Honourable Mention
Room 102 Frank Kennedy Centre, The University of Manitoba Winnipeg Manitoba R3T 2N2 T: (204)474-6653 F: (204)474-7634 Darrell_Cole@umanitoba.ca
HONOURABLE MENTION FOR 2001
What is the mission of the organization?
"To stop the cycle of poverty through career education"
Who are your clients and customers?
Our primary clients are "Select young people living in the City of Winnipeg. These young people have been identified as having the potential to complete a post secondary education, but for any number of reasons, are unlikely to do so."
Describe the background of the innovative project/program.
1. What is the purpose of your innovation?
Career Trek provides a unique array of hands-on, educational programming designed to motivate young people (and their families) to the value of staying school and gaining a post secondary education. By doing so, Career Trek strives to stop the cycle of poverty that many young people find themselves already in, or in danger of falling into in the future.
2. Who are the clients for whom this innovation was developed?
Career Trek was originally developed for select young people within the City of Winnipeg. These young people have been identified by their school as having the potential to complete a post secondary education, but for any number of reasons, are unlikely to do so. Risk factors may include, but are not limited to, such issues as poverty, teen pregnancy, poor attitudinal levels towards school, or membership in communities that are traditionally under-represented at a post secondary level.
3. Why and when did you create the innovation?
Levels of education achieved remains one of the primary indicators regarding income (or lack thereof). While unemployment rates for young people remain high in Canada (12%), these numbers become even higher when one examines various sub-groups, such as Aboriginal youth, young mothers, etc. This situation is especially critical in Winnipeg, which maintains one of the highest rates of child poverty in Canada. At the same time, the rapidly changing economy has meant a chronic shortage of skilled labour in many areas. Through its services, Career Trek hopes to bring young people and careers together by encouraging young people to stay in school, take the right courses and pursue a post secondary education.
4. Where did the idea for this innovation come?
During 1995, The Federal Government took notice of a unique access program that had been designed for summer camp entitled "Mini-University and Sport Camps". The Federal Government provided funding for a three year (1996-1999) project that would operate during the school year and that was designed for educationally at-risk youth. The creator of the Access Program was then employed to develop a program model for Career Trek. The model designed was based on, among other things, the Program Manager’s own experiences within the post secondary and secondary (He originally failed high school) school systems.
5. What other organizations (if any) have been involved as collaborative partners in helping you to design, develop and/or deliver this innovation?
Career Trek employs a holistic program model that requires meaningful collaboration (not just at a funding level) if it is to be successful. To this end, Career Trek works in conjunction with the participating post secondary institutions (3), post secondary departments/programs/facilities (14), school divisions (4), schools (30) and the Provincial Department of Education, in order to deliver this program.
Share Your Innovation
Please rate your innovation in strategy = 5 High
Please defend the rating you have given to your innovation in strategy.
Working in conjunction with the participating post secondary institutions and their departments, selected students spent five Saturdays (a "term") at each of the participating post secondary institutions exploring various programs, departments and faculties. Exploration occurs through hands-on, age appropriate programming in each field. Lessons are designed to allow participants to experience careers related to the gaining of a degree/diploma in a particular field. Whether they are in Construction Technology at Red River College, Athletic Therapy at the University of Manitoba, Justice and Law Enforcement at the University of Winnipeg or Radiation Therapy at the Health Sciences Centre, all lessons are designed to educate participants about the involved institutions and corresponding career activities. After trying 80 different careers that they have the potential to realize, participants clearly understand why they need to stay in school and take certain courses. More importantly, they see school as their gateway to an exciting future they now see for themselves.
Career Trek also provides a Family Day each term that allows family members to participate in the program with their child(ren). In doing so, Career Trek hopes to generate awareness and excitement among families about the value of education for their child, as well as for other family members.
Career Trek’s holistic approach to programming is the key to sustainability.
Please rate your innovation in systems = 4
Defend the rating you have given to your innovation in support systems.
The Career Trek program model, as a result of its highly experiential nature, is facility and equipment intensive. As a solution to the identified problem, the program was designed so that it could be based on substantial in-kind support from the post secondary institutions. The result has been that while unable to provide direct financial funding, the institutions are able to contribute classroom and laboratory time, access to equipment and supplies, computer and communications support, administrative space and account support. Much of the equipment that Career Trek (and the participants) has access to, in such areas as Engineering, Radiation Therapy or Construction Technology, can run into tens or hundreds of thousands of dollars in value. As a result, such equipment (and experiences) would normally be beyond the scope of any program to provide. This unique arrangement has allowed Career Trek participants to enjoy unparalleled educational experiences. It has also allowed the participants post secondary to make significant commitments to the program without costing them money. Finally, this arrangement has allowed Career Trek to operate in a highly efficient manner financially. In kind contributions are now (conservatively) estimated to make up 37% of our total operating budget.
Please rate your innovation in structure = 4
Defend the rating you have given to your innovation in structure.
Career Trek established an organization that was (and is) almost completely staffed by post secondary students. This presented a range of advantages. Because they are not yet practicing professionals, student employees were able to bring a high level of competence, but at a much lower wage. These positions were deemed attractive by student employees who saw it as an opportunity to establish themselves professionally by gaining teaching experience in their field. As well, the employment of students helped bring departments and faculties to the table because Career Trek provided jobs for their students. This in turn gained commitments and resources for Career Trek.
The advantages presented by using student employees is not just financial. Program participants (the ages of 10-15) related much better to young, student role models than they would to older professionals. This experience extended even to college instructors and university professors, who were clearly more comfortable and competent with adult learners. Another advantage of using students, oddly enough, was the relatively constant turnover caused by graduation. Instead of creating a problem, the turnover has served to constantly reinvigorate the organization with fresh employees and ideas. Finally, the experience of working with marginalized populations has given employees an altered sense of knowledge and values. Upon graduation, these employees become professionals who are empowered to bring about positive social change as a result of their experience.
Please rate your innovation in skills development = 4
Defend the rating you give to your innovation in skills development.
At the end of each program year, program staff nominate from among the graduating participants, those individuals the felt demonstrated maturity, commitment to the program, and outstanding, overall ability. These individuals are invited back the following program year to volunteer as Assistant Instructors and Group Leaders. After selecting the department/faculty they wish to be attached to, Junior Staff undergo specialized training, as well as training with regular, paid staff. They then assist with all relevant job duties, culminating with the Junior Staff assuming an independent leadership role at the end of the program. Junior staff are evaluated twice per year by their paid co-workers and institutional supervisors (Campus Coordinators). At the end of the program year, Junior Staff participate in a focus group exercise where they provide feedback on the value of the experience and recommendations to improve the Junior staff program.
In conjunction with participating high schools, Junior Staff completing their commitment are eligible for a full, high school academic credit. Through this program, Career Trek is not only able to general a pool of young staff at no additional cost, it is also able to develop partnerships with high schools, provide a rich leadership experience for graduates (at no extra cost) and develop a cadre of future employees.
Please rate your innovation in shared values = 5
Defend the rating you have given to your innovation in shared values.
In conjunction with families, participating schools, school divisions and the provincial Department of Education, Career Trek has put in place a tracking system to follow program graduates throughout their educational travels. Each year, as individuals graduate from high school, Career Trek contacts them in order to determine which graduates are proceeding to post secondary studies. Those individuals who are enrolled in post secondary studies are automatically offered interviews as Career Trek staff for the upcoming program year. The recently completed 2000-2001 program year was Career Trek’s first year where program graduates were old enough to work for Career Trek. In addition to retaining these individuals, Career Trek plans on hiring an additional 10 program graduates this year. Career Trek’s goal is that in 2-3 more years, all employees will be graduates of the program.
As planned, the hiring of program graduates presented a number of advantages. First, it provided high quality part-time employment for our program graduate employees, most of whom come from disadvantaged backgrounds. For program participants, it has meant role models from their communities who have "made it" through Career Trek and as a result, to university and college. Most importantly, it has increasingly provided Career Trek with staff who have experienced the program as clients and who are excited about the opportunity to be role models to their respective communities, as well as to others. Their knowledge of Career Trek’s participants, and their commitment to them, is serving to raise Career Trek to another level of quality.
Career Trek is now realizing the benefit of its long-term collaboration strategy. At no additional cost to Career Trek (in relation to its usual staffing costs), Career Trek has developed a greater level of commitment, passion, and effectiveness among its staff. This model (or a variant of it) could be replicated in any similar setting.
Describe Your Results
Career Trek believes that performance evaluation is like a jigsaw puzzle; it is made of a number of pieces and all must be found and put in place to gain a complete picture. To this end, Career Trek employs a variety of measures for each goal.
1. Program Commitment
· Participants and their families must come through a school nomination process. If nominated, they must attend a mandatory orientation process to be accepted into the program
· Parents and guardians must sign a "Family Contract" promising family representation at "Family Days", "Information Day" and graduation exercises. The program takes attendance and follows up on absentee families.
· Participant Attendance: Three unexcused absences during the program year and the participant is replaced from our waiting list.
· Career Trek is a Field Replacement site for the Faculty of Social Work of the University of Manitoba, each year the social work student trains in the role as a community liaison worker. The Community Liaison worker is responsible for meeting with participants, families and school officials when a child appears to be flagging. This is done to determine what response is needed to assist the participant and/or family with their commitment.
· The Junior Staff program acts as an incentive to reward participants who demonstrate outstanding commitment towards the program.
2. Improving Educational Self-Esteem
· Participants complete feedback questionnaires at the end of each program term
· At the end of the program term, participating schools provide general feedback on the program and the participants
· Each summer, Career Trek holds focus groups with parents of program graduates to obtain, among other things, feedback on changes in participants
· Career Trek is currently putting in place a system to track participant school grades and attendance. This is being done in conjunction with the department of education and relevant schools
3. Encouraging Participants to Aspire to a Post Secondary Education
· Participants complete feedback questionnaires at the end of the program term
· At the end of the program year, participating schools provide general feedback on the program and the participants
· Each summer, Career Trek holds focus groups with parents of program graduates to obtain, among other things, feedback on changes in participants
· Career Trek is currently putting in place a system to track participant school grades and attendance. This is being done in conjunction with the department of education and relevant schools
· At the point that past participants should be completing grade 12, Career Trek contacts all program participants (graduates and non-completers) to determine their current educational status and future, post secondary plans
4. Fiscal Responsibility
· Career Trek returns all unused (under budget) funding to funders
· Career Trek has adopted the Canadian Centre for Philanthropy’s Ethical Fundraising and Financial Accountability Code
· All standard accounting and bookkeeping practices are used
· Career Trek has established a Fundraising Committee to meet its responsibility to try and generate some of its own revenue
· Every effort is made to lower expenses through in-kind support
