Helping Career Development Practitioners Through Training, Certification, and Credentialing Deirdre Pickerell, Roberta Neault, Sareena Hopkins, Dale Furbish, and Kay Brawley Presented by:

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 Wide variety of content and quality Inconsistent terminology Restricted view of “comprehensive” career services Evolving nature of work requires constant curriculum updates Country-specific information

A “Competent” Practitioner... Knowledge AttitudesSkills

EXPLORING COMPETENCY FRAMEWORKS

Global Career Development Facilitator (GCDF) Developed in US (1997) 12 core competencies 15 country-specific credentials Source: Bulgaria Canada China Cyprus Germany Greece Hong Kong Hungary Japan South Korea Macedonia New Zealand Romania Taiwan United States

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:

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:

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:

Career Professional Competencies (CDANZ) Professional Knowledge Helping Skills Relationship Management Professional Practice and Development Source:

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:

Career Development Standards & Guidelines Core Competencies Professional Behaviour Interpersonal Competence Career Development Knowledge Needs Assessment and Referral 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 Assessment Facilitated and Individual Group Learning Career Counselling Information and Resource Management Work Development Community Capacity Building Source:

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 SkillsIndividual and Group Assessment SkillsGroup CounselingDevelopment and Use of Employment-Related InformationComputer Related SkillsEmployment Plan Development, Implementation and Case ManagementPlacement SkillsCommunity Relationship SkillsWorkload Management and Intra-Office Relationship SkillsProfessional Development Skills

Common Themes

GETTING STARTED

Career Education Benchmarks (NZ) Leadership Student Career Mgmt Competencies Programmes and Services Information Systems Source: practitioners/planning/career-education-benchmarks/benchmarks/ practitioners/planning/career-education-benchmarks/benchmarks/ Employer/ Industry Engagement Student Career Mgmt Competencies Organization Engagement Student Engagement Leadership Student Career Mgmt Competencies Programme Delivery Transition to Secondary School Year 7 and 8 Secondary Tertiary

Career Management Professional Program (Canada) 2 weeks, 20 hours Asynchronous, facilitated online training Partnership with Yorkville University Mapped to Canadian S&Gs Pre-Approved CEUs 12 Courses CDP Essentials (10 courses) GCDF-CA (11 courses) EVGP (7 courses) 3 Specializations

CCDF Competency-Based CDP Training (Canada) hours per course Blended delivery Format Participant needs/realities (e.g., culture) Workplace application (i.e., professional and organizational development) Focus Governments First Nations and Inuit organizations Post-secondary institutions Partnerships IAEVG GCDF Pre- Approved

Working Ahead, Moving Forward™ (US) Asynchronous, facilitated online training Approved GCDF-US training 12 weeks, 2 reading breaks 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 Participants will

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?