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Workers in Transition NATCON

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  • 1. Centre for Education and Work (CEW)
  • 2. PLAR: Workers in Transition National Research Study “ Number one I would say it was mind opening. It gave you a different perspective on how to look at something; a different perspective on how to look at your skills; a different way of charting skills. . . .” Lillian, Portfolio Workshop Participant, British Columbia
  • 3. Research Project
    • Three year national study
    • Funded by HRSD
    • Measure the effects of Prior Learning Assessment and Recognition (PLAR) strategies for workers in employment transition
  • 4. Unique Research
    • First large-scale national study on PLAR and portfolio as a tool for employment transition
    • Project Partners: Halifax PLA Centre and the Saskatchewan Labour Force Development Board
    • Portfolio Workshops were conducted in
      • Nova Scotia and New Brunswick
      • Manitoba
      • Saskatchewan
      • British Columbia (Vancouver Island)
  • 5. Participants
    • Over 300 participants from across the country
    • All walks of life
  • 6. Emphasis on Work-Based Portfolio
    • We wanted to determine whether the development of a work-based Portfolio would help workers in transition in the job search, interview and employment process.
  • 7. Portfolio Product
    • A physical collection of evidence which proves learning or skill
  • 8. Portfolio Process
    • An intellectual process of identifying and reflecting on the value and application of learning and skills obtained in the workplace, through academic endeavours, and through other life experiences
  • 9. Portfolio as a Transition Tool
    • The process of identifying and reflecting on skills is just as or more important as the portfolio product to people in the employment transition process
  • 10. Participant’s Voice
  • 11. Recruitment PHIL
  • 12. Results of the study
  • 13. Portfolio Helps the Employment Transition Process
    • Developing a Portfolio Helped Study Participants Improve Their Job Search Readiness
    • Preliminary results show that 73.3% of study respondents say that Portfolio has been an important part of their job search process.
  • 14. Readiness for the Job Search Process
    • More Effective Interviews
    • Realistic Self-Assessment of Skills
    • Clearer Employment and Educational Goals
    • Greater Confidence
  • 15. Supports More Effective Job Interviews
    • Gave participants concise information about their vocational and transferable skills. This provided confidence going in to an interview.
    • Skills information could be readily brought to mind during an interview, ensuring that participants would not falter when asked about their skills.
    •  
    • Some participants used their portfolio during the interview to demonstrate skills, while others simply had the portfolio with them during the interview and could refer to it if required .
  • 16. Demonstrate Skills to Employers
    • Portfolios were used to demonstrate skills to potential employers.
    • In preliminary follow-up data, 43.3% of employed respondents had used the Portfolio they developed in an interview.
  • 17. Participant’s Voice
  • 18. Portfolio for Job Interviews …
    • Portfolio helped people get ready for the interview by bringing to mind their skills and accomplishments.
    • Of those who used the Portfolio in an interview, 84.6% said the Portfolio helped them in the interview process.
  • 19. Participant’s Voice
  • 20. Promotes Career Development
    • The portfolio process helped people identify new skills or recall skills that they have but have not used in their recent employment.
    • Preliminary results show that 74.8% of study respondents agreed that the Portfolio workshops helped them identify skills they did not know they had.
  • 21. Participant’s Voice
    • “ I’d say there are some skills there that I didn’t even know they were skills. I had assets that I didn’t know were skills or could be used or were employable.” Gary, Manitoba
  • 22. Transferable skills
    • Identifying transferable skills helps people widen their job search opportunities.
  • 23. Participant’s Voice
    • “ Yes, they helped me realize that some of them were transferable, basically because I thought that everything I was doing I could only do in an office setting, or everything I was doing could only be done in a retail store. But I kind of realized customer service and having good phone manners and being able to multitask and keep all kinds of different balls in the air at once, like in a work setting, can be done anywhere.”
    • Rebecca, Manitoba
    •  
  • 24. Helped Clarify Education and Training Goals
    • Study participants had a better understanding of whether more education or training was required in order to achieve their career goals
  • 25. Participants’ Voices
    • Seth,
    • East Coast
    Wade, East Coast
  • 26. Defined Personal and Career Goals and Values
    • The portfolio process helped people clarify their personal goals and values as well as their workplace knowledge and skills
  • 27. Participant’s Voice
    • Evelyn, Manitoba
  • 28. Developed Confidence In…
    • Job search and interview process
    • Plans to achieve career goals
    • Value of skills and learning gained in workplace
  • 29. All regions agreed
    • Confidence was increased as a result of doing portfolio
    • This finding was consistent across all regional sites.
  • 30. Participant’s Voice
    • Mallory, British Columbia
  • 31. Participant Group Results
    • Transitions for:
      • Immigrants
      • Persons in Mid-Career
      • Persons with Acquired Disabilities
      • Older Persons
      • Youth
  • 32. Immigrants
    • Re-enter professions
    • Find a job quickly
    • Explore new career options
    Olivia, Manitoba
  • 33. Persons Contemplating Mid-Career Changes
    • Values and goals setting component of the portfolio workshops often required additional reflection time before moving forward in the portfolio process.
    • Challenges included length of time before retirement, pension plans, loss of income if training for a new career, and family obligations like caring for children and elderly parents.
  • 34. Participant’s Voice
    • “ I’m fifty-two this year, so I’ve got to make up my mind about what I’m doing. All the kids are grown and doing their own . . .It’s time for me to do what’s good for me, so that I have a fulfilling life as well.”
    • Alison, British Columbia
  • 35. Persons With Acquired Disabilities
    • Persons with acquired disabilities face the task of redefining their job skills, sometime in radically different ways from their previous work.
    • Portfolio workshops helped focus on what they can do in their lives and careers, rather than on what they can no longer do.
  • 36. Participant’s Voice
    • Ethan, British Columbia
  • 37. Older Persons
    • The portfolio process helped older participants identify their strengths based on their years of experience in the workforce.
  • 38. Participant’s Voice
    • “ I think one of the. . .reasons I was interested in doing it was because I was feeling like, ‘Oh goodness, I can’t do anything,’ because I wasn’t getting jobs and I was feeling like, ‘Oh, I’m too old,’ or something. And I’m not feeling that I’m too old, but I mean that I’m considered too old and those kinds of things. So in reflecting on a lot of things I’ve done, I realized that I have a lot of skills that I can use in a lot of different places.” Beth, Manitoba
  • 39. Youth
    • Some of the youngest participants in the study worried that their age might equate with lack of experience and direction.
    •  
    • “ I guess for people like me that are young people who don’t really know what they’re doing, [to figure out] their skills and get them all kind of pointed in the right direction.” Wesley, Saskatchewan
  • 40. Final Report
    • Preliminary information about this project is available on the CEW website @ cewca.org
    • The Workers in Transition Study will conclude in November 2006
    • The Final Report will be posted on the CEW Website at that time
  • 41. Centre for Education and Work