17.1 – Design Information Sessions or Workshops
Purpose & Context
Career Development Professionals (CDPs) design information or training sessions to share information or help clients develop the skills needed to find and keep a job, explore educational options or build a business. Training may be delivered in various forms, e.g. facilitated workshops, online webinars, paper-based workbooks.
Effective Performance
Competent career development professionals must be able to:
- P1. Identify the purpose of training, e.g. prepare for interview, address skill gaps
- P2. Define specific, observable, and measurable learning outcomes, i.e. describe what the participant will know and ableto do at the end of the session
- P3. Determine budget
- P4. Develop training materials:
- Identify content to be covered
- Decide duration of training
- Select form of delivery
- Write training materials, e.g. sequence of content
- Identify required resources, e.g. equipment, learning aids
- Select room set-up, where applicable
- P5. Select evaluation method, e.g. formative, summative
Knowledge & Understanding
Competent career development professionals must know and understand:
- K1. Principles of instructional design
- K2. Adult learning principles
- K3. Principles of group facilitating
- K4. Techniques in facilitating learning
- K5. Diversity of participants, for example:
- Learning styles
- Cultural backgrounds
- Cognitive, mental and physical abilities
- Demographics
- K6. Delivery options and constraints, e.g. allotted time, set-up of physical space
- K7. Technology enabling remote delivery
Contextual Variables
Competent career development professionals must be able to perform this competency in the following range of contexts:
Topics of information sessions and workshops must be tailored to the needs of each audience.
Glossary & Key References
Terms
Industry-specific terms contained in the standard defined here, where applicable.
Information Sources and Resources for Consideration
Context Rating Scales
Criticality
Q: What is the consequence of a professional being unable to perform this skill according to the standard?
Frequency
Q: How frequent and under what conditions is this skill performed?
Level of Difficulty
Q: Under routine circumstances, how would you rate the level of difficulty in performing this skill?
Time Required to Gain Proficiency
Q: What is the average length of time or number of repeated events that are minimally necessary for an individual to become proficient in performing the skill to the standard?
A competent career development professional requires a minimum of designing and delivering 10 information sessions or workshops on a range of topics to varied audiences.
Autonomy
Practitioners typically perform this competency without supervision, and alone.
Automation
It is unlikely that this competency will automate.