkeepers and mechanical assistants. If a life at sea isn’t for you, Algoma also has onshore opportunities in ship management, engineering, naval architecture, accounting, information technology, human resources and marketing. Learn more about the opportunities Algoma has to offer at www.algonet.com.

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Advertorial

Algoma Central Corporation is a leading Canadian shipping company, owning and operating the largest Canadian flag fleet of dry-bulk carriers and product tankers operating on the Great Lakes – St. Lawrence Waterway. Algoma specializes in the bulk marine transportation of iron ore, stone aggregate, grain products, cement and oil and chemical products to many different customers in Canada and the United States.

Algoma Central Corporation’s investment in human capital is critical to the success of the organization. The overall performance of Algoma Central Corporation is dependent on dedicated and highly-skilled employees, including seafaring personnel, captains, chief engineers, shore-based management and support staff. All of Algoma Central’s people are aligned to ensure the achievement of the corporation’s goals and objectives—including Operational Excellence and Customer Satisfaction. We are committed to our core values of integrity, responsibility, respect, leadership and teamwork and encourage an environment where these values can be fostered. This focus on Operational Excellence makes us proud to say, “We are Algoma Central Corporation.”

Welcome Aboard! Algoma Central Corporation offers employees some of the most challenging and technically sophisticated positions available today. We offer competitive wages and a unique environment to utilize your skills.

Shipboard Opportunities Shipboard opportunities that require certification as an “officer” include the following: Navigation: Engineering: • Captain • Chief Engineer • First Mate • Second Engineer • Second Mate • Third Engineer • Third Mate • Fourth Engineer • Electrician There are two main streams for officer training. One is the traditional route of starting as a crew member and gaining sea experience and then writing the Transport Canada challenge exams to obtain the next level of certification. The second method is to attend one of the major post-secondary institutions that offer cadet programs and combine academics with co-op sea time placements to sit the Transport Canada examinations for certifications as a Third Mate or a Fourth Class Engineer. IIn addition to the officer positions there are a number of other rewarding shipboard positions not requiring post-secondary education including: • Bridge Watchman • Ordinary Seaman • Mechanical Assistant / Oiler • Galley positions

• Able-bodied Seaman • General Purpose Watchkeeper • Tunnelman / Cargo Maintenance

Shore-based Opportunities In order to effectively manage the safe and efficient operation of the largest combined Canadian merchant fleet, there are many shore-based positions. Shore-based careers include opportunities in ship management, engineering, naval architecture, accounting, information technology, human resources and marketing. The requirements for these positions differ based on the level of responsibility of each position but, generally each position requires some post-secondary education. If you are interested in more information on a marine career, please contact us.

ut career s at Algoma, or : For more information abo COUNSELLORS CE GUIDAN ts, ple ase contac t Brooke ative to spe ak with studen to arr ange for a repres ent .Cameron @algonet.com . an Res ources , at Brooke Cameron, Manager of Hum

CO high school edition 21

Sports-mad New Zealand:

combine adventure with study in Kiwi-land By Kathryn Young

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careeroptionsmagazine.com

ungee jumping, black water rafting, zorbing, jetboating, heliskiing: New Zealand is the mecca for adventure sports, says 19-year-old B.C. student Julia Thrift. “Why not study in the capital of adventure tourism?” asks Thrift, who is enrolled in the snowsport business management program at Queenstown Resort College on New Zealand’s South Island. “My friends are so jealous.” Snowsports is a specialty within QRC’s adventure tourism management program, where students learn more than just the visitor experience. They also learn how to develop and operate different models of adventure tourism companies, and the skills needed for leadership, marketing, human resources, writing business plans, communications and more. “It’s all internationally transferrable,” explains Program Manager Chris Warburton. In fact, QRC has an agreement with Thompson Rivers University in B.C., whereby QRC grads can automatically go into the third year of Thompson Rivers’ degree program. Similar agreements are in place with other schools, including Ontario’s University of Guelph, where students can study for one or two semesters at Lincoln University in N.Z. and pay the regular U of G tuition fees, rather than higher international student tuition fees. Adventure tourism is just one of many N.Z. post-secondary sports programs that are open to Canadian students. And Education New Zealand is openly courting international students, especially from North America, for these programs that go beyond elite performance to include sports business administration, recreation management, sports massage, outdoor leadership and even sports turf management.

Great environment for sports “Very few people are elite athletes,” says Don Milham, Team Manager at the School of Sport and Exercise Science at Waikato Institute of Technology, known as Wintec. “But health and wellness is across the lifespan. We have a great environment for that.” Wintec is located in the small city of Hamilton on the North Island, where winter daytime temperatures are usually 10 to 14°C. And that’s part of what makes N.Z. a sports-mad country: it’s easy to get outside and be active

when the temperature rarely dips below zero, and then only in the mountains. “It’s a very sports-dominated society,” says Stewart Brougham, Wintec’s Director of Internationalization. “It imbues society with a view that sport is something you should continue with… That passion for sports fuels the supply industry. You need people to run and manage the sports clubs, to manage and coach the teams, work for companies or teach sports in schools.” N.Z. offers Canadian students some attractive post-secondary (they call it “tertiary”) options. You can study in the land of the Kiwi for a semester or two, take courses during a gap year, do an exchange program, or complete an entire diploma or degree. You can even earn credits that will be recognized by your Canadian college or university, through partnership agreements or individual negotiation. And studying abroad can offer a compromise between gap year travel and going on to post-secondary. “I really wanted to travel, but Mom wanted school,” says Thrift, from Whiterock, B.C. The compromise was QRC. “Queenstown has blown me away—the connections you make. I’ve done things there’s no way I would have done before, like canyoning.” Lincoln University student Jenn Halliday, also from B.C., urges Canadian students to apply for N.Z. programs. “You’ll never know if you could have made it if you don’t try,” she says. “You can make it work and you can get here.” Studying at Lincoln—a beautiful treed campus surrounded by farmland just outside Christchurch—is a dream that Halliday made come true with hard work to help offset the costs. While studying abroad can be more expensive than in Canada, she was able to bring down the price of her Bachelor of Sport and Recreation Management. And PhD students take note: you pay domestic tuition fees in N.Z., not the higher international tuition fees that undergrads pay.

sort of. There are lots of fun Kiwi terms to learn if you’re interested. “I found New Zealand like home, but with a twist,” says Halliday. “There are so many advantages: you learn about yourself and different cultures.”

udy “Why not st al in the capit re of adventu y tourism? M e so friends ar jealous.”

Many sports programs As well as bachelor’s degrees, Lincoln offers postgraduate degrees and certificates in sport and exercise physiology, parks, recreation and tourism management, plus an elite Sports Scholarship Program and the Asia Pacific Football [Soccer] Academy. Wintec offers certificate programs in sports massage, outdoor education and recreation, and fitness industry training. Bachelor programs are available in coaching, nutrition, exercise physiology and biomechanics, and there’s a one-year teaching program. The communications school offers sports journalism.

Otago Polytechnic—based in Dunedin on the South Island, but with other campuses as well—has certificate and/or diploma programs in a range of subjects: snowsport instructing, avalanche safety, outdoor leadership and “The process of studying in another country management, physical conditioning, and enriches you,” says Brougham. “You’re a bit more thoughtful, you learn to be more tolerant. sports turf management, plus a bachelor of applied science in physical activity, health It just changes you.” And that’s something you and wellness. get no matter where in the world you go. N.Z. is an easy place to live and study. The culture is different enough to be interesting, yet familiar enough that you’ll feel at home amongst friendly people, speaking English—

QRC’s adventure tourism management program, with its specialty in snowsport business management, includes paid internships.

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“Last year we lived on a beach for a week, rock d climbing an g.” sea kayakin

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N.Z. has a population of just four million people, so its colleges, universities and polytechnics (degree-granting institutions that are like a cross between college and university) are small too. Classes are small and professors really get to know their students. “A student said to me, ‘I can’t believe you gave me your cell phone number so we can call you,’ ” says Chris Hutchinson, Lincoln’s academic coordinator for sports management. “Here, it’s first-name terms.” “Anybody who comes here can be a big fish,” says Milham.

Hands-on, practical skills The sports programs—whether at the university degree or college diploma level—focus on practical skills and career building. “Real people with real skills get real jobs. That’s always been my philosophy,” says Gary Smith, program manager for Otago’s sports turf management program, where students complete paid internships at golf courses, rugby fields and cricket pitches—and then get snapped up by employers. “When you come out of the course, you’re set up to go into the industry,” says David James Moseley, 20, studying outdoor leadership and management at Otago. “Last year we lived on a beach for a week, rock climbing and sea kayaking.” After completing an internship, he now has a full-time sea-kayaking job waiting for him when he graduates. “Some educational institutions lose sight of the end goal, which is jobs,” says Charlie Phillips, CEO at QRC. “We’re really focused on completing that loop.” Students are treated as professionals right from the first day, when they’re greeted with: “Welcome. You’re starting today, not in two years’ time.” Students wear uniforms appropriate to their studies—for the adventure tourism students, it’s black track pants and black QRC t-shirts—and are marked on grooming, attendance and punctuality. “It’s all about getting ready for the industry,” says Phillips. “Ninety-seven percent of graduates get jobs.” Lincoln’s Bachelor of Sport and Recreation Management degree includes a requirement to complete 480 hours of practical work in a sport or recreation role. For example, students recently organized an Olympic gala day for 800 school children, while others handled the registration and finish-line facilities for the Tour of New Zealand 10-day cycle race through the whole length of the South Island. “Ours is a very enthusiastic, hands-on, fun degree, but does contain robust academic theory before the fun stuff,” Hutchinson says. “We’re working quite closely with industry, not just in Christchurch but around New Zealand.”

Early involvement in research Many of the sports programs also emphasize early involvement by undergrad students in research projects “so by the time they get to the masters level, it’s not new to them,” says Milham, leading a tour through Wintec’s biomechanics lab. One student is periodically jumping on a metal plate on the floor, sometimes using his arms and sometimes not, while his colleagues look at a laptop measuring his impact. Another lab houses an altitude machine and a heat chamber where students can control for heat and humidity during experiments.

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Leah Hutching, 22, is a second-year masters biomechanics student researching regular shoes versus toe shoes, and how human mechanics change at different speeds. She hopes to work for a sports shoe company after graduating from Wintec. At Lincoln, Mike Hamlin, academic coordinator for the sports scholarship program, describes research into new technologies aimed at boosting performance, including compression garments, altitude training for rugby players going to Johannesburg, and the effects of blood-flow restriction on netball athletes while they’re training. Result: increased muscle endurance and strength. (Netball is similar to basketball.) Jenn Halliday says studying in N.Z. has been the best thing for her. She talks regularly with her parents via Skype. “They’re supportive and proud of me that I’m brave enough to take on the world,” she says. So what would she tell Canadian students thinking of studying in N.Z.? “I would tell them to go for it,” she says. “Don’t just dream about it, but actually do it!” CO Kathryn Young is the former managing editor of Career Options. Education New Zealand and Air New Zealand invited her to tour N.Z. tertiary education schools and sponsored her trip. For more information, visit: airnewzealand.ca, newzealandeducated.com, learnmorestressless.com, newzealandpostgraduate.com, lincoln.ac.nz, apfa.co.nz, queenstownresortcollege.com, otagopolytechnic.ac.nz, wintec.ac.nz, careeroptionsmagazine.com

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CO high school edition 27

HelpX

helps those who help themselves By Jasmine Irwin

“I

just wish there was a simple, hasslefree way for me to work somewhere interesting in return for food and lodging,” I said to a friend as we waited for a train in Barcelona. We were both students on exchange in France for the spring, and I was trying to plan what to do for the short period after school in Europe ended but before my summer job in Canada began.

“Well, that exists,” she told me. “It’s called HelpX. Look it up.” I was initially skeptical—I had never heard of HelpX or met anyone who had tried it. Most international volunteer organizations I researched presented mazes of administrative red tape, sometimes with hefty participation fees. However, when I returned home and visited the website, I learned that HelpX acts as a liaison between independent hosts (families or employers seeking assistance in return for housing) and helpers (labourers looking for the opportunity to stay somewhere new) for a minimal, one-time fee. Hosts offer positions that include farming, hostel receptionist, goat herder and childcare worker. I was stunned at the sheer number of postings; there are thousands of them, organized by geographical region. A prospective helper could garden in Alberta, tend sheep in Ireland, assist in an elementary school in Morocco—the possibilities seemed endless. This was exactly what I’d been looking for. Several months later, I spent two beautiful weeks working outdoors in southern France,

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staying in a 17th-century farmhouse surrounded by vineyards. I am certain it will not be my last HelpX experience. HelpX.net launched in 2001 and has grown steadily ever since. The site isn’t flashy or aesthetically arranged, but is very easy to navigate. Each host posts a profile of varying length and detail—some include pictures and lengthy descriptions of their home and the job, while others are very minimal. The standard arrangement between host and helper is five to eight hours of work for five or six days a week; these terms are dependent on each host’s needs and practices. To access host contact information and read reviews, the user pays a ‘Premiership’ fee, which grants them a twoyear HelpX membership for 20 euros (around 25 dollars). In doing so, the user constructs a helper profile, which details if they are traveling alone, with a friend or as a couple. The helper can list skills, qualifications and interests that the host may later browse. Once registered, the helper can sift through postings and contact hosts offering jobs that interest them. HelpXers have to be at least 18 to participate (or be accompanied by a parent if they are under 18). For students who don’t know what they want to do after high school, taking a gap year to travel the world or pursue an unpaid internship is appealing, but can also break the bank when it comes to living expenses. HelpX provides an interesting alternative: you can travel as little or as much as you want and try your hand at a variety of different vocations—all while living for free (except for the cost of transportation). HelpX commitments vary in length—it can be

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difficult to find a placement for less than one or two weeks, and they can last up to a year. Hosts often offer longer stays in exchange for teaching skills, such as how to build a house addition. A lot of helpers choose to stay at a variety of placements to offset the cost of long-term traveling and experience new jobs. If you want to tailor your HelpX experience to further your career development in specific areas, that is absolutely possible. Many HelpX placements take place in the areas of small business, agriculture, building and hospitality. Even if career development is not your specific objective, it’s hard to come out of a HelpX placement without experiencing some remarkable skills and growth. “My interpersonal skills grew in just the few weeks that I did HelpX,” says Kelly Agnew, a student from Virginia who did a placement this spring. “I was exposed to new experiences that have made me a more adaptable person.” I hope I’ve served the same purpose my friend did while we waited for the train all that time ago, giving a small piece of information that could lead someone else to a big adventure. The beautiful thing about HelpX is it is there for you whenever you’re ready, for as long as you want. The sheep in Ireland are waiting… CO Jasmine Irwin is a media and public interest student at Western University. For more information, visit: helpx.net, careeroptionsmagazine.com

more tips on HelpX-ing 1.

Location Look for placements in an area where you want to spend some quality time! There are HelpX locations all around the world, with concentrations in North America, Europe and Australia. It is less common for developing countries to have HelpX placements, but they certainly exist and are growing in number. You don’t need to go abroad to participate in HelpX; there are over 300 hosts in Canada, from Yukon to P.E.I. If you’re interested in traveling between HelpX stints or on your days off, it’s important to consider transportation options in the area of your host’s location. Hosts are often unable or reluctant to make frequent trips to a train station that might be hours away. Working on a gorgeous and remote Croatian island is incredibly appealing—however, that makes it hard to go on fun, tourist day trips.

2. Hosts Premier members can look at host reviews left by former helpers. “For a first time I’d go for a HelpX with a lot of recent, positive reviews, and for a profile which is comprehensive,” says Frances Kelsey, a British student who has been travelling and HelpXing for more than eight months. “For example, it should explain what you’ll be expected to do, how many hours, what you could do on your days off, what the accommodation will be like, etc.” When contacting a host, ask as many questions as you need to get a complete picture of what the placement entails before you commit. Be respectful and honest when it comes to what hosts are seeking—if they require someone with cement and construction experience, don’t apply based on your Grade 9 woodshop class.

SAFETY I chose to try HelpX by myself, which as a young woman was fraught with the standard dangers of any solo travel. I chose my first placement in a family environment only a few hours from my ‘home base.’ There are many placements available for couples or friends, which would make for a great trip. If you’re HelpX-ing alone (which is also a blast), just ensure you leave the contact information of your host with someone at home in case of a problem.

PREPARATION Some countries (like Australia) require a work visa for volunteer labour. Make sure you check out the visa requirements before leaving home. Bring work clothes and footwear— one of my friends had to mulch in the outfits she brought for springtime in Paris. She sure looked cute but tomato plants didn’t appreciate it.

CO high school edition 29

Be Your Own

Hero: How to

Embrace Adventure in Your Career By David Lindskoog

eroes: they’re in our books, our movies, our video games and our imaginations. They occupy the central role in most, if not all, myths from various cultures. They are adventurers, navigating from one challenge to the next, narrowly averting disaster, and ultimately etching stories of courage and fortitude into our memories.

narrative is universal, how can we take advantage of it to move forward meaningfully in life?

You are the hero, and the adventure too

“A hero ventures forth from the world of common day into a region of supernatural wonder, fabulous forces are there encountered and a decisive victory is won,” There are many metaphors that seem to describe writes Campbell in his book The Hero with life aptly, but none so compelling, nor so a Thousand Faces. I doubt that many people universal, as the metaphor of adventure. Joseph would have a problem with thinking of Campbell, the scholar who popularized the term themselves as a hero, but it might seem too “the hero’s journey,” saw enough common themes easy and obvious to think of a career path as across myths from different cultures to propose an adventure. But that’s because most people the idea that all myth essentially relates back to jump to the conclusion that a career is strictly the same basic pattern of a hero embarking on a an external journey, when in truth it has very harrowing journey. internal, introspective components. In proposing this idea, Campbell provided a unifying theory for mythology. But his ideas also provide the foundation for some great career advice for students. So what does “the hero’s journey” really mean? If the adventure

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In fact, the “region of supernatural wonder” that Campbell speaks of resides within ourselves. The “fabulous forces” that we must overcome are our own personal demons: complacence, apathy, self-doubt, others’

expectations and lack of confidence, to name just a few. They are the barriers to our selfawareness—the smoke and mirrors along the path toward discovery of our purpose in life. Only by looking within are we able to discover how we can make our most valuable contributions to the world, and to ourselves.

Okay… so what does it all mean? Despite the fact that the mythology behind it is so old, the “career as a journey” metaphor is actually a relatively new concept. Since the industrial revolution, the dominant way of thinking about careers has been to move from one job to another. What the adventure metaphor suggests is that we shift from thinking of work as a series of jobs to seeing it as one continuous, lifelong journey. A significant part of that journey is a search for purpose—for what each of us seeks to contribute to the world through our work. Of course, there aren’t any concrete steps on how to make this discovery, but many

people are able to move forward on their own. They tend to be curious and open to new experiences. They take the occasional risk, and allow themselves to make mistakes and learn from them. They always seem to be taking action. Most importantly, they take time to reflect on their experiences and how they want the chapters of their lives to be written. When all is said and done, that’s really the key word: reflect. Discovering what’s meaningful for you, and how you want to contribute to the world with your work, is an ongoing process of reflecting on the actions you take, the work that you do, and the knowledge you gain, each and every day. Over time, you might just look back and notice that your career has been one heck of an adventure. CO David Lindskoog is a career advisor at Simon Fraser University and blogs for the Career Options website. For more information, visit: careeroptionsmagazine.com

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Getting a head start on your

brilliant future

By James Davidson

icture this: You’re heading into your final year of high school. You’re debating whether to enroll in university or college, and what you want to study there. Don’t worry, you’re not alone in the process of making these tough life decisions— there are many students in the same boat. The idea of participating in a co-op program to help with your education and career decisions isn’t new. The challenge, however, is to secure a co-op position that will help you achieve those goals. In order to stand out against the competition, students need to learn how to best present their skills and experience to employers.

Get socializing In addition to researching about your co-op company of interest, one of the best ways to learn about an organization, its work environment and its staff is through interactive recruitment initiatives that involve a lot of communication, both online and offline. An example of this is PwC’s Brilliant Futures program, where students can receive insight on how to start their career at the professional services firm. Current and former students now at PwC share their stories and experiences with other students via blogs, events, videos, Facebook and Twitter, etc., on how and what to look for when trying to secure a career with the firm. Here are some other interactive ways to land your ideal co-op position: • Sell yourself! Remember, many companies use co-ops to identify the best students early in their school careers. If you tell a company that you want the co-op to “see if the role interests you,” they’ll likely pass. They want the candidate who tells them, “This is the career I really want.” • Build relationships with other students and advisors in your co-op program. • Attend networking and recruiting events. • Ask to “job shadow” an employee who holds a position you’re interested in. • Review company social media tools and participate in online forums and chats hosted by companies that offer co-op programs.

Make a lasting impression You’ve made a list of your dream co-op gigs, and the next hurdle is to show that you have the right skills for the job. Here’s an insider recruitment tidbit: your resumé is the first document a potential employer sees—even before your cover letter. Recruiters tend to read the cover letter only if they like your resumé.

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Target what you learned from your research or from staff at networking events, and incorporate it into your resumé, ensuring that you highlight achievements, not just job responsibilities. The key to a good resumé is to capture the reader’s interest with more than just “facts.” That’s what will make them want to meet you in person for a face-to-face interview. The next step is acing your co-op interviews. Remember that the interview should benefit both the candidate and the employer—both parties are looking for the right “fit.” The company wants to learn about your skills and achievements, and you can learn more about the position itself and the overall work environment. Here are some helpful hints for your co-op interview:

• Be confident! This makes you more enticing to have a conversation with—so have confidence in yourself and in your experiences and capabilities. You can build confidence by being prepared for the interview; conduct thorough research and practice your interview skills. As you start to think about co-op placements, remember to seek out fellow students with experience, attend networking events, conduct research online, use social media tools to interact and learn more about companies, and make the most of helpful recruitment programs. These different avenues help students with the co-op application process and, most importantly, provide insight into the recruitment routine—impacting future career opportunities. CO

• Be yourself no matter what. As a student, you won’t be happy in a place where you can’t be yourself. By doing so, you will find your right fit!

James Davidson leads the national campus recruitment team at PwC Canada, a company that provides assurance, tax, consulting and deals services.

• Remember to smile. A smile goes a long way and it shows that you’re excited to learn about a company.

For more information, visit: pwc.com/ca/en/campus-recruiting, careeroptionsmagazine.com

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