Workers in Transition NATCON

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Workers in Transition NATCON

  1. 1. Centre for Education and Work (CEW)
  2. 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. 3. Research Project <ul><li>Three year national study </li></ul><ul><li>Funded by HRSD </li></ul><ul><li>Measure the effects of Prior Learning Assessment and Recognition (PLAR) strategies for workers in employment transition </li></ul>
  4. 4. Unique Research <ul><li>First large-scale national study on PLAR and portfolio as a tool for employment transition </li></ul><ul><li>Project Partners: Halifax PLA Centre and the Saskatchewan Labour Force Development Board </li></ul><ul><li>Portfolio Workshops were conducted in </li></ul><ul><ul><li>Nova Scotia and New Brunswick </li></ul></ul><ul><ul><li>Manitoba </li></ul></ul><ul><ul><li>Saskatchewan </li></ul></ul><ul><ul><li>British Columbia (Vancouver Island) </li></ul></ul>
  5. 5. Participants <ul><li>Over 300 participants from across the country </li></ul><ul><li>All walks of life </li></ul>
  6. 6. Emphasis on Work-Based Portfolio <ul><li>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. </li></ul>
  7. 7. Portfolio Product <ul><li>A physical collection of evidence which proves learning or skill </li></ul>
  8. 8. Portfolio Process <ul><li>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 </li></ul>
  9. 9. Portfolio as a Transition Tool <ul><li>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 </li></ul>
  10. 10. Participant’s Voice
  11. 11. Recruitment PHIL
  12. 12. Results of the study
  13. 13. Portfolio Helps the Employment Transition Process <ul><li>Developing a Portfolio Helped Study Participants Improve Their Job Search Readiness </li></ul><ul><li>Preliminary results show that 73.3% of study respondents say that Portfolio has been an important part of their job search process. </li></ul>
  14. 14. Readiness for the Job Search Process <ul><li>More Effective Interviews </li></ul><ul><li>Realistic Self-Assessment of Skills </li></ul><ul><li>Clearer Employment and Educational Goals </li></ul><ul><li>Greater Confidence </li></ul>
  15. 15. Supports More Effective Job Interviews <ul><li>Gave participants concise information about their vocational and transferable skills. This provided confidence going in to an interview. </li></ul><ul><li>Skills information could be readily brought to mind during an interview, ensuring that participants would not falter when asked about their skills. </li></ul><ul><li>  </li></ul><ul><li>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 . </li></ul>
  16. 16. Demonstrate Skills to Employers <ul><li>Portfolios were used to demonstrate skills to potential employers. </li></ul><ul><li>In preliminary follow-up data, 43.3% of employed respondents had used the Portfolio they developed in an interview. </li></ul>
  17. 17. Participant’s Voice
  18. 18. Portfolio for Job Interviews … <ul><li>Portfolio helped people get ready for the interview by bringing to mind their skills and accomplishments. </li></ul><ul><li>Of those who used the Portfolio in an interview, 84.6% said the Portfolio helped them in the interview process. </li></ul>
  19. 19. Participant’s Voice
  20. 20. Promotes Career Development <ul><li>The portfolio process helped people identify new skills or recall skills that they have but have not used in their recent employment. </li></ul><ul><li>Preliminary results show that 74.8% of study respondents agreed that the Portfolio workshops helped them identify skills they did not know they had. </li></ul>
  21. 21. Participant’s Voice <ul><li>“ 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 </li></ul>
  22. 22. Transferable skills <ul><li>Identifying transferable skills helps people widen their job search opportunities. </li></ul>
  23. 23. Participant’s Voice <ul><li>“ 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.” </li></ul><ul><li>Rebecca, Manitoba </li></ul><ul><li>  </li></ul>
  24. 24. Helped Clarify Education and Training Goals <ul><li>Study participants had a better understanding of whether more education or training was required in order to achieve their career goals </li></ul>
  25. 25. Participants’ Voices <ul><li>Seth, </li></ul><ul><li>East Coast </li></ul>Wade, East Coast
  26. 26. Defined Personal and Career Goals and Values <ul><li>The portfolio process helped people clarify their personal goals and values as well as their workplace knowledge and skills </li></ul>
  27. 27. Participant’s Voice <ul><li>Evelyn, Manitoba </li></ul>
  28. 28. Developed Confidence In… <ul><li>Job search and interview process </li></ul><ul><li>Plans to achieve career goals </li></ul><ul><li>Value of skills and learning gained in workplace </li></ul>
  29. 29. All regions agreed <ul><li>Confidence was increased as a result of doing portfolio </li></ul><ul><li>This finding was consistent across all regional sites. </li></ul>
  30. 30. Participant’s Voice <ul><li>Mallory, British Columbia </li></ul>
  31. 31. Participant Group Results <ul><li>Transitions for: </li></ul><ul><ul><li>Immigrants </li></ul></ul><ul><ul><li>Persons in Mid-Career </li></ul></ul><ul><ul><li>Persons with Acquired Disabilities </li></ul></ul><ul><ul><li>Older Persons </li></ul></ul><ul><ul><li>Youth </li></ul></ul>
  32. 32. Immigrants <ul><li>Re-enter professions </li></ul><ul><li>Find a job quickly </li></ul><ul><li>Explore new career options </li></ul> Olivia, Manitoba
  33. 33. Persons Contemplating Mid-Career Changes <ul><li>Values and goals setting component of the portfolio workshops often required additional reflection time before moving forward in the portfolio process. </li></ul><ul><li>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. </li></ul>
  34. 34. Participant’s Voice <ul><li>“ 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.” </li></ul><ul><li>Alison, British Columbia </li></ul>
  35. 35. Persons With Acquired Disabilities <ul><li>Persons with acquired disabilities face the task of redefining their job skills, sometime in radically different ways from their previous work. </li></ul><ul><li>Portfolio workshops helped focus on what they can do in their lives and careers, rather than on what they can no longer do. </li></ul>
  36. 36. Participant’s Voice <ul><li>Ethan, British Columbia </li></ul>
  37. 37. Older Persons <ul><li>The portfolio process helped older participants identify their strengths based on their years of experience in the workforce. </li></ul>
  38. 38. Participant’s Voice <ul><li>“ 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 </li></ul>
  39. 39. Youth <ul><li>Some of the youngest participants in the study worried that their age might equate with lack of experience and direction. </li></ul><ul><li>  </li></ul><ul><li>“ 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 </li></ul>
  40. 40. Final Report <ul><li>Preliminary information about this project is available on the CEW website @ cewca.org </li></ul><ul><li>The Workers in Transition Study will conclude in November 2006 </li></ul><ul><li>The Final Report will be posted on the CEW Website at that time </li></ul>
  41. 41. Centre for Education and Work

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