This document is a collection of language-based tips and resources, developed for employment counsellors and human resources (HR) professionals who are helping internationally trained individuals (ITIs) find employment.
The first section of the document contains general information about Work Ready tools; the Canadian Language Benchmarks; language assessment; and Essential Skills.
Other sections offer information relevant to counsellors as they work with ITIs in the pre-employment stage, and information for HR professionals and employers on hiring and retaining ITIs.
The authors have also included a number of case studies of employment-based projects where ITIs have received training to help them work successfully in Canada. The case studies include a project designed to increase ethnical and cultural diversity in Ontario’s police forces; a mentoring program for professionals coming to Canada from Asia; and a support program for internationally educated nurses working in Manitoba.
The final section of the document is a list of additional resources related to clear speech, prior learning assessment, mentoring, and volunteering.
Authors: Lisa Campbell
This document is part of the “Career – Life – Work” series produced by the NWT Literacy Council. The series consists of four instructor’s manuals and six workbooks, covering a wide range of topics.
This manual focuses on personal development and reflection, offering learners the opportunity to think about their own lives and to relate personal experiences to the working world.
The manual is divided into sections on building confidence and self-esteem; strategies for healthy living; values and ethics; and diversity, which covers multiculturalism, stereotypes, discrimination, learning styles, and multiple intelligences.
For each section, there are a number of handouts and a variety of activities. The author says that instructors do not need to do all the activities, and should feel free to choose the ones that are best suited to their learners’ needs.
Developed by the Centre for Canadian Language Benchmarks (CCLB), this document is one of a series of tools that can be used by human resources professionals who are helping immigrants find employment.
The target group here is immigrants seeking jobs in non-regulated skilled and semi-skilled occupations.
A non-regulated occupation is one for which there is no legal requirement or restriction on practice with regard to licences, certificates, or registration, the authors explain. By contrast, a regulated occupation is one that is controlled by legislation and governed by a professional organization or regulatory body.
They also explain that occupations can be classified as unskilled, semi-skilled, or skilled, depending upon such factors as the amount of training, education, and experience needed, and the complexity of tasks involved.
The document contains activities for both practitioners and clients, including ones that focus on National Occupational Classification (NOC) codes and Essential Skills Profiles. As well, there are activities designed to help clients identify their strengths and weaknesses.
Authors: Money Mentors
This fact sheet offers a 10-point plan for getting personal finances in order.
The suggestions include tracking spending; calculating net worth; getting a copy of any credit reports; developing an emergency fund; starting a savings account; checking interest rates; shopping for deals; and contributing to a retirement fund.
The document is one of a series prepared by Money Mentors, a not-for-profit credit counselling and money management organization based in Alberta.
Authors: NWT Literacy Council
This document is part of the “Career – Life – Work” series. Produced by the NWT Literacy Council, the series consists of four instructor’s manuals and six workbooks, dealing with topics that affect both personal and work life.
The workbook sets out a six-step process for setting goals. The first step is to write down the goal, while the second is to determine whether there is a genuine, intense desire to reach that goal.
Other steps include identifying the obstacles that will have to be overcome and the help needed to reach the goal; setting deadlines; making a detailed plan; and assembling photos or other images in a collage that serves as a visible reminder of the goal.
While this workbook uses career goals as examples, the author points out that the steps can be used to set any kind of life goal, including ones affecting family, spiritual life, education efforts, or physical and mental health.
The workbook serves as a stand-alone unit for learners, or as a supplementary resource for instructors teaching the section of the series dealing with strategies for job success.
Series: Assessment Tools - HRSDC
This document is part of a tool developed by Human Resources and Skills Development Canada (HRSDC) to promote understanding of the Essentials Skills needed in the workplace, and to guide decisions about careers and training.
This assessor’s booklet includes directions for administering the Level 1 client numeracy assessment booklet. It also includes an introduction and detailed instructions for the client on the assessment process; answers and explanations for each assessment task; and a section where the assessor can record a client’s assessment results and observations.
Assessment tasks are based on the kinds of workplace situations where numeracy skills are put to use, like making change or determining the length of pipe required to complete a plumbing job.
Series: Assessment Tools - HRSDC
This document is part of a tool, developed by Human Resources and Skills Development Canada (HRSDC), that can be used to better understand Essential Skills (ES) needed for the workplace, and to help identify ES strengths and areas for improvement. Specifically, this booklet is designed for use by an employment counselling client to assess skill in writing at Level 2 complexity.
Tasks are based on the kind of situations encountered in a typical workplace. For example, one requires the client to write a letter requesting payment on an overdue account.
The assessment is not a test, the authors note. It is an opportunity for the client to identify both strengths and areas for improvement, and to use that information to make decisions about career planning and further training.
A resource for families, schools, and family literacy programs
Authors: NWT Literacy Council
This financial literacy resource is designed for families, schools, and family literacy programs. It covers a wide range of topics, including earning money; bank accounts; paying bills; and the difference between wants and needs.
It also includes a wide range of activities that parents or caregivers and children can do together. The activities are targeted at various age groups. For example, younger children can make their own piggy banks, while older children could set up a lemonade stand.
The authors have also included a section on what they call the “parent loan company.” When a child asks for an advance on his allowance, parents can set up a loan repayment plan, complete with interest. The parent and child calculate how long it will take to repay the advance and how much it will cost in interest.
There is also a section on traditional economies, based on the barter system, versus the modern cash economy. The authors suggest that children ask an elder in the community about the traditional economy.
Authors: ABC Life Literacy Canada
This document is one of the resources for Money Matters, a program that sees volunteer tutors from the TD Bank go into community learning centres to teach numeracy and financial skills. The program was developed in 2011 by ABC Life Literacy Canada.
In this unit, the focus is on developing a spending plan. It includes a variety of activities designed to help learners understand how to distinguish between needs and wants; how to track spending; and how to put aside money for the future.
Other topics covered by the Money Matters program include banking basics; borrowing money; and saving for a child’s education.
This document is one of a series of tools developed by the Centre for Canadian Language Benchmarks (CCLB) for use by human resources professionals who are helping immigrants find employment.
Here, the focus is on older immigrant workers, with resources and activities that can be used with mature second-language learners. The authors note that mature immigrants face the same challenges as all newcomers looking for work, as well as the additional one of age.
Mature workers are defined as those over 50. The term includes people who are new to Canada; those who have been here for some time, but are now looking for work for the first time; and individuals who have been employed but are now unemployed, laid off, or underemployed.
Throughout the document, some pages are aimed at practitioners, while others are designed for clients.
Topics include cultural differences; overcoming challenges; decoding job advertisements; job search strategies; and interview skills.