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PANCANADIAN MAPPING STUDY OF THE CAREER DEVELOPMENT SECTOR

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Title: PANCANADIAN MAPPING STUDY OF THE CAREER DEVELOPMENT SECTOR


1
PAN-CANADIAN MAPPING STUDY OF THE CAREER
DEVELOPMENT SECTOR
  • Gail Langlais Lynne Bezanson

2
Survey Focus
  • Vision Enhance the quality and
    effectiveness of career development delivery

3
Questions
  • What are the service delivery structures in each
    jurisdiction?
  • What hiring practices are being used?
  • What competency profiles are being used and for
    what purpose?
  • Are there educational programs available to
    develop the required competencies?

4
Questions
  • What is the profile of career development
    practitioners delivering direct services do they
    engage in their own personal career development?
  • What is the scope of services being provided?

5
Outcomes
  • Start of a comprehensive pan-Canadian data base
  • Increased understanding of some of the issues
    faced by the sector
  • Identification of competencies needed for
    effective practice based on job duties/tasks
  • Suggested recommendations to enhance the quality
    and effectiveness of service delivery

6
Purpose of Presentation
  • To present highlights of the survey findings and
    policy and practice implications
  • To review next step priorities for making use of
    the data to contribute to quality career
    development service delivery

7
Development of Surveys
  • 1st phase Where are career development services
    provided?
  • what are the major service delivery structures in
    all provinces and territories?
  •  2nd phase Tell us more broadly
  • what is the profile of each major structure (i.e.
    how many staff how many offices how many
    clients job descriptions job titles use of
    competency profiles for hiring, staff training,
    other...) (21 respondents in total)
  •  3rd phase Tell us more comprehensively
  • online mapping surveys for practitioners and
    agencies (English French)

8
The Career Development Sector
  • Practitioners who spend most of their work time
    giving direct services to the public in the areas
    of
  • Career education
  • Career counselling
  • Employment counselling
  • Human resource development
  • Career coaching
  • Training in employment skills
  • Training in work-related areas
  • Vocational rehabilitation
  • and Managers/Directors of agencies, organizations
    or institutions providing these direct services

9
Who Responded? Close to a Pan-Canadian perspective
  • 853 respondents completed all or parts of the
    English Practitioner online survey
  • 50 respondents completed all or parts of the
    French Practitioner online survey  
  • 252 respondents completed all or parts of the
    English Agency online survey
  • 17 respondents completed all or parts of the
    French Agency online survey
  • Limitations
  • Most French surveys originated in New Brunswick
    Manitoba had a very high response rate...however
  • Percentage of respondents approximate the
    percentage of the Canadian population in all
    other provinces/territories

10
Agency Profile
  • French Agencies
  • 17 respondents completed all or parts of the
    French Agency online survey
  • Insufficient data to report on many detail
    questions
  • 64.7 are agencies in communities of less than
    49,999
  • None had more than 15 staff delivering career
    development services
  • The majority of French responses came from New
    Brunswick (10)  

11
Agency Profile
  • English Agencies
  • 252 respondents completed all or parts of the
    English Agency online survey
  • The majority of agencies (46.8) served
    communities of over 100,000 with good
    representation from small and medium-sized
    communities as well
  • There was representation from all provinces and
    territories except one
  • 44.3 reported 5 or fewer of their staff
    providing direct career development services
  • 19.9 had 6 to more than 50 staff delivering
    services directly to the public
  • Agency respondents were quite representative of
    their relative populations

12
Results
  • Some Highlights on Clients Served

and
Points to Ponder
13
Who receives service
  • Points to Ponder
  • of Older Workers and traditional vs. recession
    or bad times responsive services
  • Service delivery and training and professional
    development implications

14
Who has access?
  • On request and free of charge
  • 24 (E) 18 (Fr)
  • Private fee for service
  • Less than 5
  • Some criteria apply
  • Close to 70
  • Points to Ponder
  • What criteria???
  • Adequacy of this model in
  • recession or bad times
  • Global tendency to models of all-age, no
    criteria service

15
What are the presenting needs?
  • Six of the top ten needs selected were identical
    in the Francophone and Anglophone surveys
  • Self-awareness of occupational interests,
    relevant attitudes, personal values, job-related
    skills (ranked 1 in both surveys)
  • Preparing a resumé and cover letter
  • Learning job interview skills
  • How to find and use labour market information
  • Building self-efficacy
  • Flexibility in considering a wider range of
    options.
  • Similarly there was agreement on eight of the 10
    least frequent needs
  • Improving overall work habits
  • Crisis and problem-solving counselling
  • Personal counselling
  • Learning to negotiate employment contracts
  • Acquiring study skills
  • Acquiring information about job entitlements
  • Psychological assessment
  • Addiction counselling
  • Points to Ponder
  • Scope of practice is well defined. The career
    development sector has a
  • clear employment, career and labour market
    mandate

16
Top 10 Tasks of Practitioners
  • Eight of the top 10 tasks selected were
    consistent in the English and French responses.
  • Assisting with career related decisions
  • Assisting with finding and using labour market
    information
  • Assistance with work search
  • Helping build self-confidence and motivation for
    work search
  • Developing individual career development plans
  • Case management
  • Assisting with educational program selection
  • Points to Ponder
  • Client needs and practitioner tasks match well
  • Suggests that services are client need based and
    not program driven

17
Results
  • Some Highlights on Practitioners

and
Points to Ponder
18
Demographics
  • Points to Ponder
  • Majority enter at later ages with range of work
    experience
  • Wide diversity of educational and work experience
    backgrounds within sector

19
Background and Preparation
20
(No Transcript)
21
Competency Use and Importance Ratings
  • Selected as being important by 90 or more of the
    respondents
  • Follow a code of ethics
  • Demonstrate a commitment to your own professional
    development
  • Use analytical skills (collect, analyze, and use
    information)
  • Recognize and respect diversity
  • Communicate effectively (verbal and written
    communication, listening skills)

22
Competency Use and Importance Ratings (cont)
  • Foster self-reliance and self-management with the
    public you serve
  • Apply career development knowledge (major career
    development theories, career planning processes,
    labour market information)
  • Make appropriate referrals
  • Update information and resources for the public
    you serve
  • Assist the public you serve with accessing and
    understanding information

23
  • New competencies needed
  • Cross-cultural counselling
  • Advanced technology
  • Credential evaluation

24
Job Titles
25
Matching Titles and Duties
  • The Employment Counsellor as well as the
    Information and Resources Officer job titles list
    as the top two services
  • Finding and using labour market information and
  • Assistance with worksearch as the top two
    services provided.
  • The Career Counsellor job title lists as the top
    two services
  • Assisting with career related awareness and
  • Developing individual career development plans as
    the top two services provided.
  • The Assessment Counsellor job title top two are
  • Assisting with career related awareness and
  • Assisting with educational program selection.

26
Matching Titles and Duties (cont)
  • Points to Ponder
  • These suggest quite different service emphases
    according to job title and could suggest the
    future possibility of some standardization and
    differentiation of job titles and job duties
    across the sector.
  • With over 40 different job titles (far fewer in
    the French sample), how does the public figure
    out who is who and who is qualified to do what?
  • Common language matters

27
  • Points to Ponder
  • Diversity of backgrounds may provide both depth
    and breadth of knowledge and experience
  • Majority of managers do not require
    specialization specifically in career development
    for hiring purposes field may therefore attract
    wide variety of generalists
  • A common set of professional core competencies is
    implicitly recognized within the field these
    set the field apart as distinct
  • The reasons for the high rating of professional
    preparation while having low specialization in
    career development are not apparent from the data

28
Results
  • Some Highlights on Professional Identity and
    Development

and
Points to Ponder
29
Quality of Worklife Indicators
  • Levels of Work Satisfaction
  • Mostly or Very Satisfied 92.2 (Eng) 84.0 (Fr)
  • Life-Work Balance
  • Mostly or fully 88.4 (Eng) 97.9 (Fr)
  • Extent to which own career development is
    supported
  • Mostly or fully 78 (Eng) 80 (Fr)
  • Would you recommend this field to others?
  • Probably or definitely 94.8 (eng) 100 (Fr)

30
Professional Identity and Development
  • Job descriptions are important most have them
    (close to 80)
  • Belonging to a professional association is
    important (76 Eng 64 French)....yet
  • Only 33 of English and French practitioners
    actually belong
  • Professional development needs are reported to be
    met (45) or partially met (53)....yet
  • Fewer than 30 report frequent participation in
    formal PD 60 report occasional participation
    (Eng)

31
Professional Identity and Development
  • Having a professional certification/license is
    important (70 Eng 82 French)
  • Over 500 narrative responses received
  • Positive Responses (in favour of professional
    certification) could typically be classified as
  • Ensure professional (competent and ethical)
    practice (e.g., Important to have qualified and
    competent CDP's that adhere to ethics way of
    protecting the public and ensuring quality
    control)
  • Set national standards to ensure quality of
    service regardless of where it is provided (e.g.,
    Creates a professional standard of practice)
  • Credibility for the profession

32
Professional Identity and Development (cont)
  • Themes and examples of negative responses
    (against certification) include
  • Many competent practitioners do not have formal
    training (e.g., There are many people in our
    field who are highly qualified but do not have
    specific education -- why keep them out by
    creating a certification?)
  • Logistical difficulties (e.g., I think it's
    important but complicated to introduce /
    implement / enforce)
  • Education does not guarantee caring
    caring/empathy is more important than credentials

33
  • Points to Ponder
  • The CDP population is in a sense, self-made, very
    well educated, but weakly specialized formally in
    career development
  • There are high levels of job satisfaction in the
    field
  • The highest priorities are training and
    professional recognition
  • There are apparent contradictions in the data
    which would be rich to explore further
  • Why so few belong to professional associations
  • Why they state their PD needs are largely met but
    the majority do not participate often
  • (Why they rate their professional preparation
    highly, but their specialization in career
    development is reported as low)

34
Use of Competency Frameworks
  • 51 of managers stated their use was important
  • Only 40 use the SGs Only 23 use the Blueprint
    for LifeWork Designs

35
  • Points to Ponder
  • These are internationally recognized tools for
    management of career development services
  • Their value appears to be recognized but they
    remain underused

36
Results
  • Priority Issues

and
Voices to Ponder
37
Priority Issues for Career Development as seen by
the Sector
  • Agreement on four of the five on both surveys.
  • Improving access to ongoing non-credit
    professional career development training for
    existing practitioners (1 In both surveys)
  • Accrediting/certifying practitioners who meet
    these standards (2 in both surveys)
  • Developing a stronger identity as a profession
  • Improving access to professional career
    development training in universities
    (undergraduate and graduate degrees).

38
Overview of Findings
  • The career development sector is diverse,
    vibrant, committed and is a largely very
    satisfied professional workforce
  • There is a lack of consistency in job titles,
    entry requirements, access to professional
    development
  • There appear to be significant gaps in service
    provision and/or access to services

39
Suggested Priorities for Action
  • Promote and enhance a Training and Development
    Culture within the sector
  • Why is membership in associations so low?
  • Why is informal training accessed so
    infrequently?
  • Why is overall access to formal training
    relatively infrequent?
  • What is behind some of the apparent
    contradictions?
  • Promote increased understanding and use of
    competency frameworks such as the Standards and
    Guidelines for Career Development Practitioners
    (SGs) and the Blueprint for Life/Work Designs or
    their equivalencies as tools to increase
    coherence in the sector
  • Why are rates of adoption so low?
  • How can these be used to promote more consistency
    in job titles and access training?

40
Suggested Priorities for Action
  • Support provincial and territorial initiatives to
    introduce certification programs for Career
    Development Practitioners and a mechanism to
    support their compatibility and ensure
    cross-border mobility
  • There is strong support for programs which lead
    to professional credential and recognition
  • There are risks that requirements could precede
    access to training
  • Consider the potential of the Canadian Council of
    Career Development Associations
  •  

41
Suggested Priorities for Action
  • Conduct a policy review of criterion-based career
    development and employment services
  • It is not clear if and/or how many clients are
    excluded from services and why
  • We can learn from other countries and from
    investigating ourselves
  • Conduct a survey of the public need for, access
    to and satisfaction with current career and
    employment service provision
  • Are our services too traditional?
  • We can learn from the public we serve
  •  

42
Voices to ponder....
  • I have been very lucky to find a job which I love
    and makes a real difference in people's lives for
    the better. Creating new outlooks and
    opportunities for those who just need a little
    help. I think it is important that everyone live
    up to their full potential, and life is way too
    short to just let it pass you by. I enjoy
    encouraging people to be creative, think outside
    the box, and really find out what it is they love
    to do, and then how they can incorporate that
    into their work lives, to make a happy, healthy
    life for them and their families
  •  

43
Voices to ponder....
  • CDPs deal with complex situations everyday
    assisting clients in their path to improvement,
    yet recognition of just what CDPs do in the
    course of their day seems to be unrecognized. I
    look forward to the time when CDPs really are
    acknowledged for their contribution.








































  •  
  • Variety of experience is essential in serving a
    diverse public. I would not want to see a
    homogenization of career practitioners who
    studied it at university. teachers, trades
    people, social workers, engineers, nurses etc.
    all have the capacity to deliver effective
    services and would bring first hand knowledge
    from all sectors.







































  •  

44
Voices to ponder....
  • The Career Specialist field seems still
    misunderstood and/or not given the credit it
    deserves within the hierarchy of the 'Helping
    Professions. Is licensing the only method to
    convince the greater world of the worth of what
    'we' do?
  • This was a very long survey!

45
Voices to ponder....
  • I hope that this is not just another survey with
    no outcomes...

46
  • Thank You for your
    attention and your responses

47
  • QUESTIONS

48
Question 1
  • Two recommendations focus on the Career
    Development Practitioner. Assuming only one
    priority will be acted upon, which one would you
    choose to strengthen professional identity
  • Support a training and development culture by
    taking concrete steps such as providing
    incentives to join professional associations
    and/or making certain that third party
    contractual agreements include a compulsory
    training budget line

49
Question 1 (cont.)
  • Support the movement towards licensing and
    certification for career development
    practitioners by taking concrete steps such as
    providing funding so associations can work
    together to build more consistent approaches to
    certification and/or working closely with
    training institutions to make sure their programs
    will lead to certification.

50
Question 2
  • Two recommendations focus on policy and research.
    Assuming only one priority will be acted upon,
    which one would you choose to strengthen career
    development services for Canadians
  • Conduct a policy review of criterion based
    services to investigate pros, cons, options and
    to arrive at recommendations
  • Conduct a survey of Canadians on what they want
    and need from career and employment services and
    use the findings to help shape future services

51
Question 3
  • Will this report help to support or forward
    career development in your jurisdiction?
  • YES / NO

52
Question 4
  • What are the preferred roles for the FLMM to take
    the recommendations from this report forward?
    Select 2 only.
  • Promote the findings widely and support
    consultations by groups wanting to take specific
    actions to advance the field
  • Play a leadership role in coordinating curriculum
    development.

53
Question 4
  • Support the career development community in its
    efforts to work together to build common
    procedures and practices for certification and
    other issues affecting the sector as a whole
  • Champion the policy review of criterion-based
    services and the survey of Canadian needs.
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