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The thing we never talk about in career development

Labour unions can be a powerful force for creating systemic change

Trevor Lehmann

“The idea of the union – that people who do the work should have a voice in how the work is to be done and what they are to be paid for that work – is an intrinsically democratic idea.” – Ross et al., 2015

Author headshotYears ago, a counsellor who worked extensively with marginalized and racialized populations lamented to me that interview preparation was simply an exercise in teaching his clients to “act white.” It served as a moment of consciousness-raising that has stuck with me. I began to wonder if my interview and resume support helps some in a crowded theatre stand up, and in doing so, blocks others and perpetuates inequality.

COVID has highlighted many inequalities of society as well as the need to go beyond voluntary employer policies to address them. The Brookings Institute reports that despite large stock price increases in 2020 and their frontline workers being heralded as “heroes,” retailers Walmart and Amazon could have paid their workers four times as much and still made a profit; consider what quadrupling or even doubling the salaries of front-line workers could have done to reduce poverty and improve life trajectories. In Canada, some business lobbyists argued that COVID income supports disincentivized work – commentary that distracts from the real problem of “precarious, low-wage, and risky working conditions,” say Canadian labour scholars Stephanie Ross and Larry Savage (2021, p. 19).

The question remains: Beyond advocating for voluntary employer policies, what roles can career development professionals play in changing the system?

Organized labour: A forgotten tool for creating systemic change

In a recent peer group I attended, the topic of ensuring quality work for Canadians resurrected my concerns of perpetuating inequality. The ensuing discussion explored the necessity of ensuring that all jobs provide sufficient compensation and safety, and grant workers greater control over their place of employment. Labour unions were brought up as a rarely discussed but highly relevant way to create this systemic change.

Consider the fact that the Canadian Labour Congress and Ross et al. (2015) highlight the influential role of Canadian organized labour in the creation of:

  • Maternity and parental benefits
  • Employment Insurance
  • Safety standards in the workplace
  • Worker’s compensation
  • Decreasing the gender wage gap
  • Ending child labour
  • 40-hour work weeks

Many of the benefits we take for granted were created directly or indirectly through organized labour, yet we have forgotten how much we owe to it as a concrete tool for improving the conditions of workers. Unions remain a silent topic in the field of career development, despite rising Canadian unionization rates since the start of the pandemic and unionized jobs being three times that of the United States.

“Many of the benefits we take for granted were created directly or indirectly through organized labour, yet we have forgotten how much we owe to it as a concrete tool for improving the conditions of workers.”

COVID serves as an effective reminder of both the effectiveness and need for unions. Reports and articles by economist Jim Stanford highlight how unionized positions saw reduced layoffs during the initial shutdowns of 2020. While our present labour shortage may result in employer policies that are more amenable to workers, if we want them to stick, we need pressure from community groups and organized labour to formalize policies in collective agreements and legislation.

Criticisms and changes in organized labour

Labour unions are not without their criticisms and many have a history of perpetuating systemic inequalities and discrimination against marginalized populations. The result has not been that racialized minorities have avoided forming unions, however, but created alternative unions such as the Asian Canadian Labour Alliance and the Coalition of Black Trade Unionists. The existence of such groups highlights a shared desire for meaningful participation and supportive spaces within the labour movements and workplaces.

In recent years, organized labour has acknowledged its shortcomings, with the Toronto and York Labour Council publishing a report as part of three-phase project to promote diversity, equity and inclusion (DEI) within unions. The Public Service Alliance of Canada (PSAC) has organized within Inuit communities using consensus decision-making to determine if workers want representation, incorporated the participation of Elders into union activities and translated materials into Indigenous languages. PSAC and UNIFOR have also developed Indigenous leadership programs (Ross & Savage, 2021).


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Greater inclusion is also promoted in Community unionism – exemplified in the Worker’s Action Centre and Immigrants Workers Centre – which aligns unions with unemployed and precariously employed groups.

Despite the need for greater prioritization of DEI within organized labour, unions continue to provide benefits to both workers and Canadian society more broadly. A report from the Canadian Centre for Policy Alternatives argues that unions serve to democratize the workplace by putting limits on employers’ power over the workplace. Workers who participate in democratic processes at work also had a greater tendency to vote in political elections and be more informed about issues affecting society at large. High union density also coincided with other democratizing influences including progressive taxation and better income-security programs such as unemployment insurance.

Fostering agency and awareness in clients

It seems odd that despite ongoing conversations in the career development field around diversity, workplace safety, job loss, precarious gig work, and awareness of the racial and gender aspects of poverty, we do not discuss the tools that have traditionally improved workers’ quality of life. Our individual work with clients provides an opportunity to break this silence by including unions as part of broader discussions around the societal barriers that affect the lives of our clients.

The Advocating Workers-within-Environment (AWE) theory provides a framework for encouraging clients to recognize how their experience in the workforce is interconnected with their relationships and community, and the society and sociopolitical structures they live within (Hutchison, 2015). Interventions encourage the client to critically analyze their environment on a “marginalized to privileged continuum” and develop self-insight that leads to self-advocacy strategies to meet personal goals. This analysis includes many life factors, and participation in a unionized workplace can be a consideration for many clients in the process of fostering a greater sense of personal agency and consciousness of the system they inhabit.

Creating systemic change

Consider the resources at the end of this article as a gateway to having conversations about organized labour and learning about its role in Canadian society. If you belong to a union, remain active and consider advocating for greater DEI initiatives and policies within your union’s membership, collective agreements and advocacy work. If outside of a union, consider ways that they can be connected to union-adjacent organizations related to career and community development. While organized labour is not the only solution to addressing the inequalities present in Canadian society, it is a tool that we cannot afford to remain silent about.

Articles and online resources:

Books:

Trevor Lehmann (MEd, CCC) is a Career Consultant with the University of Manitoba. He also explores ideas and best practices around career development as it relates to climate change, inequality, life transitions and hope. You can follow his writings, resources and enrol in group workshops at: www.trevorlehmann.ca

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Supporting international students’ career development from a strengths-based lens

Practitioners can help students leverage their resilience and cultural capital in career planning

Candace Stewart-Smith, Jessie Eulenberg and Kathleen Clarke

The limited Canadian literature on international students and career development tends to focus on deficit factors. These deficit factors might include cultural barriers (e.g. language barriers), lack of relational networks and perceived employer biases that affect their transition into the workforce.

Viewing these factors with deficit-based thinking is limiting. Instead, international students and career practitioners need to be reminded of students’ strengths that are also present when they transition to a new country, culture and language. Students can build on this resilience to support their career planning and goal setting.

Using frameworks and theories that are strengths-based can capture students’ assets, which can be used to navigate their career challenges. Constructivist theories and social justice frameworks can provide career practitioners with helpful tools to empower international students to position their journey and harness the knowledge they already possess to ease them into the workforce. Examples of such theories that you may wish to review are:

  • The Systems Theory Framework, which encourages practitioners to ask curious questions and use storytelling as a tool in eliciting information.
  • Yosso’s Model of Community Cultural Wealth, based on critical race theory, considers the positive aspects of cultural capital possessed by marginalized groups.
  • Culture-Infused Career Counselling, which inspires us to take a social justice approach to improve how we work with others whose cultures are different from ours.

With aspects of these frameworks in mind, we propose four strategies that career practitioners can use to encourage a strengths-based career development approach with international students. With each of these recommendations, we provide examples of open-ended questions that could spark conversation with international students.

1. Help students by eliciting their unique stories and abilities

In meetings with international students, they often share that they lack the experience, language or confidence needed to compete in the Canadian job market. International students’ lived experiences often include many assets – a global worldview, family capital, cultural knowledge, intercultural skills and additional languages. By bringing an intentional focus to Yosso’s identified areas of cultural capital (e.g. aspirational, social and resistant capitals), career practitioners can empower and motivate students.

Students should be encouraged to build an inventory of stories that confidently express their specific abilities and capacity. Encouraging the telling of stories is grounded in Systems Theory Framework and is useful to frame students’ career goals and action steps.

By guiding students toward seeing the unique value in their lived experiences, career practitioners can help international students with the development of self-efficacy. Career practitioners can enhance students’ awareness of the strengths they possess and their ability to set goals by asking curious questions to elicit their stories. Examples of questions that can be used to elicit these stories are:

  • Can you tell me about your decision and process for coming to Canada?
  • Can you tell me about a time when you overcame a challenge while travelling or as an international student?
  • Can you tell me how your international experience has changed you?
2. Use commonalities to develop supports for students with similar goals

At a fundamental level, one major distinction in international students’ intentions after graduation is whether to work in Canada or return to their country of origin. Some students may pursue a third option such as further international study or travel. We recommend asking students to identify their goals and intentions, so that this information can be used to inform career advice and the goal-setting process. With this information, career practitioners can offer programming to meet the distinct needs of different international students.

For group programming, effective planning at a cohort level should address the common needs of the group. For example, how to gain relevant experience or how to acquire post-graduation work permits and permanent residency options. In individual meetings, effective counselling includes listening to the student’s goals and knowledge of their home country to determine an action plan.

Career practitioners can understand students’ needs by asking curious questions in individual and group sessions such as:

  • What are your intentions after graduation?
  • What should I know about your future plans?

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3. Be prepared to be a cultural coach

International students arriving in Canada are experts in their country of origin but may be new to Canadian cultural norms. Students need to understand the expectations of their host culture, and one of these norms is that in Canada, experience matters. Many domestic students are required to complete volunteer hours to graduate high school and may also elect to work part-time. International students may not have the experience of working or volunteering during high school if it is not customary in their home country.

A key cultural message to relay to international students intending to work in Canada after graduation is to get experience while they are still a student. As career practitioners, we can guide students through the Canadian job search process to explain the demand for skills and experience as well as help them strategize how to gain valuable, progressive experience.

In guiding international students to navigate experience requirements, here are some curious questions to ask:

  • How was volunteer and work experience valued during your high school education?
  • What work and volunteer experiences would you enjoy? How can I help you find these experiences?
  • Do you feel prepared to succeed in the Canadian work environment? If not, in what ways do you feel unprepared?
4. Be prepared to reflect, learn and advocate 

Career practitioners are continuous learners. The model of Culture-Infused Career Counselling affirms that in addition to learning about students’ cultures and strengths, it is important for practitioners to reflect on culture and upbringing.

“In moving to Canada, international students demonstrate a strong set of personal strengths and potential to succeed in their goals.”

Begin with reflecting on personal worldviews, as well as ideas about careers and values. Consider power and privilege relationships with students using an activity such as the power flower [download].

To enhance personal intercultural competencies further, research opportunities that are offered by local institutions or community organizations. The Canadian Bureau for International Education (CBIE) and Canadian Association of College & University Student Services (CACUSS) are rich sources of professional development in these competencies.

For our final set of curious questions, we encourage you to turn inward and ask yourself:

  • What biases do I have?
  • What is my social location (factors including gender, social class, race, education, ability, age, sexual orientation, religion, culture and geographic location) and privilege as a career practitioner and how does that influence my work with international students?
  • What injustice do I see within employment practices? What can I do about these observations?

In moving to Canada, international students demonstrate a strong set of personal strengths and potential to succeed in their goals. The strengths emerging from their stories can be useful in various stages of their career development and goal setting. For example, they could be molded into behavioural-based interview examples that confidently answer: “Tell me about a time you overcame a challenge.”

Answering these curious questions will allow international students to recognize their strengths, build their resilience and move toward their transition to the workplace with a hopeful mindset.

Candace Stewart-Smith, MSc, is an International Student Academic Transition Advisor and MEd student at Wilfrid Laurier University. As a former international student, she is passionate about seeing international students thrive in the Canadian workforce. 

Jessie Eulenberg, MSW, is a career consultant at Wilfrid Laurier University who enjoys connecting students with career development resources and opportunities. She collaborates with Laurier International to develop innovative programming for the growing international student population.

Kathleen Clarke, PhD, is an Assistant Professor at Wilfrid Laurier University. The focus of her research is understanding the challenges that specific populations of post-secondary students experience and how they can be further supported. 

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Editor’s note

Lindsay Purchase

Author headshotOkay, I’ll admit it. I’m tired of reading the words “The Great Resignation.”

Like the “future of work” and other overused, often misunderstood terms before it, the “Great [fill-in-the-blank]” has become a stand-in for any and all mainstream discussion connected to career development.

So, why use this construct and release a Careering issue on “The Great Careers Disconnect”? Because within this conversational anchor about labour market shifts, there is so much that’s going unsaid. And career professionals are ready to say the quiet part loudly.

Given that 45% of employers say they are not aware of career development professionals, according to a recent survey by CERIC and Environics, and LMIC research shows that only one in five adults have accessed career services, it is not surprising that public conversations around careers are narrowly focused. But it is a problem.

For this issue of Careering magazine, we asked people working in all areas of career development to reflect on the question: What gaps are you seeing in career services, career education, the labour market and the workplace – and what are your ideas to address them?

Those working with youth spotted disconnects between employer hiring practices and student needs, as well as in the piece-meal approach to K-12 career development across the country. One author questioned why career professionals don’t talk more about unions, while another explored the issue of values disconnects at work.

While articles raise key challenges in the “Great Careers Disconnect,” this issue is also about highlighting creative solutions and building bridges.

Several articles reflected a desire to improve equity, diversity and inclusion within career development systems, including building a sustainable future of work for the Black community and supporting jobseekers with disabilities to identify their strengths. Others identified key improvements that can be made to support newcomer professionals and international students.

Of course, we can’t cover it all. If this issue sparks ideas for you about disconnects in work and education, talk about it! Start a conversation with colleagues. Advocate for change. Write about your curious questions and thoughtful solutions (shameless plug: Maybe for CERIC’s CareerWise website? All are welcome.).

For now, happy reading!

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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

Complete the CERIC Content & Learning Survey of Career Development Professionals!

As an organization with a strategic mandate of building career development knowledge, mindsets and competencies, CERIC is committed to understanding the varied learning needs, preferences and behaviours of people doing careers-connected work. Our 2022 Content & Learning Survey of Career Development Professionals is now open, and we want to hear from you!  

The survey will take approximately 15 to 20 minutes to complete and will be open until Wednesday, May 25, 2022.  

Complete Survey Now  

While the survey has sections focused on CERIC’s learning initiatives, our intent is also to gather vital intelligence around the learning needs, preferences and behaviours of people working in career development. A selection of the results will be shared with the broad career development community and other stakeholders in early summer. By participating, you will be helping CERIC and other organizations in the field that develop learning opportunities to support your professional development.   

Plus, get a chance to win 1 of 2 free registrations to CERIC’s Cannexus23 conference ($375 value) or 1 of 3 free CERIC webinar registrations ($159 value)! 

You do not need to be familiar with CERIC’s learning initiatives to complete this survey. A French version of the survey is available. 

Your participation in this survey is greatly appreciated!  

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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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