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1. Conducts Needs Analyses
2. Develops Program Framework
3. Develops Learning Materials
1. Conducts Needs Analyses
Competency
Competency 1.1Identifies and engages training partners to participate in needs analysis
Performance Indicators
- Participates in networking to build relationships with training partners and potential clients
- Identifies appropriate training partners in relation to project objectives
- Compares and contrasts training partners’ objectives and implications for workforce development
Supporting Knowledge
- Skills in networking, collaboration, marketing and engagement
- Knowledge of training partners at local, provincial and national levels relative to programming needs: e.g., participants, funders, training organizations, employers, Indigenous organizations, instructors, supervisors, mentors, peers and community members
- Knowledge of Gender-based Analysis Plus (GBA+) process and framework
Competency 1.2Conducts preliminary research to plan and prepare needs analysis
Performance Indicators
- Researches background information about industry, company, occupation and economic context
- Identifies challenges and opportunities for training within training partner context
- Identifies performance metrics relevant to business, organization and/or industry needs, such as productivity, safety and costs
- Creates needs analysis framework relative to training partners’ needs and constraints
- Validates needs analysis framework with the client
- Prepares interview and confidentiality protocols
Supporting Knowledge
- Knowledge of research skills to find information from a variety of sources, such as Labour Market Information, NOC, Essential Skills Job Profiles, etc.
- Knowledge of how Skills for Success impact performance: e.g., productivity, error rates, re-do rates, material wastage, absenteeism, teamwork, accident rates, morale, client satisfaction, health outcomes, etc.
Competency 1.3Conducts needs analysis with various training partners to inform Skills for Success program design
Performance Indicators
- Follows interview and confidentiality protocols
- Collects needs analysis data using suitable research methods
- Asks probing questions to uncover which skills are impairing performance and impacting business success
- Completes job task analysis to determine complexity levels, criticality and frequency of tasks required for specific roles
- Identifies the most relevant Skills for Success domains depending on criticality and frequency within job tasks and availability of time for training
- Benchmarks participants relative to identified performance indicators and competencies
- Collects workplace material and identifies scenarios for application-based training
Supporting Knowledge
- Knowledge of confidentiality protocols and privacy acts: e.g., The Privacy Act, Freedom of Information and Protection of Privacy Act (FIPPA), Personal Information Protection and Electronic Documents Act (PIPEDA)
- Knowledge of interview skills and types of interview questions
- Knowledge of research methods: e.g., observation, questionnaires, interviews, focus groups, etc.
- Knowledge of how Skills for Success impact performance: e.g., productivity, error rates, re-do rates, material wastage, absenteeism, teamwork, accident rates, morale, client satisfaction, health outcomes, etc.
- Knowledge of job task analysis process
- Knowledge of criticality and frequency: i.e., determination of most important and frequently used skills in specific roles
Competency 1.4Evaluates needs analysis results to make recommendations for training
Performance Indicators
- Identifies the need for skill upgrading
- Identifies context, constraints, costs, timing and other pragmatics of delivery to determine viability of training program
- Recommends a plan for upgrading training
- Aligns results of needs analysis with training partners’ priorities
Supporting Knowledge
- Knowledge of how Skills for Success impact performance: e.g., productivity, error rates, re-do rates, material wastage, absenteeism, teamwork, accident rates, morale, client satisfaction, health outcomes, etc.
- Knowledge of best practice models
- Knowledge of project management
Competency 1.5Develops agreements with clients
Performance Indicators
- Writes and presents proposals to secure contracts
- Defines project scope, protocols and project partner roles
- Negotiates agreement terms and conditions
- Finalizes contract
Supporting Knowledge
- Knowledge of format and processes of formal report writing
- Knowledge of networking, collaboration, marketing and engagement strategies
- Knowledge of structures of Memorandums of Understanding, legal agreements and financial models to build proposals, budgets and understanding agreements
2. Develops Program Framework
Competency
Competency 2.1Identifies goals and overarching principles of Skills for Success training
Performance Indicators
- Identifies the goals, objectives and intended program outcomes, based on needs analysis
- Identifies levels of skills required relative to training timeline
- Creates a profile of the intended participant
- Balances participant, employer, funder and societal goals
- Establishes overall design principles
Supporting Knowledge
- Knowledge of business measures
- Knowledge of educational philosophies: e.g., progressive adult education, behaviourist adult education, etc.
- Knowledge of design approaches: e.g., performance-centered design, universal design for learning, etc.
- Knowledge of design processes: e.g., design thinking, successive approximation model (SAM), etc.
Competency 2.2Applies Universal Design for Learning principles to reduce barriers to learning and give all participants equal opportunity to succeed
Performance Indicators
- Develops flexible curriculum materials and activities that can be adjusted to individual needs
- Presents information and content in different ways and modalities
- Incorporates culturally responsive materials and activities
- Provides a variety of ways for participants to express and demonstrate what they know
- Stimulates participant interest and motivation for learning using a variety of strategies
Supporting Knowledge
- Knowledge of Universal Design for Learning (UDL) framework, principles and methods
- Knowledge of multiple means of representation: e.g., using different modalities, providing customizable display of information, providing alternatives for auditory and visual information
- Knowledge of intercultural competence and culturally relevant and responsive curriculum
- Knowledge of multiple means of action and expression: e.g., different options for physical action, expression and communication and executive functions
- Knowledge of multiple means of engagement: e.g., different strategies for recruiting interest, sustaining effort and persistence, and self-regulation
- Knowledge of disability and accessibility standards as applicable to community context: e.g., Accessible Canada Act, Accessibility for Ontarians with Disabilities Act, Accessibility for Manitobans Act, Nova Scotia Accessibility Act, etc.
- Knowledge of digital learning tools and environments: e.g., learning management systems, software, applications, synchronous and asynchronous learning, etc.
- Knowledge of Gender-based Analysis Plus (GBA+) process and framework
Competency 2.3Builds Skills for Success training framework
Performance Indicators
- Determines scope of concepts, content and competencies to be included in Skills for Success curriculum based on established training goals, principles and constraints
- Determines a logical sequence for delivery, recognizing that efficient acquisition of higher proficiency levels is dependent on mastery of lower order skills within proficiency levels and between domains
- Writes measurable, observable program learning outcomes in alignment with relevant occupational and industry performance standards, job profiles and benchmarked participants
Supporting Knowledge
- Knowledge of how to write clear and measurable learning outcomes
- Knowledge of Bloom’s taxonomy
- Knowledge of industry performance standards and competencies
- Awareness of the ways Skills for Success interconnect and how that affects learning and instruction: e.g., numeracy requires sufficient reading and document use skills; problem-solving ability improves with greater reading and numeracy skills; collaboration requires communication and problem-solving skills
3. Develops Learning Materials
Competency
Competency 3.1Integrates Skills for Success and workplace applications throughout curriculum
Performance Indicators
- Incorporates real-world tasks and authentic workplace materials into program materials, including culturally and contextually relevant materials
- Integrates multiple Skills for Success into learning tasks to reflect the integrated nature of workplace tasks
Supporting Knowledge
- Awareness of the ways Skills for Success interconnect and how that affects learning and instruction: e.g., numeracy requires sufficient reading and document use skills; problem-solving ability improves with greater reading and numeracy skills; collaboration requires communication and problem-solving skills
- Awareness of how greater social-emotional skills improve acquisition of other skills
- Knowledge of intercultural competence and culturally relevant and responsive curriculum
Competency 3.2Creates program materials
Performance Indicators
- Establishes learning outcomes for each curriculum component
- Develops participant training materials to support achievement of learning outcomes
- Develops instructor training materials to support transfer of knowledge and facilitation
- Develops formative assessment materials to provide feedback to participants
- Develops summative assessment materials to evaluate participants’ achievement of learning outcomes
- Develops a range of supplemental materials to scaffold learning for struggling participants and extend learning for participants who would benefit from extra challenge
Supporting Knowledge
- Knowledge of how to produce user-friendly participant training materials: e.g., worksheets, assignments, activities, presentations, interactive online materials, review exercises, graphic organizers, etc.
- Knowledge of how to produce user-friendly instructor training materials: e.g., instructor guides, presentations, lesson plans, etc.
- Knowledge of plain language and design principles
- Knowledge of formative assessment strategies: e.g., learning observations, discussion, self-reflection, exit-slips, portfolios, quizzes, interviews, questionnaires, student error logs, etc.
- Knowledge of summative assessment strategies: e.g., tests, exams, performance assessments, rubrics, etc.
- Knowledge of scaffolding techniques: e.g., provision of examples, models and templates; think aloud step-by-step processes; pre-teach vocabulary; use of visual aids; checks for understanding during lessons; division of large tasks into smaller chunks; slowing the pace of instruction; etc.
- Knowledge of differentiated instruction methods: e.g., flexible learning groups, choice in learning tasks, varied content presentation, differently leveled materials, etc.
- Knowledge of existing program materials to revise and reuse for new training purposes
Competency 3.3Keeps training development on track
Performance Indicators
- Develops and/or follows a workplan of project activities and timeline for completion of each stage
- Communicates with team members and clients about the status of deliverables
- Troubleshoots any obstacles and delays
Supporting Knowledge
- Knowledge of project management
- Knowledge of communication and collaboration strategies
Competency 3.4Ensures curriculum materials adhere to quality assurance standards
Performance Indicators
- Follows organizational Quality Assurance (QA) and Quality Control (QC) processes
- Monitors the quality of all curriculum components and learning and instructional materials
- Revises elements that do not meet quality standards
Supporting Knowledge
- Knowledge of quality assurance (QA) and quality control (QC) practices
- Knowledge of proofreading and editing techniques
- Knowledge of change management procedures for updating and maintaining curriculum
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