Learning Center
Plans & pricing Sign in
Sign Out

Competency-Based Training for Staff of Career Employment and Youth


									      RAISING THE BAR
The New Brunswick Employment
  Counsellor Training Strategy

  Canadian Career Development Foundation
Post Secondary Education Training and Labour
                  October 2009

           The New Brunswick
            Training Strategy

   In 2003, the Department of Post-
    Secondary Education, Training & Labour
    adopted the Canadian Standards &
    Guidelines for Career Development
    Practitioners as framework for mapping
    required competencies for practice and
    assessing training needs.

    The Canadian Standards & Guidelines for
       Career Development Practitioners

   Initiated in 1996
   Over 70 regional consultations with career
    practitioners across Canada: 93% agreed
    with the need to articulate competency
    standards for ethical and professional
   Elected volunteer Steering Committee and
    Stakeholder Group

The Canadian Standards & Guidelines for
   Career Development Practitioners

   Canadian Standards & Guidelines for
    Career Development Practitioners officially
    launched in 2001 and published in 2004
   Field tests of S & Gs across Canada
   Multiple applications to training
    development and certification in Canada

The Canadian Standards & Guidelines for
   Career Development Practitioners

   Basis for development of practitioner
    training and international competency
    standards for certification


    The Canadian Standards & Guidelines for
       Career Development Practitioners

   Core Competencies
     Professional Behaviour (Code of Ethics,
      Ethical Decision-Making, Commitment to
      Professional Development, Analytical Skills &
      Work Management)
     Interpersonal Competencies (Respecting
      Diversity, Effective Communication,
      Productive Interactions with Clients)
     Career Development Knowledge
     Needs Assessment & Referral

The Canadian Standards & Guidelines for
   Career Development Practitioners
   Areas of Specialization:
     Assessment
     Facilitated and Individual Group Learning

     Career Counselling

     Information & Resource Management

     Work Development

     Community Capacity Building

   Code of Ethics

     The Canadian Council of Career
   Development Associations (CCCDA)

 The CCCDA has recently been formed with
an interim Board of Directors
One of the priorities of this association is the
revitalization and modernization of the
Standards and Guidelines
PETL has contracted with CCDF to gather
input from Practitioners across the country

                The New Brunswick
                 Training Strategy
   Strategy began with a needs assessment
       Representatives from all levels determined the
        competency levels needed
       Staff/Manager Working Group selected 84 key
        competencies required for effective service delivery
       In 2005, all staff completed Taking Charge to self
        assess against 84 competencies.
       Training Strategy Implementation Committee
        determined quantitative gap between current levels of
        mastery and departmental standard.
       Common need across more experienced and less
        experienced staff and across different staff positions

            The New Brunswick
             Training Strategy

   Needs assessment led to identification of
    gaps and priorities

     What competencies are most critical for
      effective service delivery?
     What competencies are currently weakest
      among/most needed by staff?

            The New Brunswick
             Training Strategy

   The competencies identified as most
    needing attention were organized into 7
    natural groupings.

   These competency groupings became the
    basis for the development of the 7 courses
    to be delivered across the province.

                            The Courses
#     Session Title          Competencies Covered      Pre-         Participation
111   Counselling & Career   C3.1.1, C3.1.2, C3.1.4,   None         Mandatory
      Development Theories   C3.1.5, S3.1.1, S3.1.2,
                             S3.1.3, S3.2.1
121   Counselling & Career   C2.3.2, C3.1.3, S3.2.2,   111          Mandatory
      Development Process    S3.2.4, S3.2.5

131   Counselling & Career   S3.1.4, S3.2.3, S5.1.4    121          Mandatory
141   Using Labour Market    C3.1.7, C3.1.8, S3.1.5,   None         Recommended
      Information in         S3.1.6, S3.1.7
151   Facilitating Client    S2.1.1, S2.1.2, S2.2.2    None         Highly
      Learning                                                      Recommended
211   Assessment             S1.1.1, S1.1.2, S1.1.3,   111          Optional
      Instruments            S1.1.4, S1.1.5
311   Work Search            SSC1.1.1 to SSC1.1.11     None         Mandatory
Common Elements Across Courses

   Systems Approach to Training

   Stand Alone – But Integrated

   Grounded in Employment Service Delivery

Common Elements Across Courses

   Andragogy – Constructivist Approach

   Competency-Based

   Accommodation to Diverse Learning
    Styles and Special Needs

Common Elements Across Courses

   Culture of Evaluation – CRWG Framework

   Learning Transfer
     Pre and Post Learning Resources – Circuit
     Learning Journal/Portfolio

Common Elements Across Courses
   Code of Ethics

   Certification – EVGP certification through
    the International Association for
    Educational and Vocational Guidance
   All courses approved for Canadian
    Counselling Association CEU’s

   Respect & Celebration
        Culture of Evaluation

   All courses promote a “culture of
    evaluation” in which managers, staff and
    clients identify and recognize meaningful

         Culture of Evaluation
   All courses include 3 forms of evaluation:
     Consolidation Activity: extent to which staff
      learned what they were intended to learn;
     Session Evaluation: staff assessment of
      quality of course;
     Taking Charge: post-pre assessment of
      degree to which course resulted in
      enhancement of relevant competencies

          Culture of Learning
   Every course promotes a culture of
    learning and development, encouraging
    risk-taking, experimentation and discovery.

   Courses respect adult learning principles,
    drawing upon the knowledge and
    experience of participants and grounding
    content in their day-to-day service

          Culture of Learning

   Every course builds in reflection, personal
    integration and workplace application.

   All staff are encouraged to keep a
    Learning Portfolio as a record of their
    personal learning journey.

              Course Delivery
   Small team of highly skilled trainers
   Pilot
     Lead trainer with training team for that course
     Opportunity for debrief, refinement, coaching,
      mutual support
   Regular Delivery
       One lead and at least one backup

           Role of Managers
   In our experience, Managers are critical
    partners in preparing the workplace and
    supporting learning.
   In New Brunswick, we created a
    Managers’ Guide and associated
    workshop, focusing on specific strategies
    to ensure staff learning is supported and is
    applied meaningfully in the workplace.

    Some Preliminary Observations

   In New Brunswick, we are nearly completed our
    3-year training delivery plan.
   We have delivered 34 out of 36 courses equally
    divided in French and English delivery, to
    approximately 100 participants
   The sessions have been extremely positively
    received by participants.
   New Brunswick is currently developing a “Post-
    Training” strategy

Some Preliminary Observations

    96% see training as relevant
    94% agree the sessions met their objectives
    96% report that the training methods and approaches
     were effective
    97% have found the training satisfying, useful and
     believed it would have an impact on client service
    98% believe that their learning would be transferred
     into the workplace
    99% report an increase in their competency levels

       Some Lessons Learned
   We have experienced considerable
    success in New Brunswick and have
    learned, from our experience, what we
    would do differently if we could do it all

    Some Lessons Learned

 Full session specifically for Managers
 Two trainers for courses

 Re-think pre-requisites and participation
 Provide for additional workplace supports,
  “between-session” learning and/or mentoring
  for newer/less experienced staff

                National Trend
   We are seeing more and more provinces
    and territories investing in career
     Provincial/Territorial strategies for the delivery
      of career development services across the
      lifespan (Alberta, Northwest Territories,
      Manitoba, Nunavut, Québec)
     Provincial/Territorial competency-based
      training strategies (New Brunswick, Alberta,
      Nunavut, Québec)
             Nunavut Project
   Standards and Guidelines used for needs
   Program of 11 courses, including a
    Foundations Course and a Community
    Capacity Building Course
   Delivery in partnership with the Nunavut
    Artic College (Certificate in Career
   Program Grounded in Inuit Values
       Personal Thoughts on Course 111

      Counselling and Career Development


 Jennifer Fleming, M.Ed.
 Employment Counsellor

At first I thought that I would “Parson(s)” the training.

Then I did the readings and I felt that I might have a “Super” time.

However, it all started to become more than a little overwhelming.
We were flooded with re”Lent”less detail.

I was getting “Addler”ed, “Peavy”ish, “Glasser”y eyed and a little
“Browned”ed off.

I wasn’t sure that I could “Hackett”.

I realized that I would have to shape up or “Ellis” I might have to head
for “Holland.”

Then I was hit by a “Krumbolt(z)” of lightening and I thought:

“Roger(s)”-doger…I can get this!


To top