The New Abnormal: Revisiting Workplace Presenteeism During COVID-19

By Tade Owodunni (Cannexus23 GSEP Award Winner)

Preface 

As the second quarter of 2022 beckons, things appear to be fast returning to normal and everyone is gradually settling back into work. Organizations in Canada are fast embracing the new normal and adopting more flexible workplace practices. In the new normal, employee health concerns have remained a major subject at management meetings.  

Yet, things aren’t quite so normal. The now not-so-new sheriff in town is COVID-19, which has taken the world by storm and surpassed other health conditions that have plagued the work environment and workplace performance over the years, such as stress, heart-related ailments, sleep problems, allergies, body pain and depressive mood (McGregor et al., 2018). COVID quickly gained top-of-mind status with most employees who, by the nature of their employment, must report physically to work.  

Now into its third year as a significant health concern, COVID-19 has affected the world of work perhaps more than any other development in the modern era (Pieh et al., 2021). Its highly contagious nature, along with its tendency to periodically mutate into even more contagious variants, continually stretches the limits of modern medicine as the world struggles to find a solution. The ceaseless pressure to maintain productivity and profitability as the world begins to embrace the new normal presents new challenges with consequences that extend beyond the workplace.  

Workplace absenteeism and presenteeism  

The life of the modern-day business manager is not an easy one. They have a lot to contend with. While absenteeism remains a common disruptor to workplace activity, its parallel component, presenteeism, reintroduces itself as a clear and present danger for all organizations – particularly in the wake of COVID-19. Whilst absenteeism refers to a worker’s absence from work due to illness (either personally or as a caretaker for a sick dependent), presenteeism describes a situation where a legitimately ill person continues to physically come to the workplace (Howard et al., 2012). Where such an illness is as infectious as COVID-19, the consequences are not only monumental but extend beyond the workplace and assume a societal challenge of paradigmatic proportion.  

Presenteeism during COVID-19 

The costs and risk factors associated with workers coming into work while sick with COVID-19 are an enormous and relatively novel situation that organizations are forced to cope with. Where health conditions are non-contagious, sickness presenteeism has been observed to have some benefits to ailing staff, as the work environment offers structure, builds self-esteem and provides opportunities for social engagement and support (Kinman & Grant, 2022). Nonetheless, there is evidence that suggests that working while ill can delay, rather than expedite, the process of recovery, thus increasing the risk of future health problems and sickness absence (Skagen, 2016; Kinman & Grant, 2022).  

Inherent factors that encourage presenteeism  

Unfortunately, the pressures associated with having to turn up at work, especially in non-remote, in-person work sectors like retail, construction and hospitality, compel workers to take difficult decisions and go to work despite their ill health. They may also face the risk of lost hourly wages or even unemployment if they stay home sick.  

“Unhealthy” workplace culture can also be a factor. Employees may be gaslighted into self-doubt and question the seriousness of their own conditions because they are reluctant to let down their managers and colleagues. This may be a particular concern in situations where staffing levels are low or organizations are faced with other challenges that threaten their survival (Kinman, 2019). Workers may fear that their managers and colleagues do not consider them sufficiently unwell to necessitate time off from work if their symptoms are mild. This further constrains workers to put on a brave face and face the challenge of working during illness, unwittingly spreading it to other colleagues. The unfortunate long-term consequences, beyond prevailing a contagion that could otherwise be averted, includes reports that some people have continued to experience symptoms such as chronic fatigue, weakness, low productivity and cognitive difficulties several months later (Wise, 2020).  

Summary, reflections and further research direction 

The simple solution to stalling workplace presenteeism would be to encourage sick employees to stay at home and call in sick when they observe that they are experiencing COVID-19 symptoms, however mild (Pieh et al., 2021). Unfortunately, in the real world, things are never quite so simple. Therefore, sacrifices have to be made by both employees, who should conscientiously concede to reduced income during their periods of ill health, and managers, who should consider introducing half-pay conditions for workers performing in-person roles whose absenteeism is demonstrably a result of COVID-19-related illness. This demonstrates a sense of fairness to the affected employee and is a gesture of encouragement to avert the spread of the disease.  

Workplace presenteeism has a negative impact on employees, their co-workers and the community. It can exacerbate health problems and increase long-term sickness absence for the worker, increase accidents and injuries for the worker and co-workers, and transmit contagious illness to the community in which the workplace is embedded (Kinman, 2019) 

Tade Owodunni is a doctoral student in Business Administration at Royal Roads University, a Nigerian-trained lawyer, corporate governance practitioner and certified compliance and ethics professional. He emerged as the best graduating student (Nigeria) from his Masters of Business Administration (MBA) program at Business School Netherlands in 2018. Tade’s research interests include corporate governance themes, small business growth and career development subjects.  

References

Howard, K. J., Howard, J. T., & Smyth, A. F. (2012). The problem of absenteeism and presenteeism in the workplace. In Handbook of occupational health and wellness (pp. 151-179). Springer, Boston, MA. 

Kinman, G. (2019). Sickness presenteeism at work: prevalence, costs and management. 

Kinman, G., & Grant, C. (2021). Presenteeism during the COVID-19 pandemic: risks and solutions. Occupational medicine, 71(6-7), 243-244.  

McGregor, A., Ashbury, F., Caputi, P., & Iverson, D. (2018). A preliminary investigation of health and work-environment factors on presenteeism in the workplace. Journal of occupational and environmental medicine, 60(12), e671-e678. 

Pieh, C., Budimir, S., Delgadillo, J., Barkham, M., Fontaine, J. R., & Probst, T. (2021). Mental health during COVID-19 lockdown in the United Kingdom. Psychosomatic medicine, 83(4), 328-337.  

Skagen, K., & Collins, A. M. (2016). The consequences of sickness presenteeism on health and wellbeing over time: a systematic review. Social Science & Medicine, 161, 169-177. 

Wise, J. (2020). Long covid: doctors call for research and surveillance to capture disease. bmj, 370. 

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Legacy Learning and Career Development: Higher-education Students as Agents of Change

By Hannah Celinski (Cannexus23 GSEP Award Winner)

Students are faced with a variety of daunting tasks. They navigate institutional expectations, manage time for their studies and homework, often while working multiple jobs and contributing to a household by way of care for others, duties around the house and balancing their budget. Further, they are subjected to a changing world full of environmental, economic and societal uncertainty. The “evolving future” has become as unpredictable as it is unstable, and within these challenges lies the importance of fostering “the lifelong process of managing learning, work, leisure, and transitions” (CERIC, n.d.).  

I live in Abbotsford, BC. In 2021, we navigated the global pandemic, raging forest fires, a heat dome and a devastating flood. Our community remains shaken to the core by these unprecedented challenges. This is one town, in one province of our massive country. Our challenges are unique to Abbotsford, but the outlook is equally complex across Canada. During such challenging times, the importance of career influencers – “professionals [who] have the potential to influence students in their careers through their role and everyday practice” – is undeniable (Ho, 2019, p. 137). We need students to become agents of change, and career development is one path to hope for our people, communities and world. 

My PhD research focuses on the role of legacy in pedagogy (Legacy Learning). I examine Plato’s theory of the loadstone (attracting students to you like a magnet and infusing them with your knowledge and ability to attract further students); Maxine Greene’s consideration of learning through sedimentation (information builds up as sediment and is passed along to the next person in a synthesized form) (Greene, 2013); the role of mirror neurons in learning (you neurologically “practise” what you observe and the effect can be strengthened through relationship) (Zardi et al., 2021); and Indigenous ways of teaching and learning, amplifying the work of Sarah Davidson and Robert Davidson in their book, Potlatch as Pedagogy: Learning Through Ceremony (2018). Davidson & Davidson point to the importance of process, with failure as an option and celebration of the journey as the focus as opposed to assessment. 

I propose that legacy is a pathway to exponential growth, but our students are currently drowning in a tidal wave of information that flows over them through technology (Chan et al., 2015). Students are squeezed between the potency of exponentially growing knowledge they receive verbally, physically and affectively through their instructors, and the flow of information coming at them from their devices. To combat this evolving issue and turn the focus on successfully developing and producing agents of change, I propose including mindfulness and reflective practices as part of the higher-education curriculum in tandem with David Boud’s “feedback loop” – an ongoing conversation between the instructor and student to promote learning (Carless & Boud, 2018, p. 1318). 

So, how does career development fit into this conversation? By framing curriculum within a Legacy Learning context, the evolution of a career is framed as a process achieved by considering students’ past experiences in relation to their current place in the process, and how that feeds their future evolution. Each journey is unique. There is no longer an arrival employment opportunity. Rather, future stops encourage community involvement by furthering equity, diversity and inclusion as a vital aspect of society’s future; averting ecological impacts of current and past practices; and actively engaging with the United Nations Sustainable Development Goals. Each student has an important part to play in our future, but they will need our stories, support, guidance and encouragement to get there. As I said earlier, we need agents of change, and to get there, students will need everything we have to offer. 

Hannah Celinski is an Assistant Professor and Department Head of Arts Studies at The University of the Fraser Valley. She began as a music theatre performer in Toronto, eventually opening Aerial Dance & Acro Academy in Abbotsford before returning to academia. Celinski is currently pursuing a PhD in Educational Theory and Practice: Curriculum and Pedagogy at Simon Fraser University. She has a Master of Arts in English from Simon Fraser University, a Bachelor of Arts in English (Honours) from The University of the Fraser Valley and a Music Theatre Performance Diploma from Sheridan College. 

References

Boud, D. & Carless, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment and Evaluation in Higher Education. 43(8), 1315-1325. https://www.tandfonline.com/doi/full/10.1080/02602938.2018.1463354  

Chan, N., Walker, C., & Gleaves, A. (2015). An exploration of students’ lived experiences of using smartphones in diverse learning contexts using a hermeneutic phenomenological approach. Computers and Education, 82, 96-106. https://doi.org/10.1016/j.compedu.2014.11.001 

CERIC. (n.d.). Glossary of career development. https://ceric.ca/glossary-of-career-development 

Davidson, S. & Davidson, R. (2018). Potlatch as pedagogy: Learning through ceremony. Portage & Main.  

Greene, M. (2013). Curriculum and consciousness. In David Flinders (Ed.), Curriculum studies reader (2nd ed., pp. 134-147). Taylor and Francis.   

Hagendoorn, I. (2004). Some speculative hypotheses about the nature and perception of dance and choreography. Journal of Consciousness Studies, 11(3-4), 79-110. https://drive.google.com/file/d/1SU17_clyZ_l8m7SG98c8kjY2pN1AgqHM/view 

Ho, C. (2019). Professionals in post-secondary education: Conceptions of career influence. (Doctoral dissertation, Simon Fraser University, Surrey, Canada). Retrieved from http://summit.sfu.ca/item/18827 

Richter, D. (2007). The critical tradition: Classic texts and contemporary trends. Bedford/St. Martin’s. 

Zardi, Andrea, Carlotti, Edoardo Giovanni, Pontremoli, Alessandro, & Morese, Rosalba. (2021). Dancing in Your Head: An Interdisciplinary Review. Frontiers in Psychology, 12, 649121–649121. https://doi.org/10.3389/fpsyg.2021.649121 

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Winning in an Open Relationship: A Partnership in Higher Education with Industry

By Sonja Johnston

The “skills gap” (e.g., Lapointe & Turner, 2020; Mishra et al., 2019; RBC, 2019), or the misalignment of graduate capability with employer expectations, comes back to higher education to renovate education outcomes to align to industry desires for skill competency. However, this moving target of desirable skills in a tumultuous landscape for employment makes hitting the target nearly impossible. The literature in this space has been growing for decades, but the COVID-19 pandemic brought the challenge centre stage, as economic recovery will be directly affected by the ability of the workforce to adapt and innovate. 

Solutions to close the gap have focused on supporting students to acquire skills as directed by industry insights and hiring needs. What if the narrative was reframed to explore collaborative and generative learning experiences that are co-created by industry partners and soon-to-be graduates?  

One such example features the open learning partnership with e-commerce software leader Shopify (Shopify Open Learning, n.d.). This multinational, publicly traded, Canadian firm “is a leading provider of essential internet infrastructure for commerce, offering trusted tools to start, grow, market, and manage a retail business of any size” (Shopify Company Info, n.d.). Shopify’s open learning partnership allows higher-education programs to implement authentic learning experiences in curriculum by allowing students to create fully functional Shopify stores. Approved courses can utilize access to rewarding Shopify-based activities and students can earn digital badges to recognize their achievements in addition to the course credit.  

During the pandemic, businesses were affected by health restrictions and forced to consider how they engaged with customers. As the Shopify platform evolved, students were able to learn about business demands and pivots in real time. Graduates enter the workplace with an authentic and experiential view of store design and strategic customer experience considerations. Shopify gains client insights from the students and an educated base of graduates ready to hit the ground running as entrepreneurs and employees. 

This open (platform) relationship is an exchange of insight, expertise, current operations, feedback and authentic learning with no financial obligation to higher education. This iterative feedback loop functions differently than industry just providing insights on skills that are desired. The use of platforms provides authentic and experiential learning with the value-added opportunity for micro credentialling (i.e. digital badges). The win for all involved stakeholders is visible, and can pivot as the environment requires. The invitation for industry leaders to consider open relationships with higher education is on the table for the taking! 

Disclaimer: I am a graduate student in educational research examining models for graduate workplace readiness. As a post-secondary instructor, I use this open platform in an entrepreneurship course. I am not compensated in any way from Shopify. I wish to acknowledge credit for the pioneering of this Open Learning Platform to Pam Bovey Armstrong and Polina Buchan at St. Lawrence College in Ontario, Canada.

Sonja Johnston is a collaborative, multidisciplinary scholar with nearly a decade of experience in curriculum design and instruction in multiple post-secondary institutions. She is currently a PhD student in the Werklund School of Education at the University of Calgary, specializing in Learning Sciences. Sonja’s research focuses on higher education and workplace readiness. 

References

Lapointe, S., & Turner, J. (2020). Leveraging the skills of social sciences and humanities graduates. Skills Next 2020. https://fsc-ccf.ca/wp-content/uploads/2020/01/UniversityGraduateSkillsGap-PPF-JAN2020-EN-FINAL.pdf 

Mishra, P. T., Mishra, A., & Chowhan, S. S. (2019). Role of higher education in bridging the skill gap. Universal Journal of Management, 7(4), 134-139. https://doi.org/10.13189/ujm.2019.070402 

RBC. (2019, May). Bridging the gap: What Canadians told us about the skills revolution [report]. RBC Thought Leadership. https://www.rbc.com/dms/enterprise/futurelaunch/_assets-custom/pdf/RBC-19-002-SolutionsWanted-04172019-Digital.pdf 

Shopify. (n.d.). Company Info. https://news.shopify.com/company-info 

Shopify. (n.d.). Open Learning. https://www.shopify.ca/open-learning 

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Do Values Matter? Exploring the factors that encourage employees to commit to physical activity during the COVID-19 in relation to their work performance

By Ahmed Mohamed

Government legislation enacted during COVID-19 constricted business to work remotely and students to learn from home. Such widespread restrictions on human activity stimulated an increase in scholarly research in the social sciences. Research productivity increased by 35% in the United States within 10 weeks of the start of COVID-19 lockdowns (Cui, Ding, and Zhu, 2020).  

Still, little is being done to understand why regular engagement in physical activities declined for some and continued for others. We ground this qualitative research on conservation of resources theory (especially personal resources: cognitive, physical and affective) to determine whether previous experience in teleworking and personal and organizational resources might have motivated people to continue to engage in physical activities while working from home. Indeed, the unprecedented conditions of COVID-19 require people to utilize their personal resources as efficiently as possible to satisfy job and physical and mental health demands. Our research answer two questions. 

First, does physical activity pre-pandemic provide non-experienced telecommuters with more resources and better work performance during pandemic? The second question asks, what specific factors motivate them to engage in physical activities during the pandemic? We interviewed 20 faculty and staff at York University in Canada. Participants who perceived physical activity as an intrinsic value before the pandemic practised physical activity during the pandemic, maintained their personal resources and coped with the pandemic demands. However, participants who are intrinsically motivated to practice physical activity, because of its known benefits from pre-pandemic experience, were less engaged in physical activities and lost personal resources due to family and work demands experienced during the pandemic.  

We conclude that physical activity is indirectly predicting work performance through the mediation role of personal resources. We recommend extending this study to cover gender, financial stability and culture in two contrasting contexts, during and post-COVID-19. 

Ahmed Mohamedis a Queen’s University business graduate, holding a Master of International Business degree with over 10 years of international experience in the business industry. Throughout his career, Mohamed helped multinational corporations in client servicing, sales, marketing and human resources. Mohamed is passionate about academic research, assisting professors and the research community in various research areas related to human resource management. Additionally, presenting research topics at different conferences and finding solutions to industry challenges is where Mohamed sees himself growing and developing. Currently, Mohamed is a third-year PhD candidate in Human Resource Management at York University. 

References

Cui, R., Ding, H., & Zhu, F. (2020). Gender inequality in research productivity during the COVID-19 pandemic. arXiv preprint arXiv:2006.10194. 

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2022

CERIC and partners to host Virtual Community Roundtables on Employer Engagement

CERIC invites career development professionals to share their experiences and ideas around employer engagement at free live Virtual Community Roundtables in June. The first roundtable will be held in Ontario in partnership with OACM (Ontario Association of Career Management) and another in British Columbia with ASPECT BC (Association of Service Providers for Employability & Career Training). The roundtables will focus on the findings of CERIC’s National Business Survey.

CERIC surveyed 500 employers to examine the state of Career Development in the Canadian Workplace. Canada’s employers have told us about their challenges with recruitment and retention, about skills and talent gaps in the labour market and about the kinds of career management supports they provide for employees.

Now, with the roundtables, career development professionals from all sectors – non-profit agencies, secondary school, post-secondary education, government, corporate, private practice – who engage regularly with employers will have the opportunity to share their perspectives:

  • What’s worked when it comes to engaging successfully with employers?
  • What do we need to do to demonstrate the value of career development and career development professionals?

By contributing to cross-sector, peer-to-peer learning, CERIC aims to positively influence employer awareness of the career services field. Participants will walk away with concrete and practicable strategies as well as shareable resources to be developed based on the discussion.

These are provincially-focused, participatory, cameras-on events:

  • Virtual Community Roundtable in British Columbia | Tuesday, June 7, 2022 | 11:00 am – 12.30 pm PT
  • Virtual Community Roundtable in Ontario | Wednesday, June 8, 2022 | 11:00 am – 12.30 pm ET

Any career development professional working with employers in these provinces who wants to contribute is welcome to register. Both interactive roundtables are free but limited to 100 spots to ensure the opportunity for everyone to participate.

These events follow the release of the detailed survey findings (as well as an infographic and executive summary) which can be found at www.ceric.ca/nbs2021. Recordings of a two-part webinar series with employers and career development professionals around collaboration to address common workforce needs are also available.

If your organization is interested in partnering with CERIC on a Community Roundtable in your province or region, please contact CERIC’s bilingual Learning and Development Specialist Cyrielle Filias at cyrielle@ceric.ca.

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2022

Call for Presenters for Cannexus23 Career Development Conference now open

Planning for the next Cannexus, Canada’s Career Development Conference – to be held January 23-25, 2023 – is now underway. Cannexus23 is expected to be a hybrid conference with a live in-person portion in Ottawa and a virtual portion. CERIC invites individuals or organizations with an interest in presenting at the 17th annual Cannexus to submit a brief session outline for consideration using the Proposal Form. The deadline for proposals is Friday, June 17, 2022. 

Presenting at Cannexus, the largest bilingual conference of its kind, provides an unmatched opportunity to exchange information and explore innovative approaches in career and workforce development. Presenters gain recognition as experts and leaders in the field at the conference and beyond. We expect participants from across Canada and internationally. In the past, our conferences have drawn more than 1,000 delegates each year.  

Cannexus presenters are researchers and practitioners from universities, schools, community agencies, governments, private practices and corporations. They are professionals in career and workforce development and related fields who are forward-thinkers with fresh and impactful ideas and projects to convey. As the organizer of Cannexus, CERIC is committed to principles of justice, equity, diversity and inclusion. We are actively prioritizing the participation of individuals from equity-deserving groups, such as Indigenous, racialized, 2SLGBTQIA+ and persons with disability. 

CERIC has identified areas of interest to assist presenters in targeting the content of their sessions:  

  • Adult Education and Career Development  
  • Advocacy & Social Justice  
  • Application of Current Research, Theory & Methodology   
  • Building the Profile and Sustainability of the Career Development Sector   
  • Career Development for Youth Outside of School   
  • Career Education K-12 Students   
  • Career Education Post-Secondary  
  • Change Management & Resilience  
  • Client Mental Health   
  • Effective Career Counselling/Coaching Techniques   
  • Employee Recruitment & Engagement   
  • Employment/Training Programs (Community, Government, Industry)   
  • Entrepreneurship & Self-Employment   
  • Experiential/Work-Integrated Learning   
  • Future of Work and the Workplace 
  • Global Perspectives on Career Development Research & Practice   
  • Indigenous Career Development   
  • Job Search Strategies   
  • Justice, Diversity, Equity and Inclusion 
  • Labour Market Information   
  • Leadership Development   
  • Management & HR Issues for Career/Employment Centre Directors   
  • Mature Worker Career Development   
  • New Technology & Tools for Career Professionals   
  • Online Career Service Delivery/Remote Learning Approaches   
  • Rural Career & Community Economic Development   
  • Self-Care for Career Professionals   
  • Supporting Clients with Disabilities   
  • Workforce Planning & Development   
  • Working with Newcomer and Refugee Communities   

Cannexus is presented by CERIC and supported by The Counselling Foundation of Canada and a broad network of supporting organizations and sponsors.  

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2022

Announcing free webinars May-June: Employer-CDP collaboration + Evidence-informed practice

CERIC will be offering two free webinar series in the next few months that each explore critical and timely issues in career development. The first series will highlight the realities of 500 Canadian employers captured by CERIC’s new National Business Survey and compare them with the challenges faced by career and employment professionals. The second series will introduce strategies to effectively navigate the world of research, evidence and information in ways that help to do career development work better.  

  • Building a Bridge: How Employers and CDPs Can Collaborate to Address Workforce Needs | Tuesday, May 10, 2022 & Thursday, May 12, 2022 | Moderated by Candy Ho, CERIC’s Vice-Chair and Assistant Professor, Career and Capstone Learning, University of the Fraser Valley
    • Webinar #1 panellists
      • Leah Nord, Senior Director, Workforce Strategies & Inclusive Growth, Canadian Chamber of Commerce 
      • Jim Stanford, Economist and Director, Centre for Future Work 
      • Andrew Bieler, Director of Partnerships & Experiential Learning, The Business + Higher Education Roundtable (BHER) 
      • Brien Convery, Director, Talent Acquisition and Employee Experience, Aecon Group Inc.
    • Webinar #2 panellists 
      • Tim Lang, President of YES (Youth Employment Agency) and HRPA Board Member 
      • Jake Hirsch-Allen, Director, Canadian Council for Youth Prosperity and North America Workforce Development & Higher Ed System Lead at LinkedIn 
      • Surranna Sandy, CEO, Skills for Change 
      • Deirdre Pickerell, Program Director, Canadian Career Development Foundation

Both webinar series are free. Registered participants will receive a video recording of each session. Individual certificates of attendance will be provided to all registered participants who attend the webinars live.  

In addition to offering its own free webinars, CERIC partners with associations and organizations across Canada and beyond to present webinars that offer affordable professional development. Previously, CERIC has also worked with the Association of Service Providers for Employability and Career Training BC, Association québécoise des professionnels du développement de carrière, BC Career Development Association, Canadian Association for Supported Employment,Canadian Counselling and Psychotherapy Association,   Career Development Association of Alberta, Career Professionals of Canada, Experiential and Work-Integrated Learning Ontario, Labour Market Information Council , New Brunswick Career Development Association, Nova Scotia Career Development Association, Ontario Association of Career Management, Ontario School Counsellors’ Association,  Ordre des conseillers et conseillères d’orientation du Québec,  Vocational Rehabilitation Association (Canada), and the US-basedNational Career Development Association.  

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2022

Wayfinder is live: Reflective practice resources to enhance experiential learning

Today CERIC has launched the Wayfinder search site from OneLifeTools, curating top resources and insights to create or improve reflective practice on experiential learning and expand career development impact.

The product of a CERIC-funded learning project, the Wayfinder is a collection of 312 resources. It can be searched by type of resource, type of experiential learning, type of practitioner (called maker), type of learner and more. If you identify as any of the following, this site is for you:

  • Post-secondary staff
  • Any designer or developer
  • Event or workshop facilitator
  • Employer
  • Community organization
  • K-12 teacher
  • K-12 counsellor
  • Student or learner

The Wayfinder site also features several additional resources:

  • Maker’s Audit & Guide: This Audit & Guide is for anyone designing, implementing, or wanting to improve experiential learning. It provides 1) a series of questions and prompts for makers to integrate best practices into their experiential learning programs and 2) examples of reflective practice questions and prompts to use with learners to unlock career development value.
  • Literature Search & Abstract: The literature search focuses on defining reflective practice and the key elements that make it effective for career development in the context of experiential learning. It sorts the reflective process into three stages essential for impactful practice: design, implementation and assessment.

To learn more, register for How Experiential Learning Supports Career Development Through Reflective Practice: Wayfinder Tool Launch on Friday, April 8, 2022 at 12:00 PM – 1:00 PM ET. Explore the new search tool, and learn reflective practices to embed in your experiential learning programs, at any level or in any setting. Presented by Mark Franklin (OneLife Tools, University of Toronto), Rich Feller (OneLife Tools, Colorado State University) and Lisa Bauman (Conestoga College).

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2022

Graduate students apply by March 31 to compete for GSEP Award

If you are a full-time graduate student whose academic focus is career development or a faculty member working with full-time grad students in career counselling or a related field, then you want to know about the CERIC Graduate Student Engagement Program (GSEP). Applications for 2022 are due by Thursday, March 31.

CERIC encourages engagement of Canada’s full-time graduate students (Master or PhD level) whose academic research is in career development or a related field. Research areas such as Education, Sociology, Social Work, Counselling Psychology, Industrial/Organizational Psychology and Business with a focus on Human Resources or Organizational Behaviour are strongly encouraged to apply.

Through this program, graduate students will be introduced to CERIC and invited to:

Interested in getting involved? Complete and submit this quick GSEP application form. If you are also interested in competing for the GSEP Award, please submit a one-page article on a career development-related topic of your choice to Alexandra Manoliu at gsep@ceric.ca by the same March 31 deadline. To support you in sharing this opportunity with students and colleagues, GSEP information can be found at ceric.ca/grad_program and this printable GSEP handout.

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2022

Announcing winter-spring webinars: Social Enterprise, Youth Career Development & Clinical Supervision

CERIC along with its partner associations will be offering a variety of webinar series in the next few months to support the career development community on a range of timely topics.

The upcoming calendar includes:

Webinar series cost $119 for members of the partnering association and $159 for non-members. For the webinar series, registered participants will receive a password-protected video recording of each session. The recordings will remain available for one month after the final webinar in the series to allow you to catch up if you miss any weeks. Individual certificates of attendance will be provided to all registered participants who attend the webinars live. 

CERIC partners with associations and organizations across Canada and beyond to present webinars that offer timely, convenient and affordable professional development. Previously, CERIC has also worked with the Canadian Association for Supported Employment, New Brunswick Career Development Association, Canadian Counselling and Psychotherapy AssociationAssociation of Service Providers for Employability and Career Training BCOntario School Counsellors’ AssociationExperiential and Work-Integrated Learning OntarioCareer Professionals of Canada, Ontario Association of Career Management, Ordre des conseillers et conseillères d’orientation du Québec, Association québécoise des professionnels du développement de carrière, Labour Market Information Council and the US-based National Career Development Association. 

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