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Helping Career Development Practitioners Through Training, Certification, and Credentialing
Deirdre Pickerell, Roberta Neault, Sareena Hopkins, Dale Furbish, and Kay BrawleyPresented by:
AgendaSetting the Scene
Exploring Competenc
y Framework
s
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: http://www.cce-global.org/GCDF
BulgariaCanadaChinaCyprusGermanyGreeceHong KongHungary
JapanSouth KoreaMacedoniaNew ZealandRomaniaTaiwanUnited States
GCDF Competencies
Helping SkillsLabor Market Information and Resources
AssessmentDiverse Populations
Ethical and Legal IssuesCareer Development Models
Employability SkillsTraining Clients and Peers
Program Management/ImplementationPromotion and Public Relations
TechnologyConsultationSource: 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 processAdapted 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 TheoryLabour MarketAdvanced Communication SkillsEthical
PracticeDiversityInformation and Resource
ManagementProfessional 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 FoundationsCareer Development
TheoriesCareer Development ProcessAssessme
ntCareer Service ChallengesEthic
sUsing LMI in Career DevelopmentFacilitating
LearningWork SearchCommunity 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 SkillsEmployment Plan Development, Implementation and Case
ManagementPlacement Skills
Community Relationship Skills
Workload Management and Intra-Office Relationship Skills
Professional Development Skills
Common Themes
GETTING STARTED
Career Education Benchmarks (NZ)
Leadership
Student Career Mgmt Competencies
Programmes and
Services
InformationSystems
Source: http://www.careers.govt.nz/educators-practitioners/planning/career-education-benchmarks/benchmarks
/
Employer/Industry
Engagement
Student Career Mgmt Competencies
Organization Engagement
StudentEngagement
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 Specializatio
ns
CCDF Competency-Based CDP Training (Canada)
• 18-45 hours per course• Blended deliveryFormat
• 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?