What kinds of specific options are available for learners? That depends on many factors but now we can use the types of redirection options as a model for thinking about specific options.

See Appendix N for a chart that provides additional reasons for redirection and specific options for each type of redirection.

See Appendix O for five case studies illustrating successful examples of redirection.

Challenges of Redirection

What are some of the challenges we can anticipate in redirecting learners? There will be many. While articulation of the process might shed some light on the overall process, redirecting learners remains a daunting task for LBS faculty. Often learners don’t want to change their goals, even when they are not progressing. It’s hard “convincing some learners that a change is in their best interest,” or “getting learners on a realistic plane relevant to all factors, e.g., home, finances, academic abilities.” Sometimes, too, learners feel it is a reflection of their abilities if they need to change their goals.

Learners’ reluctance

We asked practitioners to identify challenges involved in redirecting learners, for example, from post secondary to trades or employment. There was a strong sense that many learners are reluctant to change their goals due in some part to the constraints of the programs themselves. One program used to have career counsellors who could meet with students, assess their skills and interests and advise them. This service is no longer available and consequently learners are no longer fully aware of their options. Another program constraint is the time it takes to do a successful redirection involving a thorough assessment, career interest inventories and temperament type indicators. Other challenges to redirection had to do with unrealistic goals imposed by sponsoring agencies. It is not always easy to convince the sponsor that changing goals is a valid, necessary step for the learner. One practitioner did note that sponsors will often ‘come around’ if enough effort is made.

Learners themselves indicated a reluctance to change their goals. Nearly half of the 60 learners who completed the questionnaire said they were ‘not willing’ or only ‘somewhat willing’ to change their goals and the focus of their program.