Practitioners’ Views

We also asked practitioners if learners stay with unrealistic goals for too long. Several reported that if this were the case, the program was responsible for letting it happen, “For a learner to stick with an unrealistic goal is a reflection of the relationship between faculty and learners. For this to happen implies a dysfunction in the delivery of the program.” Other practitioners (20 out of the 30 who responded to this question) felt that learners did stay with unrealistic goals too long, but that there were a number of reasons for this. Perhaps the most important one is that it takes time for learners to find out about their own abilities, “Sometimes what seems like ‘too long’ is the necessary time for the student to give up a goal and accept a more realistic but less attractive one.” Nor is this an easy process, “Students are often very reluctant to admit their lack of ability – afraid to damage self-esteem and lose face with peers.” Another practitioner reported that learners also need time to realize the outside factors that demand their attention. In some cases learners stay with unrealistic goals because of pressure from their sponsors, or because there isn’t anything appropriate to change them to, i.e. no other educational or employment opportunities.

Some learners, it seems, are under pressure to stay with their goals from their own parents who want to see them move on to post secondary. Considering that 36% of LBS learners in colleges in 2000/2001 were 24 years old or younger, parental pressure is an important factor to consider in helping younger learners set goals. Practitioners also commented that helping LBS Level 3 learners set realistic goals was particularly challenging. Last year this group represented 34% of the provincial LBS college program enrolment.

Although practitioners felt it was their role to help learners achieve their goals, many expressed a reluctance to act when learners’ goals no longer seemed achievable, “We need to be realistic with these students. For the most part this has not been the case. I don’t think we are doing anyone any favours by allowing them to think things are possible that are not.” Others were concerned about further discouraging the learners, “It is difficult to be too harsh with some learners.”