Mandate / Purpose Statement The Career Development Association of PEI Inc. is a registered non-profit organization established since 1999. It is a network of: career professionals, career influencers, community partners and post- secondary institutions and also individuals committed to providing leadership to strengthen career development programs and initiatives on PEI.
The objectives of the CDAPEI are as follows:
Promote networking opportunities, professional development, resource sharing and best practices: Annual conference, Lunch 'n' Learn sessions, newsletter and blog.
Disseminate information on developments occurring in the field provincially and nationally including training and certification opportunities.
Advance career development and the capacity of the profession to respond effectively to all clients and stakeholders in an ever changing work environment.
Advocate for services that strengthen the continued growth of career development.
Increase public awareness of the career development field.
As job titles for Career Development Professionals is varied, and often proposed to meet the internal needs of an organization, the Steering Committee agreed that it would be best to focus primarily on the type of work these professionals carry out. The Canadian Standards and Guidelines for Career Developmentiv (hereinafter referred to as the S&Gs) has been widely recognized across Canada. Regarded as a living document, the S&Gs include core competencies, areas of specialization, a code of ethics and a glossary of terms. The core competencies emphasize the knowledge, skills, attitudes and values required by all career development practitioners regardless of their client group or the nature of their work. The core competencies are grouped under the following broad categories: • Professional behavior • Interpersonal competence • Career development knowledge • Needs assessment and referral Within each of these categories a number of core competencies are identified. For each of the competencies, an explanation of why it is important is provided as well as examples of how the competency may be demonstrated. In addition to the core competencies, six areas of specialization were identified to reflect the diverse work of career development practitioners and the specialist knowledge, skills, attitudes and values required in some work settings and for particular client groups. The areas of specialization are as follows: • Assessment • Facilitated individual and group learning • Career counselling • Information and resource management •
While job titles may vary across organizations, the professional occupation of a Career Development Professional refers to those who spend most of their work time giving direct services to the public they serve in the areas of, but not limited to the following: • In schools, community colleges and universities tending to have a focus on helping individuals to find resources, gain work experience and make education, learning and work choices and decisions that fit best for them as well as making successful transitions from school to work • In community agencies and employment offices tending to have a focus on helping individuals and groups to explore training and employment options and opportunities, make decisions about training and employment that fit for them and their circumstances and learn skills necessary to succeed in training and/or in finding work • In industry (often called career coaches) tending to have a focus on staff development, mentoring, succession planning and career progression within the workplace • In private practice providing the above services and tending to have a focus on helping individuals to increase their self-awareness and understanding as a basis for making decisions about their preferred futures as well as to overcome employability obstacles More importantly, the Career Development Professional must intricately understand the various components that form the triadic relationship between the client, the needs of labour market, and the professional role of the career development professional. While this document attempts to be as specific as possible, the reality is that career related services take place in many different environments by individuals with a diverse range of qualifications, as demonstrated in the subsequent survey results. Research also suggests that a one-size-fits-all model for career development may not be realistic as the needs for individuals can be very specific, especially for