Vocational Skills

One of the goals that students should be encouraged to set relates to career planning. The first step again begins with self–awareness. What do individuals like to do? What do they do well? This can be determined either through discussion or from readily–available preference tests. Some interests, such as a love for cars and trucks, will easily translate into a career, such as an auto mechanic. With some creativity, even interests with less obvious application can be possible career venues. An individual intrigued by video games, for example, might consider a career working with computer graphics. A passion for the written word can portend academic pursuits in journalism.

Although educators are looking to build up the confidence of students to pursue their dreams, it is, at the same time, necessary to be realistic about career options. First, there will be certain limitations on students’ career options because of their history of criminal behavior. Careers in law enforcement and in certain legal professions are probably not feasible options for former inmates. Owning and operating a pub or tavern is not possible for convicted felons because they are not allowed to hold a liquor license. Educators should help students learn the details of desired professions to be sure that such limitations will not interfere with pursuing specific careers.

While researching, students should also find out about salaries, benefits, and educational requirements. In some cases, a four–year degree is required; in others, specialized training can be sought from a trade school. Financial assistance is frequently available for students returning to higher education.

Besides learning the responsibilities and tasks of a particular job, individuals must also know general skills necessary for obtaining and retaining work. Educators might consider offering a series of classes addressing the work world: from writing a resume, to presenting oneself positively during an interview, to dealing with difficult employers or coworkers on the job. Role–playing will not only make classes more interactive and interesting, but may also serve as a forum in which negative attitudes are more obvious. In other words, students may espouse that they know how to get along in the workplace, but their body language and other clues may reveal that their attitudes need some adjusting before entering the workplace.