AIM - thebao.ca · Created to encourage professional growth and personal enhancement, the AIM program conforms with current ... achievement of each milestone becomes a reality

Ontario Funeral Sector

Continual CompetenceContinual CompetenceEnhancement ProgramEnhancement Program

AIMASPIRE IMPROVE MOTIVATE

AIM is comprised of two (2) parts:

Each part consists of four (4) steps:

REACHING NEW HEIGHTS WITH AIM, THE CONTINUAL COMPETENCE ENHANCEMENT PROGRAM FOR FUNERAL PROFESSIONALS!

Self Defi ned Learning

(SDL)

Plan! Act! Refl ect! Report!

Regulator Defi ned Learning

(RDL)

Intended to ensure licensees remain engaged in the learning process and ultimately maintain a high level of professional competence, compliance with program requirements is an annual obligation for all licensees including funeral directors, transfer service sales representatives and funeral preplanners.

Designed to offer fl exibility, opportunity and choice, AIM has been developed specifi cally for you, the licensee.

“ If you don’t like things, change it! You are not a tree!” – Jim Rohn

Continual Competence Enhancement Program | 3

• Communication and Responsiveness• Care of the Deceased• Funeral Services and Visitation• Business Practice• Professionalism

PROGRAM OVERVIEW GETTING STARTED

Created to encourage professional growth and personal enhancement, the AIM program conforms with current adult learning principles that promote self-tailored learning to accommodate individual requirements and unique perspectives.

Designed to offer support and recognition, AIM focuses on the development of competent licensees who remain engaged in the learning process. This ensures ethical and fair business practices.

To be ‘competent’, is to have the requisite or adequate ability or quality to do something successfully or efficiently. 'Ethical' is defined as, 'conforming to accepted professional standards of conduct'.

Built on the solid foundation of competencies established by licensees from the funeral profession, AIM has been developed to assist licensees in maintaining levels of proficiency specific to their licence class.

Competencies are identified in the BAO Funeral Sector Professional Competency Profiiles – Second Edition which include:

AIM is comprised of two (2) equally important parts:

1. Self Defined Learning (SDL) which gives licensees the opportunity to build and customize a personal program that addresses their individual needs and supports the exploration of various educational programming options.

2. Regulator Defined Learning (RDL) which outlines activities identified by the Bereavement Authority of Ontario (BAO) to address specific challenges facing the sector.

The program is designed around a four (4) easy step approach to success for each of the SDL and RDL components.

1. Plan: Set / review a professional learning goal2. Act: Identify and/or complete learning activities3. Refl ect: Evaluate the impact4. Report: Confi rm completion

For the purposes of AIM, a professional learning goal is considered to be acceptable if it meets one (1) of the following categories or objectives:

• addresses one of the five (5) competenciesoutlined in the BAO Funeral Sector ProfessionalCompetency Profiles – Second Edition

• serves to support career developmentof the licensee

• offers benefit to the licensee as an employee ofthe funeral establishment

• contributes to the enhancement of consumerprotection

Believing in the importance of challenging, rewarding and meaningful opportunities that inspire growth, progression and transformation, AIM recognizes the value of continual learning that licensees are currently engaged in through a variety of other educational means and providers.

To ensure all licensees are reaping the rewards of AIM, the BAO will conduct audits to assess quality assurance and compliance. Licensees selected to participate may be required to submit evidence to support reported completion of all program obligations.

It is anticipated that AIM will play an integral part in shaping the face of the bereavement sector in Ontario as all licensees grow and evolve to address the ever changing needs of the business.

4 | AIM – Aspire! Improve! Motivate!

“Competent” is defined as having the requisite or adequate ability or quality to do something successfully or efficiently.

Ready to get started?

To log in you will require your licence number and password

The BAO looks forward to working together with licensees and stakeholders as steps are taken to embark on new initiatives, redefine priorities and celebrate an ongoing commitment to excellence.


SELF DEFINED LEARNING (SDL)

The Self Defi ned Learning (SDL) component is designed to give licensees the opportunity to build and customize a personal program that addresses their individual needs and supports the exploration of various educational programming options.

STEP 1 – PLAN: SET A PROFESSIONAL LEARNING GOALIt’s affirmative! Goal setting is a task many people struggle to achieve! However, difficulties persist only when one does not have access to tools and resources that reduce doubt and curtail procrastination.

The pursuit of an inspirational goal requires effort, perseverance and a willingness to step into unfamiliar

Need some help with distinguishing a potential area of focus? No problem! To identify individual strengths and areas of development simply use

the online AIM Self Assessment Tool posted at: https://www2.skilsure.net/skilsure_bao/Login/login.php

territory. Inevitably new skills, abilities and attitudes are developed when alternative perspectives are considered and the courage to act is mustered up.

For years the SMART Goal approach has been used by people from all walks of life. Designed to inspire a thought process that helps to defi ne a clear

“ The world hates change, yet it is the only thing that has brought progress.”– Charles Kettering

https://www2.skilsure.net/skilsure_bao/Login/login.php


focus and vision, the SMART Goal technique offers valuable support to overcome obstacles and define a definitive direction.

While it may be hard for some to believe, the act of recording a goal dramatically infl uences the rate of success. In most cases, the achievement of a goal is not dependent upon ability, education or resources. Instead the rate of success is directly impacted by the simplicity of being clear from the outset about what you are attempting to accomplish and taking the time to write it down.

The SMART Goal steps outline on page 18 offer the power to move you forward, discover the unexpected and produce winning results!

STEP 2 – ACT: IDENTIFY AND/OR COMPLETE A MINIMUM OF TWO (2) LEARNING ACTIVITIES Intended to support licensees with the simple identification of learning activities that fit with a preferred learning style, AIM is designed to offer flexibility, opportunity and choice.

AIM has broadly defined the term ‘learning activity’ to encourage licensees to consider a variety of flexible options that fit their individual learning style. Learning activities are expected to contain substantive, technical, practical or intellectual content.

A wealth of training opportunities and valuable information are readily available from a variety of resources including provincial and national associations, education providers, training and development organizations, employers and the BAO.

Licensees are encouraged to research, consider and access sources that match their unique needs and preferences.

The modalities and learning activity examples identified on page 8 are offered only as a point of reference. Additionally, fictional profiles are posted at https://www2.skilsure.net/skilsure_bao/Login/login.php to support the goal setting process. Licensees are encouraged to consider all available options as the suggestions listed are in no way complete.

Remember, the objective of AIM is to enhance learning and inspire professional growth instead of simply deciding to complete the first thing that comes along.

Engaging in the process as you identify and complete learning activities helps to build momentum as the achievement of each milestone becomes a reality.

Committing to the completion of tasks brings with it opportunity. It is important to remain connected to the changes that are occurring as a result of the effort being invested.

“ When you are through changing, you are through.”– Bruce Barton



STEP 3 – REFLECT: EVALUATE THE IMPACTRefl ection is all about contemplating the challenges, pondering the lessons and examining the growth.

Actively investing the time to consider the steps taken to assess progress made often offers insight into new and existing practices while providing opportunity to consider how current approaches are being of service or a different perspective may be of benefi t.

Pondering on progress made often encourages one to focus efforts in uncharted territory, discover ambivalence or explore a lifetime of learning. In most cases rich and impactful experiences are the cumulative result of numerous small steps taken over time. Signifi cant value lies hidden in the small clusters of information gathered along the journey.

With the completion of each professional learning goal, it is important to keep achievements top of mind. Checking in regularly to evaluate progress made often serves to offer up further inspiration.

STEP 4 – REPORT: CONFIRM COMPLETION Prior to reporting successful completion of a professional learning goal consider the impact the experience has had on both professional and personal life. Take time to evaluate what worked well, what aspects may have been improved and what could have been changed.

In the end, refl ection may also serve to identify next steps in the process or how progress could continue to unfold.

The completion of a professional learning goal is a signifi cant achievement. In recognition of the effort put forth and the learning acquired, be sure to commend yourself for a job well done.

People who are proud of their accomplishments continue to produce positive results because they feel empowered. Celebrating success will serve as an excellent reminder of what has gone well and offer up the encouragement to remain committed to ongoing professional development.

Remember to report completion of Self Defi ned Learning (SDL) on the online AIM tracking system at https://www2.skilsure.net/skilsure_bao/Login/login.php

Did you knowWhile it may be hard for some to believe, the act of recording a goal dramatically infl uences the rate of success. In most cases, the achievement of a goal is not dependent upon ability, education or resources. Instead the rate of success is directly impacted by the simplicity of being clear from the outset about what you are attempting to accomplish and taking the time to write it down.



MODALITY / VEHICLE LEARNING ACTIVITIES FOR CONSIDERATION

Professional Development Events

• Attend a conference, seminar, workshop or lecture

Training or Development of Others

• Supervise an intern in the capacity of a preceptor• Lead a workshop or seminar• Teaching and/or mentoring funeral service education students

Professional Reading • Read a bereavement service related article, book or publication

Online Training• Complete an online course through a provincial or national

association, education provider, training and developmentorganization, or employer

Professional Networking• Attend and participate in a study group aimed at better

understanding a specifi c business aspect

Interprofessional Collaboration

• Partner with other community service providers collaborativelyto identify opportunities for improvement and share ideas toaddress common challenges

Professional Recognition

• Participate in a focus group or task based committee witha goal to improve / enhance standards

• Engage in committee work for a professional association,board or volunteer organization

Professional Assessment / In Service Education

• Observe existing business practice(s) of fellow licensee andoffer recommendations for enhancement / improvement

• Partner with a peer to review current approaches to a specifi crole/responsibility and suggest alternative approachesfor consideration

Formal Education• Complete a course offered by an educational institution

or provider

Publication Contributor• Conduct bereavement service related research and submit an

article or contribution to a textbook or magazine

Seeking additional inspiration? Check out the fictional profiles posted at https://www2.skilsure.net/skilsure_bao/Login/login.php. Modalities and learning activity examples are offered only as a point of reference.



REGULATOR DEFINED LEARNING (RDL)

“ The major reason for setting a goal is for what it makes of you to accomplish it. What it makes of you will always be the far greater value than what you get.” – Jim Rohn

Regulator Defined Learning (RDL) outlines activities identified by the Bereavement Authority of Ontario (BAO) to address specific challenges facing the sector.

STEP ONE – PLAN: REVIEW THE PROFESSIONAL LEARNING GOAL(S)The establishment of a professional learning goal may stem from current and relevant issues arising out of complaints or discipline, new laws, common challenges being observed across the province or other issues that apply to Ontario bereavement sector licensees.

STEP TWO – COMPLETE IDENTIFIED LEARNING ACTIVITY Training initiatives may be identified using various modalities or vehicles. The BAO will advise licensees of the steps timeline required to comply with RDL requirements.

STEP THREE – REFLECT: EVALUATE THE IMPACT As with the SDL component, licensees are responsible for reflecting on the experience and information provided.

Consideration needs to be given to how the learning acquired may potentially improve interactions with consumers, offer insight into new and existing practices and provide increased professional awareness.

STEP FOUR – REPORT: CONFIRM COMPLETION It is expected that completion of the RDL component will offer significant insight into challenges currently facing the sector.

Recognition of this new found knowledge is important as licensees will be in possession of information that has the potential to increase overall competence and support continued growth.


SUPPORTIVE RESOURCES

BAO FUNERAL SECTOR PROFESSIONAL COMPETENCY PROFILESCommitted to ensuring the consumers of Ontario are served by licensees who meet high standards of learning, competence and professional conduct, the BAO Funeral Sector Professional Competency Profiles – Second Edition identifies the competencies of eachspecified licence class including:

• Funeral Director – Class 1 (embalming)• Funeral Director – Class 2 (non embalming)• Transfer Service Sales Representative• Funeral Preplanner

Key to the development of a comprehensive document that accurately reflects the scope of practice for each licence class, an external education consultant was engaged to lead the process in collaboration with stakeholders, licensees from across the province representing various demographics, and other members of the funeral profession.

Designed to provide a solid foundation for funeral service education initiatives, the BAO Funeral Sector Professional Competency Profiles – Second Edition offers a single point of reference to assist licensees with assessing competence, identifying potential

training objectives and establishing effective performance plans.

The BAO Funeral Sector Professional Competency Profiiles – Second Edition is available for download at www.bereavementauthorityontario.ca.

AIM SELF ASSESSMENT TOOL Created to support licensees with the identification of individual strengths and potential areas of development, the AIM Self Assessment Tool provides opportunity to assess professional competence levels.

All licensees are encouraged to invest time to complete a self assessment specific to their specified licence class. Results are provided immediately.

To access the AIM Self Assessment Tool please visit https://www2.skilsure.net/skilsure_bao/Login/login.php


www.bereavementauthorityontario.ca


DISTINGUISHING YOUR LEARNING STYLES Learning styles are unique to every individual! Intended to assess the various approaches one uses to receive and process information, learning styles are commonly categorized as either visual, auditory or kinesthetic / tactile (VAK).

While most people have a preferred approach, the truth is that often a combination of approaches are employed especially when analyzing facts or intuitively assessing information. That said, it is important to recognize that one will not always apply a consistent approach. Regardless, it is beneficial to utilize various learning methods that stretch our abilities and explore the possibility that a different approach may be more appropriate in certain circumstances.

A clear understanding of one’s learning style is helpful to exemplify individual strengths, accommodate weaknesses and identify a preferred approach.

To learn more about matching learning activities with individual preferences simply Google search ‘VAK / VARK Learning Styles’.

FICTIONAL PROFILES TO PONDERAttempting to complete an unfamiliar assignment at times can be intimidating, especially if you are unsure where to start!

While AIM is designed to address the individual training needs of each licensee, getting a handle on the process may at first be an overwhelming task.

In an effort to support completion of AIM, at least the first time round, fictional profiles have been developed with viable professional learning goals and learning activities for consideration.

To review the fictional profiles feel free to visit the `Resources` section at https://www2.skilsure.net/skilsure_bao/Login/login.php.

Remember to record completion of Self Defined Learning (SDL) on the online AIM tracking system.

Did you knowAs Jeff Olsen, author of The Slight Edge (page 111) points out, “after getting out of high school, 58% of all high school graduates who don’t go to college never read a book again. Of the slightly more than 6 billion people on earth, 1 billion of them cannot read and that rate is on the rise. (Wycliffe organization). But consider this: if you are one of that 58% who never reads after high school, what is the difference between you and the 1 billion people who couldn’t read if they wanted to? No difference at all”.

“ Goals are not only absolutely necessary to motivate us. They are essential to really keep us alive.” – Robert H. Schuller



HISTORICALLY SPEAKING Thought to be one of the fi rst professions in history to acknowledge the importance of continuing education, funeral directors in the province of Ontario have pursued the completion of professional development programming since 1938.

Like numerous aspects of funeral service, the professional development program has continually evolved over the years to meet the ever changing demands and expectations of licensees serving the consumers of Ontario.

Through 2012 approximately 400 licensees annually attended professional development programs to participate in interactive, competency based training initiatives, aimed at addressing common challenges impacting the funeral sector.

Regulators have recognized the value of continuing education and have supported and implemented a mandate for licensees to comply with specified programming requirements.

Today more than ever professionals from various backgrounds continue to demonstrate a commitment to ongoing learning, an approach that has offered benefit to the funeral profession in Ontario for close to 75 years.

THE PATH TO AIM, THE CONTINUAL COMPETENCE ENHANCEMENT PROGRAM

HOW DID WE GET HERE? In preparation for the implementation of the Funeral, Burial and Cremation Services Act, 2002 (FBCSA), the Board of Funeral Services (BOFS) engaged in a funeral service education review process which included taking an in depth look at professional development programming.

With the goal of better understanding the history of professional development and existing continuing education programs, extensive research was conducted which included a review of more than eighty (80) continuing education programs throughout North America including the funeral sector, legal, teaching, regulated health professions and trades in addition to discussions with various regulators responsible for administering mandated education requirements.

Through the process a wealth of information was gathered for consideration. While the research results offered a wide variety of options, it became clear that a relatively new continuing education trend focused on self defined learning has been evolving over the past decade.

In the past a common approach taken by many regulators required each licensee to complete a minimum number of continuing education credits /hours within a specified timeframe from an approved education provider. Seemingly deemed by many


regulators to be effective, it appeared after serious contemplation that this type of programming serves to develop a culture of forced compliance around getting sufficient hours instead of the perceived outcome of enhancing the professionalism of consciously competent licensees.

With a clear intention to develop a program that supports the importance of lifelong learning, offers a convenient approach to meet professional obligations and provides suffi cient fl exibility to create a training experience that addresses individual licensee needs, it was evident that an alternative approach had the potential to offer signifi cant benefi t to the profession.

As a result, AIM was created – a continual competence enhancement program, designed to offer each licensee fl exibility, opportunity and choice.

WHY MANDATE CONTINUING EDUCATION? While the trend toward mandating continuing education continues to grow around the world, seemingly in response to the belief that doing something has to be better than doing nothing, very little research has been published to support the validity of requiring professionals to participate in prescribed programs.

In discussions aimed at better understanding the ‘why’ behind mandating professional development it was suggested that continuing education does in fact make a positive difference in the eyes of the consumer. It is considered to support licensees' competence and demonstrate to the public that professionals are keeping up in some way with changes related to their area of expertise, i.e. new developments, new technology, new approaches.

To further support the concept, an article published by the National Staff Development Council (NSDC) and the School Redesign Network at Stanford University in 2004 titled The Status of Professional Development in the United States identifi ed the

following excerpts to support the reasoning for mandating the completion of continuing education:

• continuing education requirements serve tosupport licensee competence to meet the needsof consumers.

• whether or not the need is understood, moreprofessionals than ever before are partakingin professional development activities as acondition of licence renewal so if for no otherreason, regulators appear to be choosing toadopt the trend with the hope that the efforts putforth will make a positive difference.

Today many professionals understand the power, associated with making a commitment to lifelong learning. They fi nd value in updating their knowledge and skill on a regular basis not because they have to, but because they have a genuine interest in improving themselves.

On the other hand, some people possess a limited commitment to participating in activities that may infl uence their thinking and the choices they make from both a personal and business perspective.

“ Asking is the beginning of receiving. Make sure you don’t go to the ocean with a teaspoon. At least take a bucket so the kids don’t laugh at you.” – Jim Rohn


As Jeff Olsen, author of The Slight Edge points out, “after getting out of high school, 58% of all high school graduates who don’t go to college never read a book again. Of the slightly more than 6 billion people on earth, 1 billion of them cannot read and that rate is on the rise. (Wycliffe organization). But consider this: if you are one of that 58% who never reads after high school, what is the difference between you and the 1 billion people who couldn’t read if they wanted to? No difference at all”.

Regardless of which side of the spectrum one subscribes to, the decisions being made on a daily, monthly and annual basis are contributing to each person’s philosophy of life, but in very different ways.

Driven by the attitude we choose, we are constantly contributing to our philosophy of life, a concept that is basic, simple and extremely powerful.

In most cases people subscribe to either a ‘value based’ attitude which attempts to identify how one may support another versus an ‘entitlement’ attitude which focuses on what has been done for them lately.

As the diagram that follows demonstrates, both approaches produce an outcome that serve to create one’s life which is ultimately driven by the attitudes, actions and results we choose.

CREA

TES

YourPhilosophy

Your AttitudesYour ActionsYour Results

Your Life

CREA

TES

“ Always desire to learn something useful.” – Sophocles

• addresses one of the five (5) competenciesoutlined in the BAO Funeral Sector ProfessionalCompetency Profiles – Second Edition

• serves to support career development of thelicensee

• offers benefit to the licensee as an employee ofthe funeral establishment

• contributes to the enhancement of consumerprotection

Cross-professional activities or training acquired to meet continuing education requirements for another sector/licence that is of benefit to both professionals may satisfy AIM requirements.

REPORT COMPLETIONSelf motivated/identified regulation is a privilege. To confirm participation and completion of AIM, each licensee is required to report online annually prior to December 31.

The BAO is committed to supporting success through offering sufficient guidance to achieve program obligations and expectations, provided the licensee is actively demonstrating a willingness to comply with AIM requirements.

While cooperation is considered compliance, blatant refusal(s) to comply is considered professional misconduct and appropriate actions will be taken to address the matter.

All licensees are reminded that signing or issuing a false or misleading statement that the licensee knows or ought to know is false, misleading or otherwise improper, may be considered professional misconduct.

PROGRAM POLICIES

MANDATED REQUIREMENT TO PARTICIPATE As a licensee it is your responsibility to maintain professional competency.

All funeral service licensees who pay fees to hold a valid licence are required to comply with mandated AIM requirements regardless of whether or not they are employed (full time) in the funeral profession.

Licensees are expected to set a professional learning goal and complete a minimum of two (2) learning activities that meet one (1) of the following categories or objectives:


MAINTAINING REQUIRED DOCUMENTATION To demonstrate a commitment to continual competence enhancement, licensees are required to retain AIM related documentation for a period of six (6) years.

The BAO reserves the right to request that a licensee submit evidence at any time to confirm participation in AIM.

Suitable evidence may include recorded professional learning goals, certificates to confirm completion of education courses, seminars and/or workshops, copies of articles or readings, or intern/preceptor training logs.

Additionally the BAO may require submission of documentation to confirm completion of AIM requirements to support the investigation of a complaint, discipline or other professional matters.

AUDITS In an effort to ensure all licensees are actively engaged in the process of enhancing their existing skill sets and reflecting upon professional strengths and areas for improvement, the BAO may conduct audits on a regular basis.

Licensees selected to participate may be required to submit suitable evidence of continuing competence for the number of years specified.

Participation in the audit / review process is mandatory. Consequences for failed compliance will be considered professional misconduct.

Additionally audit results will serve to assist the BAO with performance measurements.

Did you knowMandatory completion of professional development requirements for Ontario funeral directors has been in place since 1938. It is thought to be among the fi rst professions to maintain an ongoing commitment to lifelong learning.


NEW LICENSEES For the first year of licensure new licensees are exempt from meeting mandatory AIM requirements. (i.e. personal licence first issued in 2016 requires participation and completion of AIM requirements for 2017).

New licensees are encouraged however to become familiar with AIM requirements throughout the first year.

REINSTATEMENTS The fulfillment of all requirements identified by the regulator will be required for those licensees who wish to reinstate licensure privileges.

PAYMENT OF LICENCE RENEWAL FEES REQUIRE COMPLETION OF AIM REQUIREMENTS AIM requirements must be completed by all licensees who pay fees to maintain licensure.

While retirement brings with it the opportunity to focus upon other interests and/or priorities as one chapter of life closes and another begins, the decision to retire the privileges associated with being a licensee ought to come only after serious consideration and contemplation.

To advise the BAO of the decision to retire from the profession, the licensee is required to sign and submit an affidavit to confirm that they will no longer be working in funeral service in any capacity.

Retired licensees wishing to have their funeral service privileges reinstated are reminded that compliance with reinstatement policies will apply prior to a licence being reissued.

“ If you don’t design your own life plan, chances are you’ll fall into someone else’s plan. And guess what they have planned for you? Not much.” – Jim Rohn


PECIFIC FOCUSES ON WHAT, HOW AND WHY. • Consider what you want to achieve• Defi ne why the goal is important• Record the approach you will take using action words like ‘create’, ‘manage’ or ‘organize’

EASURABLE PREPARES FOR MANAGEABLE! • Establish a concrete plan with clear milestones• Include motivational objectives including dates, earnings or tasks to help track your progress• Determine how you will evaluate your success

TTAINABLE SAYS MAKE IT ACHIEVABLE! • Strive to set expectations that are both challenging and within reach• Embrace an approach that inspires you to take action• Visualize each step of the journey from beginning to end

EALISTIC RECOGNIZES THE IMPORTANCE OF ASSESSING WHERE YOU ARE AT. • Recognize the learning curve and time constraints that may impact accomplishments• Develop strategies that will make optimistic goals realistic• Identify resources, support services and like minded peers to champion your efforts

IMING IS EVERYTHING! • Commit to checking in regularly to assess your progress• Focus on the achievement of each milestone• Determine how you will celebrate the completion of your goal

SMART


All licensees are required to complete both components annually.

HOW OFTEN AM I REQUIRED TO MEET THE REQUIREMENTS OF AIM? You must complete AIM requirements annually and report completion. Just log on at https://www2.skilsure.net/skilsure_bao/Login/login.php.

FAQs

IS AIM MANDATORY? Yes. All funeral service licensees are obligated to complete both the Self Defined Learning (SDL) and the Regulator Defined Learning (RDL) on an annual basis.

DOES AIM REPLACE THE PROFESSIONAL DEVELOPMENT PROGRAM THAT REQUIRED LICENSEES TO ATTEND AN APPROVED PROGRAM APPROVED ONCE EVERY FIVE (5) YEARS?Yes, AIM replaces previous programming often referred to as ‘Post Grad’ which required licensees to attend a program once every five (5) years. All licensees from each licence class, regardless of whether or not they are actively employed in the funeral profession, are required to comply with AIM requirements on an annual basis beginning in 2013.

WHAT ARE THE KEY REQUIREMENTS OF AIM? AIM is comprised of two parts – Self Defined Learning (SDL) and Regulator Defined Learning (RDL).

To complete the SDL component, licensees are responsible for setting a professional learning goal, identifying and completing a minimum of two (2) learning activities, reflecting on the success and reporting completion.

Additionally licensees are obligated to complete Regulator Defined Learning (RDL) as designated by the BAO.

“ If you go to work on your goals, your goals will go to work on you. If you go to work on your plan, your plan will go to work on you. Whatever good things we build end up building us.” – Jim Rohn



DOES MY LEARNING ACTIVITY HAVE TO BE APPROVED BY BAO?No, learning activities do not have to be approved by the BAO.

AIM is designed to offer flexibility, opportunity and choice. Be sure to make a selection that is right for you.

DO PROGRAM PROVIDERS HAVE TO GET THEIR TRAINING PROGRAMS APPROVED BY BAO?No, the BAO does not approve training programs offered by education providers.

WHEN IS THE DEADLINE FOR COMPLETION OF AIM REQUIREMENTS?All AIM requirements must be completed and reported online by December 31.

AM I REQUIRED TO PARTICIPATE IN AIM IF I AM NOT CURRENTLY WORKING IN THE PROFESSION?Yes, all licensees including those who formally held an inactive status are required to comply with AIM requirements. Keep in mind there are many options available to achieve your professional learning goals. One is sure to fit your needs!

AS A NEW LICENSEE, AM I REQUIRED TO PARTICIPATE IN AIM? For the first year of licensure new licensees are exempt from meeting mandatory AIM requirements. For example a personal licence first issued in 2016 requires participation and completion of AIM requirements in 2017.

WHY DOES AIM NOT HAVE A SPECIFIED NUMBER OF MANDATORY HOURS? Research conducted on the topic of mandatory hours consistently suggests that the approach serves to create a culture of compliance with a primary motivation to complete the required number of hours. The intent of AIM is to enhance licensee competence and create a culture of lifelong learning by offering flexibility, opportunity and choice.

HOW DOES THE BAO KNOW IF ICOMPLETED ALL AIM REQUIREMENTS?Each year licensees are required to report completion of both the Self Defined Learning (SDL) and Regulator Defined Learning (RDL) components using the online tracking tool.

WHAT PENALTIES MAY BE INCURRED FOR NON COMPLIANCE WITH AIM REQUIREMENTS?While cooperation is considered compliance, blatant refusal(s) to comply is considered professional misconduct and appropriate actions will be taken to address the matter. All licensees are reminded that signing or issuing a false or misleading statement that the licensee knows or ought to know is false, misleading or otherwise improper, may be considered professional misconduct.

“ Because things are the way they are, things will not stay the way they are.” – Bertolt Brecht


ARE THERE SUITABLE ACCOUNTABILITY MEASURES IN PLACE TO ENSURE LICENSEE COMPLIANCE WITH PRESCRIBED AIM REQUIREMENTS?Yes, as AIM continues to evolve, the BAO remains committed to developing a regulatory framework that addresses emerging issues and ensures licensees are held accountable for complying with mandated requirements.

HOW WILL SUCCESS OF AIM BE EVALUATED? AIM will be evaluated with the assessment of measurable results and evaluation of constructive feedback received from the profession.

WHY DID THE PROFESSIONAL DEVELOPMENT PROGRAM CHANGE?The implementation of the Funeral, Burial and Cremation Services Act, 2002 (FBCSA) introduced additional licence classes which offered new opportunity and provided flexibility for education. In an effort to ensure consumers continue to be well served by competent licensees, it became clear that a fresh perspective was needed for a changing profession.

WHAT QUALIFIES AS A LEARNING ACTIVITY FOR THE PURPOSES OF AIM? AIM has broadly defined the term ‘learning activity’ to encourage licensees to consider a variety of flexible options that fit their preferred learning style.

A wealth of training opportunities and valuable information are readily available from a variety of resources including provincial and national associations, education providers, training and development organizations, employers and the BAO.

As a point of reference learning activity examples are identified on page 8. Additionally, fictional profiles are posted at https://www2.skilsure.net/skilsure_bao/Login/login.php to support the goal setting process. Licensees are encouraged to consider all available options as the suggestions listed are in no way complete.

IF I AM COMPLETING EDUCATIONAL REQUIREMENTS FOR ANOTHER LICENCE OR DESIGNATION, WILL IT COUNT TOWARD COMPLETION OF AIM?AIM recognizes the value of continual learning opportunities that licensees are currently engaged in through a variety of other educational means and providers.

Completion of education requirements for another licence or designation count toward AIM provided the training:

• addresses one of the five (5) competenciesoutlined in the BAO Funeral SectorProfessional Competency Profiles – SecondEdition

• serves to support career developmentof the licensee

• offers benefit to the licensee as an employeeof the funeral establishment

• contributes to the enhancement of consumerprotection.

HOW DO LICENSEES TRACK AND REPORT COMPLETION OF AIM GOALS?All aspects of AIM are tracked and reported online using AIM tracking software.

WHO DO I CONTACT IF I STILL HAVE QUESTIONS ABOUT AIM? If you still have questions about AIM please feel free to contact the BAO, at (647) 483-2645 / 1 (844) 493-6356 or by email at [email protected].



1. The Slight Edge - Jeff Olsen, SUCCESS Books,2005

2. Mother Leads Best: 50 Women Who Are Changingthe Way Organizations Defi ne Leadership – MoeGrzelakowski – Chicago: Dearborn Trade Publish-ing, 2005

3. The Wisdom of Teams – John Katzenbach andDouglas Smith – New York, Harper Collins Pub-lisher, 2003

4. Leadership and Self Decepition: Getting Out of theBox – Berrett – Koehler Publishers, Inc. 2002

5. Quiet Leadership: Six Steps to Transforming Per-formance at Work – David Rock – Harper Collins,2006

REFERENCE MATERIALS

6. Great Motivation Secrets of Great Leaders – JohnBaldoni – McGraw Hill Books, 2005

7. Good to Great: Why Some Companies Make theLeap and Others Don’t – Jim Collins – Harpercol-lins Publishers, 2001

8. Blink: The Power of Thinking Without Thinking– Malcolm Gladwell – Little, Brown & Company –2007

9. The Power of Why – Amanada Lang

10. Persuasion – Arlene Dickson


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