TAKING RPL TO WORK! assessing performance against competencies in engineering worksites

Transcription

1 TAKING RPL TO WORK! assessing performance against competencies in engineering worksites

2 CAPLA Fall Focus Workshop November 17-19, 2013 Toronto, Ontario

3 Presentation Outline Background Program & partners Engineering competencies Assessment tools Evaluation of the pilot Challenges & opportunities Next Steps

4 Background ISIS is a leading community organization that welcomes immigrants to Nova Scotia Provide services & programs to help immigrants participate fully in Canadian life Partnerships are central to our work Many newcomers to NS are engineers Well established partnership with Engineers Nova Scotia (ENS)

5 Internationally Educated Engineers Multi-stakeholder Work Group Formed in 2005 under the leadership of ISIS & ENS Includes employers, educational institutions, government, internationally educated engineer Provides a forum for discussion and facilitates collaboration Significant progress

6 Work Placement Program Six week on the job experience Strategic matches Partner with local employers Works well in Engineering An established program Good results with workforce integration

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8 Questions we discussed Could worksites be settings for competency assessment? What program modifications would be needed? Could we transform the observed informal assessment into a more rigorous, competency based process? What competencies could we use? How/Who could develop a tool? If we built it, would they come? Would a worksite based competency assessment help IEEs & employers?

9 Program started to take shape Employers were on board Engineers Nova Scotia was keen & willing to provide in-kind support Engineers Canada had developed and were starting to pilot professional competencies Provincial government funding secured Orientation & Communication Skills Course available IEEs were ready!

10 Program Overview A company employs an Internationally Educated Engineer (IEE) for three months. The IEE demonstrates their skills and competencies. IEEs are assessed internally by their supervisor ongoing and at the end of three months.

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12 Partnership Details Partners include: ISIS Engineers Nova Scotia (ENS) Engineers Canada Local Employers The IEE Multi-stakeholder Work Group endorsed the project and provides advice and guidance. Funding by the NS Dept of Labour and Advanced Education for 10 IEE s.

13 Engineers Canada Competencies Engineers Canada developed the competencies. Link to licensure and competency assessment. Allowed to use the developed competencies for this project.

14 What is a competency? Observable knowledge, skill, ability, motivation or trait, defined in terms of behaviours required for successful job performance Acquired through experience and the application of knowledge, skills, and abilities They must be observable, and define behaviours that make for successful job performance.

15 7 Core Engineering Competencies A. Apply Engineering Knowledge, Methods and Techniques B. Use Engineering Technology, Tools and Equipment C. Meet Professional Engineering Responsibilities D. Manage Engineering Activities E. Communicate Engineering Information F. Work Collaboratively in a Canadian Environment G. Maintain and Enhance Engineering Skills and Knowledge

16 A. Apply Engineering Knowledge, Methods and Techniques Definition Solves engineering problems using appropriate theoretical and practical engineering principles. Indicators 1. Defines the engineering problem to be solved. 2. Analyses relevant data. 3. Identifies alternate solutions based on feasibility, technology and economic assessments. 4. Develops the solution that best meets system requirements and specifications. 5. Tests the solution to verify that it meets system requirements and specifications. 6. Evaluates and verifies the practicality and effectiveness of the 16

17 Competency Assessment Steps IEE Self-Assessment Work-Placement IEEs becomes familiar with the competencies. Think of examples of tasks from their past work that reflected the competencies During the four-month placement the IEEs will be performing engineering work Throughout the four-months they will be recording tasks from the placement that reflect the tasks of each of the seven competencies They can write up to three examples for each task Performance Assessment Direct supervisors will review the task examples for each competency Based on the examples provided make a holistic assessment of the IEEs performance In rare cases if there are examples for all tasks of a competency; make an assessment on the competency

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19 Work Experience Form 19

20 20 Structuring Task Examples What I collected performance data How by checking major equipment nameplates and operational records Why in order to understand the current operating limits

21 Outcomes & Impact Evaluation was built into the pilot Workplace-based Performance Against Competencies Program (WPAC) from the onset External consultant hired; observed process, tracked progress & results Gardner Pinfold report, March 31, 2013 The results of this evaluation found extensive evidence that the IEE WPAC pilot project provided IEEs with an opportunity to demonstrate their skills and abilities in a professional environment.

22 Overall Summary In summary, the results of this evaluation provide strong support for the continuation of the IEE WPAC project based on the substantial outcomes and impacts resulting from the pilot project and the demonstrated potential to assist immigrants in settling in Nova Scotia in the longer-term.

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24 In Practice Introduction of IEE and Co-ordinator Local industry and network research Introduction of IEE and company Training Follow up and support Assessment Improvement

25 Employer Benefits Cost-effective solution to recruiting, training and retaining potential employees. Increased workforce diversity and innovative thinking. Increased capacity. Retention of employees

26 IEE Benefits Completion of a work-site based competency assessment. Demonstrate their skills and abilities to a local employer. Obtain a valuable reference for their job search. Identify skill gaps to make plans for further training.

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28 Project Outcomes IEEs understand their engineering competencies in a Canadian environment IEE gaps are identified Employers better understand the competencies of IEEs Employers are more confident in providing references and hiring IEE s

29 Challenges facing IEEs Common practices Role of Engineers Length of time out of practice Language Financial support Economy

30 Next Steps Expanded employer engagement Ongoing tracking of participant outcomes Continuous process improvement Secure resources to expand & enhance IEE Bridging Program Pre-arrival Online community Preparation courses

31 IQN Honourable Mention The project won an honourable mention for the Workplace Integration: category at the International Qualification Network (IQN) National Awards. A celebration event was held in Halifax on April 18 th at the ISIS offices.

32 QUESTIONS? Kris Dove Director, Professional Development Engineers Nova Scotia Rosalie Hanlon Coordinator, IEE Bridging Program, ISIS Jan Sheppard Kutcher Consultant, International Labour Mobility ISIS/Nova Scotia government