Competency Category:

20.2 – Mobilize Career Influencers

Purpose & Context

Career development professionals (CDPs), who are educators (see 20.1), recognize the importance of engaging a diverse set of career influencers (e.g. teachers, families, elders, coaches/mentors, peers, employers) in students’ career development from early years to post-secondary, and beyond. As CDPs, educators are career influencers themselves within the classroom and educational system more broadly. They shape students’ understanding of career and career development, and engage a network of career influencers to support students in work, life, and learning.

Effective Performance

Competent career development professionals must be able to:

  • P1. Identify relevant “career influencers,” i.e. community members who influence students’ understanding of career andcareer development. Examples of “influencers” may include but are not limited to:
    • Teachers
    • Other school staff, e.g. janitors, office secretaries, resource room aides
    • Families
    • Elders
    • Coaches and mentors
    • Peers
    • Employers
    • Spiritual leaders and advisors
  • P2. Foster relationships with career influencers which inform and support career development using varied methods, such as:
    • In-person, e.g. classroom visit, open house, parent-teacher conference, after-school event, career fair,
      show-and-tell, meet-and-greet, informational interview, work-site/office visit, field trip
    • Technology-based, e.g. school website, email correspondence, social media, webinar
    • Written communication, e.g. newsletter, take-home notice/reminder
  • P3. Support career influencers to gain understanding of career and career development within schools and the educational
    system, for example:

    • Provide career development resources and guidance on how career influencers can support career development
      through effective career conversations with students
    • Use formal structures such as school-based reporting systems and/or parent-teacher conferences to promote career
      concepts and principles
    • Use a web portal dedicated to communicating how the school supports age- and grade-appropriate career
      development
    • Use social media to communicate career ideas and/or events
    • Hold information sessions on career topics, e.g. supporting early year career exploration at home, understanding
      the link between career development and mental health/wellness, having career conversations with children
  • P4. Create opportunities for career influencers to participate in career development activities, for example:
    • Provide opportunities for community members to share their career experience within the classroom
    • Invite families to attend school-based, career-related events with students
    • Arrange for peers to share work, life, and learning tips and strategies for success
    • Co-facilitate a lesson with employers, elders, or coaches/mentors
    • Establish a network of career influencers who represent diverse occupations to form a Human Library

Knowledge & Understanding

Competent career development professionals must know and understand:

  • K1. Strategies for involving others in career development activities and programs

Contextual Variables

Competent career development professionals must be able to perform this competency in the following range of contexts:

Ease of obtaining and maintaining engagement is impacted by a variety of factors, e.g. scheduling conflicts, lack of transportation, previous negative experiences with the school, language barriers, lack of financial support.

Career influencers often do not even recognize that they are career influencers, and may need to be shown the impact they have on the career trajectories of the students they interact with. Assessment and evaluation tools will be selected to meet the specific needs of each client.

Glossary & Key References

Terms

Industry-specific terms contained in the standard defined here, where applicable.

Career Influencer: any community member who has an influence on a student’s understanding of career and career development.

Human Library: A metaphor for a local network of community members, including family members, representing diverse roles and occupations; these contacts are like the resources in a library. Students can “check-out” several resources to find out more about community members’ roles, work and local employment opportunities.

Information Sources and Resources for Consideration

Community-connected experiential learning. A policy framework for Ontario schools, kindergarten to grade 12. winter 2016 accessed January 24th, 2020 https://ocea.on.ca/wp-content/uploads/2017/08/CCEL-Document.pdf

Context Rating Scales

Criticality

Q: What is the consequence of a professional being unable to perform this skill according to the standard?

Minimal risk: SOMEWHAT CRITICAL

Frequency

Q: How frequent and under what conditions is this skill performed?

Circumstantially, e.g. per project, when a specific event arises

Level of Difficulty

Q: Under routine circumstances, how would you rate the level of difficulty in performing this skill?

Moderate difficulty or complexity

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 career development professional requires a minimum of one year of experience as an educator and varied experiences in collaborating with families of students.

Autonomy

Practitioners typically perform this competency without supervision, and alone and/or as part of a team.

Automation

It is unlikely that this competency will automate.

Requisite Work Aids, Tools, Equipment or Materials

None

Career Development Professional Centre

Help us cultivate a community we all enjoy by reviewing and following the Code of Conduct.  

Our Purpose  

Thank you for being a part of the online CDPC social learning community. To ensure that all members have the best possible experience, we have a few ground rules that we ask everyone to adhere to. This code of conduct applies equally to every person in the community and is intended to foster an online space that is inclusive, safe, and welcoming to all. 

Community Rules 

Be welcoming 

We strive to be a community that welcomes and supports people of all backgrounds and identities. We aim to create and facilitate a community that promotes excellence and innovation in career and workforce development. Please extend respect to all members; we all come from different backgrounds and levels of knowledge and there is no such thing as a stupid question. 

Be respectful 

We won’t all agree all the time, but when we disagree don’t let those disagreements turn into personal attacks. A community where people feel uncomfortable or threatened will not be a productive one. Instead, when having discussions in the online community, create productive conversations around the content being presented, not the person behind the content. Any post that is determined to be “hate speech” towards any individual or group will be deleted, and the user account may be locked until an investigation regarding the post has been concluded. The user may be given a written warning or removed from the CPDC community platform depending on the findings of the investigation.  

Hate Speech could include and is not limited to:  

  • Violent threats or language directed against another person 
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A good rule of thumb is to never post anything that you wouldn’t be comfortable with the world seeing or that you wouldn’t want anyone knowing came from you. We ask that you keep in mind the focus of this community, which is building excellence and innovation in career and workforce development for all individuals.  

Be considerate of the purpose of the community 

This community will be focused on building excellence and discussing innovation in the career and workforce development field. The goal of this community is to communicate goals, challenges, constructive feedback, and questions in relation to career and workforce development. The community should be a place for continued learning and development as well as a place to discuss the future of our field (solicitation without written consent by the Project or Advisory team, is strictly prohibited). Any post that is determined to be soliciting any individual or group will be deleted, and the user account may be locked until an investigation regarding the post has been concluded. The user may be given a written warning or removed from the CPDC community platform depending on the findings of the investigation. 

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Make reasonable efforts to ensure that posts and materials are allocated to the appropriate group or topic. This will prevent cluttering the community and make it easier for everyone to find the information that they are seeking. Individuals who do this repeatedly will be contacted by one of the group admins and asked to follow these guidelines.  

Privacy and Release of Information  

CDPC-CEDC will not release your information to any third-party agencies.  

Group Admins 

There are four group admins who are available to you. Below are their names and their spoken language. 

Heather Powell | Anglophone 

Gabrielle St-Cyr | Francophone/Anglophone 

Florence Desrochers | Francophone/Anglophone

Muriel Andoblé-Yao | Francophone

Thank you and welcome to the CDPC Community!