Good Morning REVIEWING FOREIGN QUALIFICATIONS:

IS THERE A BETTER WAY? 25 November 2014 Edmonton

C A N A D I A N T O U R I S M H R C O U N C I L

C O N S E I L C A N A D I E N D E S R H E N T O U R I S M E

Building Canada’s Tourism Workforce

Develop the Workforce: Productivity, Skills

Connect Job Seekers to Employment

Conduct Research

C A N A D I A N T O U R I S M H R C O U N C I L

C O N S E I L C A N A D I E N D E S R H E N T O U R I S M E

28 Professional Certification Programs

Canadian Tourism HR Council

TARGETED PROGRAMS

Foreign Qualification and Bridging Programs

500 Training Modules

Career Guidance

Represents 1.7 million workers, 700,000 employers

International Partnerships, Broad Base

of Industrial Sectors

Specialist in Labour Market Research

20+ Years in Setting Industry Occupational

Standards

Supply and Demand 228,500 Unfilled Jobs

Why FQR? Tourism is important to Canada’s economy; it plays a significant role is future job creation

and employing targeted groups that traditionally have difficulty gaining employment.

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3

4

Foreign trained workers (immigrants) are an important and necessary source of skilled labour: high employment prospects

Sector is often a ‘training ground’ for new immigrants • ‘Canadian experience’ • Language

A need for coherence and improved learner and worker mobility systems

Improved consistency and portability of credentials

Challenges, Issues Increasingly limited

resources

Greater demands

Increased quality

assurance

Need for greater

efficiencies

Additional Context

Maintain program

integrity: validity, reliability,

fairness

Remain focused on a

competency approach

Address broader

context, scalability

‘Centralize’

administration

And from an admin point of view…

Systemic Models – Foreign Qualification Recognition

OCCUPATIONAL LANGUAGE ANALYSIS

CANADIAN WORKPLACE ESSENTIAL SKILLS

EFFICIENT, VALID, RELIABLE ASSESSMENT

MODELS

QUALIFICATION FRAMEWORKS

INTERNATIONAL COMPETENCY STANDARDS

COMPETENCY ASSESSMENT, PLAR

FORIEGN PROGRAM PARTNERS

PROGRAM VALUATION MODEL

International Competency Standards

Setting a Universal Standard of Practice

Define what is expected of a competent worker: emphasis on ability to perform proficiently

Forward-looking: take into account economic, political, social, environmental, and technological trends

Rigorous, defined and validated by subject matter experts; broad consultation

Socially, economically and politically relevant

Compliant with 15 core principles

Held within an appropriate governance structure

VS VS VS VS

Trust Influence, Integrity

Competent Guidance

Quality, Due Process Followed

Fair, Valid, Reliable Outcomes

Developing International Standards

Individual Career Development Personal and Professional Development

Institutional HR Management Organizational Change Curriculum, Training Credentials

Sectoral / Societal Workforce Planning Learner and Worker Mobility

Competency Standards

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2

3

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7

A Quality Assurance,

Developmental M odel

Initiation and Planning

Benchmark Research

Developing (Setting) the Standard

Validation

Ratification

Publication

Quality Assurance and Maintenance

Purpose, Rationale, Context • A general definition, who it’s for, why it’s important

Performance, Abilities • Specifies required performance of a competent practitioner,

who is able to perform consistently, in the right context (or range of contexts) with the intended level of proficiency.

• Present tense, active verbs, simple form

A competent practitioner must be able to:

Knowledge • Specifies required knowledge: what a competent practitioner

must know in order to perform consistently to the required standard.

• Factors in context, e.g. pace, conditions/variables.

A competent practitioner must know:

Competency

Element

FACTS PROCEDURES META

COGNITION

CONCEPTS, THEORIES

Variable, Range of Context • Variables specify the factors which, if present, have a significant

impact on the knowledge and skills a worker needs to perform to the required standard.

Context

Glossary…

Competency

Element

CRITICALITY FREQUENCY DIFFICULTY DEPENDENCY AUTONOMY TIME TO BE

PROFICIENT

1. Testing specifications 2. Curriculum guidelines

3. Career guidance information 4. Program articulation…

Guiding Principles International Competency Standards

Accessible, equitable, and fair

Coherent and rigorous

Respectful of confidentiality

Based on a consensus approach

Compliant with regulations affecting the domain

Current, relevant and valid

Flexible Forward

looking

Harmonized with prevailing practices, standards

Held within an appropriate governance structure

Impartial and independent

ACCESSIBLE, EQUITABLE, FAIR

COHERENT, RIGOROUS CONFIDENTIALITY

COMPLIANT WITH REGULATIONS

CONSENSUS APPROACH

CURRENT, RELEVANT & VALID FLEXIBLE

FORWARD LOOKING

GOVERNANCE STRUCTURE HARMONIZED

IMPARTIALITY & INDEPENDENCE

OPENNESS & TRANSPARENCY SUSTAINABLE

SOCIALLY ECONO.., POLITICALLY RELEVANT

REPRESENTATIVE & INCLUSIVE

Guiding Principles

Technological

Economic

Environmental

Political Regulatory, Legal Social / Cultural Context

The process considers these key influencers SITUATIONAL ANALYSIS, VARIABLES, TRENDS AND FACTORS

Globalization Historical Context

Conventions Corporate marketing events

Cultural events Exhibitions

CANADA UNITED STATES

BELGIUM GERMANY IRELAND

NETHERLANDS UNITED KINGDOM

SOUTH AFRICA TURKEY

UGANDA ZIMBABWE

BAHRAIN KINGDOM OF SAUDI ARABIA

OMAN TAIWAN

THAILAND UNITED ARAB EMIRATES

QATAR

AUSTRALIA NEW ZEALAND

Broad Scope and Engagement

Events Management International Competency Standards

Fairs Festivals Meetings

Political events Special events Sports events Trade shows

Stakeholder Engagement Plan

Advisory or Steering

Committee

Subject Matter Experts (Content

Specialists)

Stakeholder Engagement Plan

FOCUS GROUP SESSIONS

WEBINAR SESSIONS

ONLINE SURVEYS

WEB INFO & TOOLS

STRUCTURED INTERVIEWS

Outreach Consultation Shared Leadership

Who Needs to Involved? Why?

COMPETENCY STANDARDS

Industry/Trade Associations

Organized Labour

‘Competitors’

Rights Holders

Credential Granting Bodies

Sponsors, Financers

Board Members

Employers

Individuals, Job Incumbents

Government

Like Organizations

Suppliers, e.g. Training

Customers

Communities

Specialists, Policy Experts Employees

JUST WHAT IS A STAKEHOLDER AND WHO ARE THEY?

Achieve Representation?

Cultural Framework

Collectivism Individualism

Universalism Particularism

Specific Diffuse

Achievement Ascription

Past Future Present

Validation Framework

1 2 3 ACCOUNTABILITY

AND INFLUENCE

MEASURES

STAGE STAGE STAGE

ESSENTIAL

REQUIREMENTS QUALITATIVE

REQUIREMENTS

Validation Framework

ESSENTIAL REQUIREMENTS

Complete

Accurate

Appropriate specificity

Clarity, lack of ambiguity

Void of complex rhetoric, jargon Measurable, attainable

Void of redundancy

Harmony, agreement, concordance, consistency

Focused on objective

Free of inherent bias; politically neutral

Appropriate scope of domain

Conformity with style guideline

STAGE

1

Validation Framework

STAGE

2 QUALITATIVE REQUIREMENTS

Verification of appropriate data sources and collection methods (primary, secondary)

Appropriate projection, e.g. current versus future/ aspirational

Appropriate level/ benchmark

Verification of cultural relevance and integrity

Cross-validation with related skills index, e.g. Occupational Language Analysis, Essential Skills Profile, Regulations, qualified norm references

Canadian Workplace Essentials

Addressing the Catch-22 Conundrum

Just what do we mean by “Canadian Workplace Experience”?

Non-verbal Communication

A Positive Attitude

Personal Space

Confidence

Initiative

Expressing Personal Opinions

Asking Questions

Social Skills

Oral Communication

Networking

A Healthy Personal Regimen

Punctuality

Adaptability & Flexibility

Organizational Structure

Safety

Attitudes

Have a Positive Attitude

Show

Responsibility

Show

Adaptability

Take Responsibility for Learning

Value Safety

Skills

Use Commun- ication Skills

Use Numeracy

Skills

Use Computers & Other Technology

Manage Information

Use Thinking

Skills

Work With Others

Show Job Search

Skills

Knowledge

Show Knowledge of Organization

and Sector

Serve Organizat- ion’s Customers Professionally

Have Knowledge of Tourism Sector

Promote Tourism

Sector

Qualification Frameworks

Sorting Out Credentials,

Improving on Coherence

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Qualifications Frameworks in Tourism provide a classification of qualifications according to levels based on a set of criteria identifying increasing levels of complexity of learning achieved. A Qualifications Framework establishes a basis for improving the quality, accessibility, linkages and recognition of qualifications within a country and internationally.

It provides a resource to employers for increased productivity through selection and retention of qualified workers, and identifies optional career paths, mobility and recognition for individuals.

Dip loma of Vocational Studies in Professional Cooking (Quebec only)

High School Programs

Culinary Arts & Managem ent

Diplomas

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Qualification types are noted at the level (complexity) of learning expected of graduates. Although the level of complexity of learning may be the same, the breadth, depth and content of learning

required in qualifications differ. Therefore qualifications listed at the same level do not designate equivalency. A Qualifications Framework identifies

linkages between endorsed qualifications. Horizontal arrows between qualifications indicate the possibility of cross credits or advanced standing when moving from one qualification to another. Qualifications Framework details can be found at www.tou rismqualifications.ca.

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Apprenticeship 0 Qualification types are noted at the level (complexity) of learning expected of graduates.

Although the level of complexity of learning may be the same, the breadth, depth and content of learning required in qualifications differ. Therefore qualifications listed at the same level do not designate equivalency. A Qualifications Framework identifies

linkages between endorsed qualifications. Horizontal arrows between qualifications indicate the possibility of cross credits or advanced standing when moving from one qualification to another. Qualifications Framework details can be found at www.tourismqualif ications.ca.

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For further information go to www.cookingqualif ications .ca

Program Valuation Models

Just How Relevant is that Program?

CREDENTIAL Diploma, Degree

Certification…

FORMAL EDUCATION OR

TRAINING PROGRAM

OCCUPATIONAL STANDARD

3

4

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2

OBJECTIVES

QUALITY, INTEGRITY Client success measures, outcomes Guidelines, quality standards/assurance? Governance structure? Maturity in market?

VALUATION, TECHNICAL MEASURES 3rd party analytical comparison: •recommended valuation Business objectives? Recommendations?

AGREEMENT

Dis

cove

ry

Agr

eem

ent

Aligned to goals? Linked to industry standards? Accredited, authority status? Risks, opportunities?

Valuation Information Terms of arrangement Governance requirements

Maintenance Communications Conditions

Resources

Level of engagement

KEY PRINCIPLES

Learner/client-centred

Supports learner and labour mobility, opportunity for lifelong learning

Maintain program integrity;

a focus on quality

Collaboration

Sustainable, resource-effective, dedicated resources

Program articulation agreements are universal

Program Valuation Model: A Quality Approach

Determining fair credit transfer between or amongst different programs

⃝ be meaningful and present one problem or task

⃝ present all relevant information to ensure clarity and understanding and should ask a complete question, state an issue, or present a scenario

⃝ be succinct, concise and without superfluous information

⃝ use sentence structure that is grammatically accurate and logically related to the alternatives

⃝ present scenario questions as a situation that relates directly to a specific standard; the stem should only be a few lines in length and contain only relevant information

,

⃝ be stated in a positive form

Competency Assessment, PLAR

Emphasizing Professional Competency

over Formal Credentials

Valid, Reliable Models

Looking for Efficiencies with Assessment

STRUCTURED

INTERVIEWS

M ULTIPLE RESPONSE

EXAM

Standardized, objective assessment method, using a carefully constructed script and evaluation tool, designed to measure against a set standard

Interviewer/Assessor Candidate

Measure of competency: predictive of future behaviour

Criterion-referenced

Valid, reliable

Test of applied knowledge, much like a multiple-choice exam, except with multiple responses: several correct responses are

necessary to solve the problem.

Factors in context, situations, variables.

May be all or nothing, or partial marks.

Supporting questions to

further explore subject

A process of “thorough

examination”: scrutinize

Not leading, i.e. provides no

clues or suggested outcomes

Lead question

Reflective of competencies

Realistic, contextual

Open-ended

Clear and concise

Language level appropriate

for candidates

Free of jargon

1 2

PRIMARY PROBING

Actual behaviour based on past experience

Asking how they did respond

Based on possible future situations

Asking how they would respond

BEHAVIOURAL

SITUATIONAL

Describe a situation where you had to deal with...

Tell me about a time when you...

What specific actions do you take when...

A angry applicant confronts you... How would you handle this situation?

What action would you take?

What would you do?

PMondor 2012

Foreign Program Partnerships

Overseas Capacity Aligned with Sector

Goals and Organizational Standards

• Competency standards • Professional designations, industry

credentials • Reciprocity and credit transfer

Learner and worker mobility

Assurance of high standard

Occupational Language Analysis

Refined Understanding and Response to

Minimum Language Requirements

Speaking

Listening

Reading

Writing

1 Benchmark language tasks from

Essential Skills Profile

2

3

Benchmark language tasks from National Occupational Standard

Validate profile

Example

C A N A D I A N T O U R I S M H R

C O N S E I L C A N A D I E N D E S R H

C O U N C I L

E N T O U R I S M E

Thank you! PHILIP MONDOR pmondor@cthrc.ca