Canadian Standards and Guidelines for Career Development Practitioners

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Canadian Standards and Guidelines for Career
Development Practitioners
A Tool for the Counsellor, Mentor, Teacher,
Student, Decision Maker, Dreamer, Leader
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Original Purposes

• Increased quality assurance to public
• Career development defined as a specialization
• Foundation for developing training

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Original Purposes (contd)

• Means to create a common voice for career
  development
• Develop practical tools to enhance practice

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Unexpected Side-Benefits

• An emerging common language
• Sharing of many promising practices across
  service providers and settings

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Unexpected Side-Benefits (contd)

• Increased profile with policy makers
• Unplanned value-added projects
• Evidence-based practice indicators
• Training of trainer programs
• Others to be uncovered

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Underlying assumptionsof the SGs

• SGs are a voluntary code of practice
• SGs are based on what practitioners do

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Underlying assumptionsof the SGs (contd)

• There is a set of competencies needed for
  practice
• SGs embrace diversity of the field
• Multiple uses, both traditional and innovative,
  are possible

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3 Building Blocks of the SGs

• Competency Clusters
• Core
• Professional behaviours
• Interpersonal competence
• Career development knowledge
• Needs assessment and referral

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3 Building Blocks (contd)

• Competency Clusters (contd)
• Specializations
• Assessment
• Facilitated individual and group learning
• Career counselling
• Information and resource management
• Work development
• Community capacity-building

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3 Building Blocks (contd)

• Code of Ethics
• Glossary of Terms

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Brief History

• Phase 1 November 1996- June 1998
• Develop framework
• Verify support
• Phase 2- July 1998- March 2001
• Develop and validate across Canada
• Explore implementation strategies

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Brief History (contd)

• Phase 3
• TEST! Use the SGs test their limits
• LEARN! Where are they strong Where can they be
  stronger
• ANSWER PRACTICAL WHAT REALLY MATTERS QUESTIONS

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What Really Matters Questions

• How well do the S Gs actually work?
• What applications, both traditional and
  innovative, are truly useful?

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What Really Matters Questions (Contd)

• What promising practices emerge?
• How can the S Gs be continuously shaped and
  improved to meet the needs of the career
  development community?

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SGs Tested, Tried and True

• Highlights of Promising Applications for the
• ? Counsellor
• ? Mentor
• ? Teacher
• ? Student
• ? Decision-Maker
• ? Dreamer
• ? Leader

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Counsellor Building an Organizational Culture

• Application
• Self assess using the sgs -
• Identify STRENGTHS build a coaching/training
  plan to teach others
• Do it!
• Identify learning needs find a coach be coached
  and trained
• Learn it!

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Counsellor Building an Organizational Culture
(contd)

• Unexpected Benefits
• Collegial collaboration and cooperation
• Workplace respect and recognition
• Self-managing professionals

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MentorIncreasing Impact of Education

• Application
• Collaborative objective setting meeting between
  mentor and student
• Student Observations of mentor/experienced
  practitioner delivering a range of interventions
  (using the SGs as guides)
• Mentor-Student Debrief Meeting feedback and
  dialogue

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Mentor (contd)

• Application (contd)
• Student reflection and journaling
• Peer Practice and Peer mentoring
• Unexpected Benefits
• Increase in practicality of training program
• Greater clarity of program structure and
  standards
• Exposure to multiple real front-line practice
  applications resulting in enhanced graduate
  real life experience

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Teacher/Student Link Theory and Practice in the
Classroom

• Application
• Identify matches and gaps between existing
  curriculum and SGs (with input from students,
  faculty, managers)
• Make matches explicit for all

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Teacher/Student Link Theory and Practice in the
Classroom (contd)

• Application
• Address gaps through new curriculum development
• Design student self-assessment tool to assess
  acquired competencies
• Establish continuous curriculum development cycle

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Teacher/Student (contd)

• Unexpected Benefits
• Increased currency of program keeping pace
  with change and shifting realities and contexts
• Increased teacher/student collaboration

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Decision-Maker Enhancing individual
/organization synergy

• Application
• Prepare competency statements for each position
  in the department
• Compare competency statements with the SGs

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Decision-Maker Enhancing individual
/organization synergy (contd)

• Application
• Develop a computerized tracking system for ALL
  staff to assess competencies and monitor progress
• Develop customized training programs based on
  most common competency needs

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Decision-Maker Enhancing individual
/organization synergy (contd)

• Unexpected Benefits
• Existing knowledge in the organization recognized
  positively
• SGs provided a framework for management buy-in
• A Department Award!!!

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DreamerEach part is essential to the whole

• Application
• Identify competency sets for each different
  position using the SGs
• Conduct self-assessments
• Develop professional portfolios

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DreamerEach part is essential to the whole
(contd)

• Application (contd)
• Fit the SGs to the organization (not the
  reverse)
• Exchange positions
• Provide anonymous and confidential feedback
• Push the envelope with creative methods and
  activities
• Implement Team building and sustaining activities

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DreamerEach part is essential to the whole
(contd)

• Unexpected Benefits
• We realized how in sync we were as a team
• Respect for diverse skill sets needed at all
  levels of the organization
• Novel applications e.g. an Organization
  Portfolio marketing to the public the composite
  of TEAM competencies

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Leader Building Quality Services

• Application
• Select SGs most relevant to quality service
  according to clients served and delivery setting
• Develop evidence indicators based on front-line
  observation and practice

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Leader Building Quality Services (contd)

• Application (contd)
• Contribute both evidence and process as a
  prototype for the field to continue to gather
  evidence
• Be a catalyst to grow the SGs further

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Leader Building Quality Services (contd)

• Unexpected Benefits
• Draft Quality Framework Workbook
• Energy for, sense of belonging and ownership of a
  national professional initiative

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Lessons Learned

• No shortcuts planning and organization matters
• Buy-in and understanding are fundamental
• Realistic and achievable objectives essential

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Lessons Learned (contd)

• Both individuals and organizations benefit
• Usefulness demonstrated for direct and indirect
  service providers
• Endless possibilities for creative and practical
  applications

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Other Benefits from Phase 3 -- Some Expected -
- Some Surprises -
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Computer Managed Tool Taking Charge

• For use by practitioners, employers, or
  accreditation bodies
• Used for
• self-assessment
• professional development planning
• gathering evidence of competency attainment

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Marketing Kit

• Used to promote the standards to
• organizations
• professional groups
• individual practitioners
• the public

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Implementation Guide

• Guide for implementing the standards
• implementation options
• steps to be followed in implementing each option
• common dos and donts

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Monograph

• Outlining promising practices in the use of the
  standards
• Based directly on the results of the field tests

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PLAR GuideThe Reflective Practitioner
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Evaluation Framework

• Evaluation framework
• Series of evaluation protocols that can be used
  to evaluate the use and impact of the standards

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Standards Guidelines

• Revised and updated standards document

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Whats Next? What Matters!

• Stakeholder Meeting - March, 2003
• Home for the SGs
• Adoptions and Endorsements
• Ongoing ways to continue to share promising
  practices
• Focused Study of the Career Development Sector
• Emerging Issues in Scope and Practice

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Whats Next? What Matters! (contd)

• 3 Ps to continue
• Professionalism
• Pride
• Progress

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Your Mission

• If you choose to accept it
• Contribute your promising practices
• Help the S Gs grow!
• To find out more
• www.career-dev-guidelines.org