Practitioners also look for indicators that they identify as “out of sync with the learner’s goal, and ask the learner to rethink the goal or make changes.” One practitioner remarked, “Occasionally learners need to write the college entrance test and have the score presented to them before reality sets in.” In another program learners at the higher levels are required to complete a career report which involves ‘shadowing’ the post secondary program, e.g., interviewing post secondary teachers and learners. For some learners the ‘shadowing’ portion in level 4 is arranged if it is felt that they require goals clarification. See Appendix L for a sample of the Career Report used at Canadore College.

Frequency of goal review

Most practitioners felt goals should be reviewed on a monthly or bi-monthly basis. One practitioner distinguished between kinds of goals. Small goals should be reviewed every two weeks, whereas big goals like program choice should be reviewed every 3 months. Another noted that progress takes longer at the lower level and more time therefore is needed to measure progress. A third suggested that goal-setting was an individualized process to be undertaken when the practitioner feels it is necessary or when the learner indicates a need to do so.