Helping Career Development Practitioners Through Training, Certification, and Credentialing Presented by: Deirdre Pickerell, Roberta Neault, Sareena Hopkins, Dale Furbish, and Kay Brawley Agenda Setting the Scene Exploring Competency Frameworks Getting Started Sharing Case Examples SETTING THE SCENE Opening Thoughts What is happening in your region/jurisdiction? • Is training/certification/credentialing a big deal or off the radar? • Why? What is your personal experience with certification/credentialing? • Have you pursued it? • Why or why not? Some Thoughts on CDP Training Inconsistent terminology A “Competent” Practitioner . . . Knowledge Skills Attitudes EXPLORING COMPETENCY FRAMEWORKS Global Career Development Facilitator (GCDF) • Developed in US (1997) • 12 core competencies • 15 country-specific credentials Bulgaria Canada China Cyprus Germany Greece Hong Kong Hungary Japan South Korea Macedonia New Zealand Romania Taiwan United States Source: http://www.cce-global.org/GCDF GCDF Competencies Helping Skills Labor Market Information and Resources Assessment Diverse Populations Ethical and Legal Issues Career Development Models Employability Skills Training Clients and Peers Program Management/Implementation Promotion and Public Relations Technology Consultation Source: http://www.cce-global.org/GCDF Educational & Vocational Guidance Practitioner (EVGP) • • • • Adopted by IAEVG (2003) 11 core competencies 10 specialized competencies 3 pre-approved training providers • Life Strategies Ltd. • Canadian Career Development Foundation • Alberta Works Source: www.iaevg.org/iaevg/nav.cfm?lang=2&menu=1&submenu=6 EVGP Core Competencies Demonstrate ethical behavior / professional conduct Demonstrate advocacy / leadership Demonstrate awareness / appreciation of clients’ culture Integrate theory / research into practice Skills to design, implement and evaluate programs / interventions Demonstrate awareness of personal capacity / limitations Ability to communicate effectively Knowledge of updated information on trends / issues Social and cross-cultural sensitiveness Skills to cooperate effectively Demonstrate knowledge of lifelong career development process Adapted from: http://www.iaevg.org/iaevg/nav.cfm?lang=2&menu=1&submenu=6 Career Professional Competencies (CDANZ) Professional Knowledge Helping Skills Relationship Management Professional Practice and Development Source: www.cdanz.org.nz/career-professionals/career-competencies/ Careers Industry Council of Australia (CICA) Core Competencies Career Development Theory Labour Market Advanced Communication Skills Ethical Practice Diversity Information and Resource Management Professional Practice Source: http://www.cica.org.au/uploads/cica_prof_standards_booklet.pdf Career Development Standards & Guidelines Core Competencies • • • • Professional Behaviour Interpersonal Competence Career Development Knowledge Needs Assessment and Referral Specializations • Assessment • Facilitated and Individual Group Learning • Career Counselling • Information and Resource Management • Work Development • Community Capacity Building Source: http://career-dev-guidelines.org/career_dev/index.php/the-standards-guidelines Competency-Based CDP Training (CCDF) Career Development Foundations Career Development Theories Career Development Process Assessment Career Service Challenges Ethics Using LMI in Career Development Facilitating Learning Work Search Community Capacity Building National Employment Counseling Competencies (NECA) Counseling Skills Individual and Group Assessment Skills Group Counseling Development and Use of Employment-Related Information Computer Related Skills Employment Plan Development, Implementation and Case Management Placement Skills Community Relationship Skills Workload Management and Intra-Office Relationship Skills Professional Development Skills Common Themes GETTING STARTED Career Education Benchmarks (NZ) Year 7 and 8 Secondary Leadership Student Career Mgmt Competencies Programme Delivery Leadership Tertiary Employer/ Industry Engagement Student Student Career Mgmt Career Mgmt Competencies Competencies Transition to Programmes Organization Information Secondary and Engagement Systems School Services Student Engagement Source: http://www.careers.govt.nz/educatorspractitioners/planning/career-education-benchmarks/benchmarks/ Career Management Professional Program (Canada) 12 Courses 3 Specializations • • • • • 2 weeks, 20 hours Asynchronous, facilitated online training Partnership with Yorkville University Mapped to Canadian S&Gs Pre-Approved CEUs • CDP Essentials (10 courses) • GCDF-CA (11 courses) • EVGP (7 courses) CCDF Competency-Based CDP Training (Canada) Format Focus Partnerships PreApproved • 18-45 hours per course • Blended delivery • Participant needs/realities (e.g., culture) • Workplace application (i.e., professional and organizational development) • Governments • First Nations and Inuit organizations • Post-secondary institutions • IAEVG • GCDF Working Ahead, Moving Forward™ (US) 12 weeks, 2 reading breaks • Asynchronous, facilitated online training • Approved GCDF-US training Participants will • Understand the history, scope, ethics and theory of Employment Counseling, Career and Workforce Development • Become familiar with the varied roles of career development facilitators • Define and describe the 12 GCDF competencies • Be prepared to assemble their GCDF applications 3 Options for Credentialing Develop New Program for an Existing Credential Establish a New Credential for Your Existing Program Align Existing Program to an Existing Credential Aligning Existing Program to Credentials Challenges • Mapping can be awkward • Investment of time and money can be substantial • Clear communication of course content may be difficult • Learning systems and requirements may be unfamiliar • Connecting across international borders is challenging Benefits • Establish/enhance credibility of your program • Provide quality assurance to students • Promote sector professionalism Developing a New Program Challenges • Investment of time and money can be substantial • Starting from scratch • No existing course content/resources • Need to identify qualified instructors • May need to pilot program / go through institutional review • Marketing an “unknown” program is difficult Benefits • Provide clear alignment to credential • Use existing framework to structure program • Establish credibility of your program • Provide quality assurance to students • Promote sector professionalism SHARING CASE EXAMPLES Closing Thoughts What do you see as the benefits of training, certification, and credentialing? What are some challenges and frustrations?