tool supporting professional development practices among …bv.cdeacf.ca/ra_pdf/160709a.pdf ·...

Tool supporting professional development practices among organizations and practitioners who work with adults with low literacy skills within a skills-based approach

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Research and writing:• DonaldLurette

Proofreading and collaboration with writing:• CélinieRussell

• DianeDugas

• RenéeChartier

Reviewers: • RenéeChartier

• ClaireMazuhelli

Working and Steering Committee: • JohanneLaurent,Lead,DevelopmentandPrograms,RESDAC

• CélinieRussell,ProjectCo-ordinator,COFA

• DonaldLurette,AdultEducationConsultant,RESDAC

• GabrielleLopez,Consultant

Contributors:• TheCoalition ontarienne de formation des adultes(COFA)greatlycollaboratedandsupportedtheprocess,

thinkingandproductionofthisReferenceManual.TheRESDACthanksthegeneralmanagement,staffandmembersofCOFAfortheirgenerosityandcommitment.

• TheRegroupement des groupes populaires en alphabétisation du Québec(RGPAQ)contributedtothereflectivethinkingforthisReferenceManual.RESDACthanksRGPAQforthatcontribution.

Graphic design:• RESDAC

• MaksymeBlouin

ISBN : 978-1-927667-02-6

April 2013

This project and publication were made possible with financial support from theGovernmentofCanada’sDepartmentofCanadianHeritage’sDevelopmentofOfficial-LanguageCommunitiesProgramandHumanResourcesandSkillsDevelopmentCanada’sOfficeofLiteracyandEssentialSkills.

©Reproductionanduseofthisdocument,inwholeorinpart,isencouraged;pleasecreditthesource.

TheopinionsandinterpretationsappearinginthispublicationarethoseofRESDACanddonotnecessarilyrepresenttheopinionsandinterpreta-tionsoftheGovernmentofCanada.

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Contents

INTRODUCTION........................................................................................................................................ 9

SECTION 1: BACKGROUND FOR THE REFERENCE MANUAL ...................................................................12

1.1 Towards New Practices With Adult Learners ..............................................................................12

1.2 Strategic Repositioning: Literacy Training Programs Become Community Leaders in Literacy Development .....................................................................................................................13

1.3 RESDAC’s Strategic Repositioning for Literacy Development ......................................................14

1.4 New Practices Proposed by the RESDAC Integrated Model ........................................................14

1.5 A Competency-Based Reference Manual Aimed at Developing Professional Practices Among Organizations and Practitioners ......................................................................................................15

1.6 The Limitations of A Reference Manual .....................................................................................16

SECTION 2 : REDEFINING HOW WE WORK WITH LEARNERS WITHIN THE INTEGRATED MODEL .........18

2.1 Adults with Low Literacy Skills and the Dynamic Surrounding Competencies in Our Modern Know-ledge-Based Society ................................................................................................................................ 18

2.1.1 Observations from the 1994 IALS and 2003 IALSS international surveys �� 18

2.1.2 First component of the RESDAC Model: Analysis of the needs of adult learners with low literacy skills as central to an andragogical intervention �� 19

2.1.3 Broadening the intervention framework among learners: Developing new professional skills among practitioners and organizations �� 21

2.2 The Competency-Based Approach for Adults with Low Literacy Skills ........................................21

2.2.1 The concept of skill and its relationship to task �� 22

2.2.2 Horizontal expansion of skills to be developed among learners: Promoting new skills �� 24

2.2.3 Third component of the RESDAC Model: Constructing an andragogical intervention adapted to the skill development needs of adult learners with low literacy skills �� 26

2.2.4 Example: Interactions between knowledge, skills and tasks, according to a continuous learning dynamic in reflection and action �� 27

2.2.5 Horizontal broadening of training practices: New professional skills to be developed among practitioners and organizations �� 28

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2.3 Integrating Skills to Address the Needs of Adults with Low Literacy Skills ........................................29

2.3.1 Integrating skills necessarily involves integrating services �� 29

2.3.2 Strategic partnerships �� 29

2.3.3 Second component of the RESDAC Model: Creating local strategic partnerships within an integrated approach �� 30

2.3.4 Redefining how we work with community partners: Developing professional skills among practitioners and organizations �� 31

2.4 Designing Intervention Practices that Foster Skills Development and Transfer ......................... 32

2.4.1 Experiential learning or learning through practice �� 32

2.4.2 From literacy program development to ongoing skills development in various settings �� 34

2.4.3 Fourth component of the RESDAC Model: Feedback, evaluation and reassessment of actions: an evaluation continuum �� 34

2.4.4 Experiential learning or learning through practice for practitioners and organizations ��35

SECTION 3: REDEFINING THE DESIRED SKILLS AMONG ORGANIZATIONS AND THEIR PRACTITIONERS .................................................................................................................. 36

3.1 A Reference Manual Related to Skills Supporting the Development of Professional Practices Among Practitioners and Organizations ................................................... 36

3.1.1 Towards a new professional development practice model: The competency-based approach�� 36

3.1.2 Towards a new professional development practice model built on a competency-based approach � 38

3.2 Reviewing the Make-Up of Human Resources Teams Based on Organizations’ Strategic Repositioning ...........................................................................................39

3.2.1 Management role: Table of functions and related skills �� 42

3.2.2 Training role: Table of functions and related skills �� 45

3.2.3 Design role: Table of function and related skills................................................................................ � 49

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3.3 Profiles of Predominant Professional Skills for Performing Functions Specific to Each Major Role.......................................................................................................................... 54

3.3.1 Technical or specialized skills ��54

3.3.2 Core skills ��55

CONCLUSION ..........................................................................................................................................56

APPENDIX 1 : Table Of Skills Required for the Management Role .............................................................58

APPENDIX 2 : Table Of Skills Required for the Training Role .....................................................................62

APPENDIX 3 : Table Of Skills Required For the Design Role .......................................................................68

APPENDIX 4 : Brief Presentation of the RESDAC Literacy and Skills Development Model ..........................76

BIBLIOGRAPHY .........................................................................................................................................81

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[free translation] … despite a largely unpredictable context and considering the dual need for an organization to incorporate a human resources policy into its strategic plan:

• TheeffectivenessandefficiencyofanHRpolicydependinlargepartonitsinternal consistency and its relevance to the organization’s strategy.

• The reliability of an HR policy is based more on the consistency among its components (recruiting, training, mobility, appreciation, compensation, organization of the work …), rather than the quality of each of them taken separately. In other words, it is better to have strong consistency among basic decisions than weak consistency among sophisticated decisions.

Le Boterf, 2008

Wewouldliketobeginbyexplainingwhywehavechosentousetheexpressionadultswithlowliteracyskillsratherthanlevel1and2adults.Theseadultshavedevelopedsomeessentialskills,yettheyareunabletohandletasksbeyondcomplexitylevels1and2.However,asstatedinthetext,theselevelsshouldnotbeassignedtotheadultsthemselves,butrathertothetasksthattheyareaskedtocarryout.Therefore,anadultmayhavelevel1,2,3or4skills,depen-dingon the skill inquestion.Our choiceof label is aimedatbetterpositio-ningadultswhoarelimitedtoperformingatthosetasklevelsforcertainskills.RESDACandtheauthorsareawareofthelimitationsofthelabelandcontinuetolookforwordsthatareevenmoreaccurateandsuitable.

Adultlearnershavemultipleandcomplexneeds.Theyhavetobeproductiveandtheyneedtowork.Theyalsohavefamilyresponsibilitiesthatincludepro-viding thebestpossiblesupportandparentingto theirchildren.Theyoftenwish toget involved in their communities,municipalities, schoolsandotherinstitutions.Theyalsowanttoaccessknowledgesotheyhaveabetterunders-tandingoftheworldandthecommunityinwhichtheylive.

Itiscomplextoaddresstheseadults’multipleeducationalneeds,especiallyif,asanorganization,wefactorinthehumanresourcesrequiredforcoaching,development and progress evaluation. After all, the ultimate goal is still toprovideclientswithappropriatepersonalandoccupationaldevelopmentgea-redtotheirsituations.Itisevenmorechallengingtotrytomeettheneedsofadultswithlowliteracyskillsaspartofskilldevelopmentbasedonanintegratedandragogicalapproach.

However,thisisthechallengethatRESDAChaselectedtotakeonbygroundingourapproachwithclientsonamodelbasedonintegratedservicesthatismorefocusedondevelopingliteracyskillsthanonacademicliteracytraining,whichisoftenconsideredanendinitself.Thisintegratedapproach,alongwiththecomplexmultipleneedsoftheadultlearnerswetarget,requiresrethinkingthenotionofprofessionaldevelopmentofthesector’shumanresources.

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introduction

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RESDAC is now approaching this core issuethroughprofessionaldevelopmentandstrategicre-directionofthehumanresourceswhosupporttheadulttrainingprocess,followingtheproposedandragogical approach. The reflection that wewillrefertothroughoutthispublicationispartofacontinuouslearningprocessthatyouwillreadaboutinthisReference Manual for Developing Professional Skills among Organizations and Practitioners within an Integrated Andragogical Process.Itisanewstartingpointthatwillnurturereflectionbasedontheexperienceofmanagersandpractitionersinthefield.

The ReferenceManual suggests carefully consi-dering the professional competencies that arerequired,usefulandessentialwithinthecontextof DESIGNING, MANAGING and carrying outTRAININGinterventionsintendedforadultswithlow literacy skills. It refers to an andragogicalframework that promotes an integrated compe-tency-developmentapproach.

By creating theRéseau des formatrices et forma-teurs en éducation et formation des adultes,RESDAChaspartlyaddressedtheneedsofprofessionals intheliteracyandbasicskillsfield.However, identi-fyingandfindingsuitablesolutionstotheissuesrelated to professional development remainsa significant challenge. The Reference Manualaddsanessentialelement toachievingamoreinclusive vision. It promotes development of asetofprofessionalcompetenciesamongpracti-tionerswhoarecommittedtotheirowncareerdevelopmentprocesswhilealsoworkingtode-velopthecompetenciesofadultswithlowlite-racyskills.

The Reference Manual defines key roles (de-sign,management,andtraining),proposesasetof functionsandcompetenciesassociatedwiththeprofileofeachkeyroleanddescribestheircharacteristics according to the parameters ofRESDAC’sIntegratedModel.

Far from being a final document, this newReferenceManual is the startof a knowledge-building process. Feedback frompeople in thefieldwhouseitwillensurethatitcontinuestoberefined.Thus,theReferenceManualopensthediscussion,whileguidingthereflectivethinkingfromanewperspective.Itlaysthegroundworkforastrategicapproachinprofessionaldevelop-mentthatrequiresustorevisitourpracticesinhiring,coachingandevaluatingstaffmembers.

It isa task thatweneed toworkonovertimethrough careful, systematic andorganized plan-ning.RESDACisheadinginthisdirectionforthesole purpose of providing quality services andprogramsgeared to theactual needsof adultswho are undertaking a learning process toimprovetheirqualityoflife.

Enjoy your reading!

NormandLévesqueExecutiveDirector,RESDAC

1 - LURETTE, Donald, Towards an Integrated Model to Support the Literacy Development of Francophones in Canada, Fédération canadienne pour l’alphabétisation en français (FCAF), June 2010.

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1.1 Towards new practices with learners

Socio-economicchangeshavehadanimpactontheworkingworldandotherareasoflifeinCanadaforthepastfewdecades.Theworldofwork,thefamilyunitandcommunitylifearechangingquicklyandcontinually.Thesechangesaffectthetypeofjobsthatincreaseanddeclineindemandandthisdynamicthen affects the specific skills development needs of the workforce andcitizens.Inthissetting,theadulteducationworldisalsoexperiencingconsi-derablepressuretoadaptquicklyonanongoingbasistothesesocio-econo-mic changes. Adult training systems are becoming increasingly complex(Lurette,2011)astheyattempttobetteralignadulteducationinitiativestodeveloptherightskills,thusmeetingtheworkforce’snewjobdemandsandatthesametime,keepingcitizens’needsinmindastheyfacethechallengeofadaptingtoever-changingfamilyandcommunitylife.

Duringthe1990s,inCanadaandallovertheworld,solutionswereproposedtomakeadultliteracysystemsmorecomprehensiveandcoherent,basedontheneed toadapt to socio-economic changes. TheAgenda for the Future fromtheFifthInternationalConferenceonAdultEducation(Hamburg,1997),recommendsthefollowing:

• Replacethenarrowvisionofliteracywithlearningthatmeetssocial,econo-micandpoliticalneedsandgivesexpressiontoanewformofcitizenship.

• Integrateliteracytrainingandotherformsoflearningandbasicskillsintoall appropriate development projects … (Hamburg, 1997, quoted byHautecoeur,2000,p.24,anddrawnfromLurette,2011).

Background for the Reference Manual

SECTION 1

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Rowen(1999)pointedinthesamedirectionbysuggestingthatifanadultlearnerisacompletepersonwithmultipleandcomplexneeds,solu-tionsformeetingthoseneedsmustbecomplete and integrated.Heproposesvariousoptionsforadultswithlowliteracyskills:

• Integrate literacy training and employmentsupportprograms.

• Integrateliteracyandothersupportservicesforclientswithspecialneeds.

• Integrateliteracyandsecond-languagetrainingrelatedtoreturn-to-workneeds.

• Integrate literacy training andoccupationaltraining.

• Integrate literacy training and accreditedtraining.

1.2 Strategic repositioning: Literacy training programs become community leaders in literacy development

Inthisnewcontext, it is importantfor literacytrainingorganizationstorepositionthemselvestodealwithconstantsocio-economicandedu-cational changes. This strategic repositioningmeansthatorganizationsprovidingliteracytrai-ningprogramsmustnowdefinethemselvesasboth organizations that complement otherpublicservicesandasessentialorganizationstoreachclientswith lowliteracyskills. Infact, it isthroughtheirservicesandexpertisethatanum-berofinnovative,comprehensiveandintegratedinitiatives will come about for these adults.Thus,theemergenceofnewservicesforpeoplewithlowliteracyskillsisanespeciallypowerfulway for these organizations to develop newexpertise, receive the recognition required forfulfilling their mandate and strengthen theirpositioninthecommunity.

We therefore suggest that practitioners whoworkfortheseorganizationsbecomeleadersintheirrespectivecommunitiesinordertointro-ducealocalcultureofcollaborationtodevelopintegratedservicesintendedforadultswithlowliteracyskills.Inouropinion,weneedtoreviewhowwecanfosterthedevelopmentofappro-priate skills among these adults to ease theirintegration to work or to any other family orcommunity project. Through projects promo-tingtheintegrateddevelopmentofliteracy,lite-racy training organizations will become moreefficient at reaching their usual clientele andprovidingthemwithenriched,inclusiveservicesthataddresstheircomplexmultipleneedsmoreefficiently(Lurette,2011).

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1.3 RESDAC’s strategic repositioning for literacy development

Forseveralyears,RESDAChasbeenattemptingto take a fresh look at the situation ofFrancophoneadultswithlowliteracyskillsandattheeducationalresourcesavailabletothem.In 2007, RESDAC, then called the Fédération canadienne pour l’alphabétisation en français (FCAF),publishedC’est le temps d’agir, plan de rattrapage pour l’alphabétisation des adultes francophones vivant en milieu minoritaire (asummary isavailable inEnglishunder thetitleIt’s Time for Action-Summary of a Literacy Catch-Up Plan for Adult Francophones in Minority Settings).Thisdocumentoutlinesthesurprisingresults of the International Adult Literacy and Skills Survey (IALSS): 42% of all working-ageCanadianadults (aged16to65)havedifficultymeeting the requirements of Canada’s know-ledge society and economy. In other words,they find it difficult to understand what theyread(StatisticsCanada,2003).TheIALSS’sdataanalysisalsorevealsthat56%ofthepopulationwhose mother tongue is French have troubleunderstandingwhat they read comparedwith39%ofthepopulationwhosemothertongueisEnglish(StatisticsCanada,2003).

In response to these results, RESDAC reactedswiftly. Among other things, it established anewgovernancemodel.Itdefinedandreceivedits members’ approval for four distinct andinterconnected strategic directions closelydrawn from its newvision:enhanced essential skills,acontinuum of services,asocial blueprint to improve the essential skills of Francophones across Canada, and finally, partnerships and coalitions.Moreover, itdevelopedand startednetwork implementation of an IntegratedModelfosteringskilldevelopmentamongadultswith low literacy skillswhom the IALSS referstoaslevel1and2adultlearners.Thiskick-startisaboveall intendedto improveemployabilityoutlooks.TheModelisalsoanattempttomeetlearners’ needsmore efficiently, by proposingan integrated literacy and skill developmentapproach based on, among other things, theintegrationofadulteducationservices.

1.4 New practices proposed by the RESDAC Integrated Model

The IntegratedModel put forth by RESDAC isbased on a joint, simultaneous approach fordeveloping multiple skills among people withlow literacy skills. This strategy addresses themany complex needs of adult learners, someofwhoseessentialskillsmaybearoundlevel1and 2 on the IALSS scale. This new way ofdesigning and implementing an andragogicalstrategy for adults with low literacy skills

combines the development of multiple skills,which translates into a four-componentmodel:analyzing the environment, developing strategic local partnerships, constructing adapted andra-gogical interventions and lastly, feedback, evaluation and reassessment of actions. Wewilldiscussthesecomponentsinmoredetailinthefollowingsections.

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1.5 A competency-based Reference Manual aimed at developing professional practices among organizations and practitioners

Manyframeworksunderlyingthepoliciesandprogramsassociatedwithliteracytrainingandadult education services in Canada are com-petency-based.Someexamplesfollow:HRSDC’sEssential Skills Framework that governs adulteducationprograms inanumberofprovinces;the Ontario Adult Literacy Curriculum Framework (OALCF), built frombroad compe-tencies;Identifier des compétences génériques(A soft skills Framework) by ICÉA (Institut decoopérationpourl’éducationdesadultes);andprofessional skills frameworks that set outoccupational training requirements for anumberoftradesacrossthecountry.Finally,weshouldalsomentiontheLiteracyandNumeracyskillsFrameworkonwhichtheinternationalsur-veysarebased.AcrossCanadaandinOntario,itisclearthatskillsareevermorepresentintheworldofadulteducation,particularlyforadultswithlowliteracyskills.

The ReferenceManual is similar to the aboveexamples. It is a skills framework providingbenchmarks toorganizations thatallows themto develop their professional practices in ac-cordancewith an integratedandragogicalme-thod.Itreliesonacompetency-basedapproachproposed by the RESDACModel. In the samewaythatweenvisiondevelopingmultipleskillsamong learners to meet their needs, we arepromotingasimilarapproachfororganizations

andtheirpractitionerstosatisfytheircomplexandvariedprofessionalneeds.

TheReferenceManual is anandragogicalpro-posal that frames and supports professionalskilldevelopmentamongpractitioners.Itfocu-ses on the development of collective skillsamongorganizations’entireteams,sotheyareable to providemore efficient support to thedevelopmentofliteracyskillsinadultlearners.TheReferenceManualcanthereforebeseenaspart of the answer to the following question:What skills does my organization need to pro-mote the establishment of andragogical practi-ces that are based on the RESDAC Integrated Model?

Collective skills is not the sum of individual competencies

Le Boterf (2008) points out that it is alwayspossibletopurchaseone-offresourcesorskillsasneeded,but it ismuchmoredifficult to repro-duceacombinationofskills, theuniquemake-upofwhichisabarriertoimitation.Here,heisreferring to collective intelligence.Along theselines,hesuggeststhinkingofskilldevelopmentthroughexpert teams,where [free translation]“themosteffectiveorganizationwidenscollectiveresponsibility, increases versatility and reduceshierarchicallevels.”

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1.6 The limitations of a Reference Manual

AccordingtoLeBoterf(2008),[freetranslation]“a reference manual is not a description of the actual work: as their name indicates, reference manuals only provide references. They are bench-marks, guideposts, directions. They should be considered as goals, based on which practitioners and those in their environment will learn to build relevant professional practices. They are targets based on which employees will learn to act with competence. They are something against which competencies are built.”Headdsthat“the work related to designing skill reference manuals is of the utmost use, but has too often been guided by an implicit reasoning that assumes skills exist on their own, independent of the bearer of the skills. However, we only ever encounter people who are more or less competent.”

Furthermore, according to LeBoterf,wemustnotconfusepersonalprofessionalpracticewitha standard: “Professional practice is the unfol-

ding of decisions, actions and interactions that a practitioner calls into play to carry out a specific activity, to resolve a problem situation, to deal with an event, to meet requirements set out by procedures or indicated in a reference manual.” Thus,thereisadifferencebetween[freetrans-lation]“the task’s requirements and the attitudes and operational sequences through which indi-viduals actually fulfil those requirements.”

Alongthesamelines,thisReferenceManualisaframeworkforsettingthemarkersandharmon-izing the professional skill development oforganizationsandtheirpractitioners.Itisonlyastartingpoint,notafinishline.Theprofessionalskills of adult training practitioners and or-ganizations will change, adapt and becomerefinedbasedonthenewrealitiesbroughtaboutby a society that is evolving at an increasinglyfasterpace.

ItwouldbeunwisetousethisReferenceManualas an individual professional developmentplan. Skill development does not depend onlyon individuals’motivation,but alsoona com-pletesystemofinteractionsandworkflowthatdemands the development and use of com-petencies within the whole organization. It isonly when organizations provide an environ-ment that allows the alternation of reflectionand action that adult education practitionerswill be able to act competently in variousprofessionalsituations.

Collective skills based on three roles

TheReferenceManualprovidesthreetablesofskills,eachspecifictooneofthekeyrolesfoundinadulttrainingorganizations.Theseroleswereselectedtoillustratethetypesoffunctionsandskills inherent inanadulttrainingorganizationinvolvedintheadulteducationapproachadvo-catedbytheRESDACmodel.Wewillcoverthesethreerolesinmoredetailinsection3.

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Webelievethatinordertoadequatelypositioninterventionswithlearners,itisimportanttofullyunderstandthetargetclientele,inotherwordstopro-perlyidentifythepopulation’sliteracyandskillslevels.Thelevelssetoutininternationaladultliteracyandskillssurveysshedlightontheessentialskillsprofilesofourtargetclientele.Resultsofthesesurveysalsoindicatethesizeofthetargetclientgroup.

Thenextsectionbrieflydescribesgroupsofadultswhohaveshownanabilitytoperformtasksatamaximumcomplexitylevelof1and2(outofa5-levelscaleontheseinternationalsurveys).Wehopethatthisdescriptionprovidesnetworkmemberswithabetterunderstandingofthetargetclientgroupandtheir socio-demographic characteristics, whichwill lead to new practices,drawnfromtheRESDACModel.

2.1.1 Observations from the 1994 IALS and 2003 IALSS internatio-nal surveys InCanada,wearecurrentlywitnessinganunusualproblem.Indeed,alargepartof theadultpopulationdoesnotnecessarilyhave theessential skillsthat would enable them to participate effectively in various communityactivities.Thatfinding is corroborated inanumberof successive interna-tional surveys. These studies assessed the skills of adults in a numberof

Redefining how we work with learners within the Integrated Model

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2.1 Adults with low literacy skills and the dynamic surrounding skills in our modern knowledge-based society

SECTION 2

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countries against a scale that ranked skillsacquisition level from one to five, with levelthree being considered the threshold neededfor full participation in one’s community andthe working world. In the context of thesesurveys,competenceineachareawasconcep-tualized by establishing a broad range of skillsthat indicateadults’proficiencyatusing infor-mation to function in society and in the eco-nomy.In1994,threeliteracy-relatedskillswerestudied,whilethe2003IALSSzeroedinonfourbasicskillsareas:

The2003 IALSS focussedonthe following fourliteracyskillareas:

• Proseliteracy:knowledgeandskillsneededto understand and use information fromtexts including editorials, news stories,brochuresandinstructionmanuals.

• Documentliteracy:theknowledgeandskillsneeded to locate and use information invarious formats suchas charts, graphs, jobapplicationforms,transportationschedulesandmaps.

• Numeracy:theknowledgeandskillsrequiredto manage the mathematical demands ofdiversesituations.

• Problemsolving:goal-orientedthoughtsandactions in a situation where there is nocommonresolutionprocess.

The targeted skillswere assessed according tofive task-complexity levels. These levels arebased on the degree of difficulty of the tasksspecifictoeachskillassessed.Inthe1994IALSandthe2003IALSS,thecomplexitylevelsweredeterminedbyascoreona500-pointscale.

Level 1 (0-225)

• Uncomplicatedtasksrequiringminimumknowledge

Level 2 (226-275)

• Uncomplicatedtasksrequiringalittleknowledge

Level 3 (276-325)

• Morecomplextasksrequiringgeneralknowledgeandtheabilitytoincorporateseveralsourcesofinformation

Levels 4 and 5 (326-500)

• Verycomplextasksrequiringstrongknowledgeandskills

WepreviouslymentionedsomeofthefindingsfromthesesurveyswithintheCanadianpopula-tion. In general, the 1994 IALS and the 2003IALSS showed very little progress between1994and2003.Duringthatperiod,thepercen-tageofCanadianswhodevelopedcertainskillsbelow level3didnotdrop,asonemighthaveexpected,giventheincreaseineducationlevels.Level 3 is considered required for functioningproperly in our modern economy andknowledge-society.

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2.1.2 First component of the RESDAC Model: Analysis of the needs of adult learners with low literacy skills as central to an andragogical intervention

Theinternationalsurveyshaveshownthattherearemany level 1, 2 (or less literate) adults inCanada. In addition, they have multiple andcomplexneeds.Mosthavetoworktosupportthemselves and their families. They seek thebestpossiblejob;thus,theyhavepersonalplansfor finding work or for getting a better job iftheyarealreadyworking.Toachievethat,somemay have to learn to communicate better inEnglish in an environment where French is aminority language andwhere the language ofworkisEnglish.Theneedsofadultswithlowli-teracyskillsaredifficulttoidentifybecausetheydifferfromoneindividualtoanother.Theyalsofitintothebroaderrealitiesofcommunities.Wehavetoaskourselveshowtodeveloptheskillsrequiredbyadultswithlowliteracyskillstoad-dress their various previously determinedneeds,whiledesigningplansthatwillmeetthecollectiveneedsofthecommunity.Thus,itcanbeassumedthatlesserdevelopedliteracyskillsin individuals or groups of individuals willrequire more complex solutions designed toaddressvariousneeds(Lurette,2011).

The environmental analysis (the model’s firstcomponent),neededtoeffectivelyaddresstheintegration needs of learners is therefore astudyoftheindividualneedsofeachperson,aswellasanunderstandingofthoseneedsinthebroadercommunitycontext.

Whilecarryingouttheenvironmentalanalysis,we feel it is important that local practitionersfully understand the impacts of the cultural,socio-economic and educational contexts onthe local adult training dynamic. They mustidentifytheextenttowhichcertainculturalandsocialconditionscanaffectthetypeoftrainingservices that need to be designed for

Francophoneadultswithlowliteracyskills.Theinterventionsmust take some of those condi-tionsintoaccount2.Basedonthoseanalyses,itwillbeeasiertoplanadulteducationinterven-tions that address theneedsof adult learnerswithlowliteracyskills,whilebeingrootedinasocio-economicandculturalcontextspecifictotheirhomecommunity.

Wealsoadvocategood localunderstandingofthevariousbarrierstolearningandtrainingthataclientgroupwithlowliteracyskillswillneedtodealwith.Thiswillmakeitpossibletofindori-ginal,lastingsolutions;toreduceadverseeffectsandtoretainthe learners intrainingprograms,jobsorotherareasofactivityintheircommunity.The purpose of the environmental analysis isalso to determine any barriers that existbetweenthepotential learnerandhis/hersuc-cessful persistence in a course of action thatleadshim/hertothejobmarketortootherper-sonalplans.Thus,proposedsolutionsshoulddoawaywith those barriers or at leastminimizetheirimpact.Thebarriersthatemergebetweenthe adult candidate and a conclusive skills ac-quisitionprocessusuallyfitintothreecategorieshaving to do with institutions, situations andpsychosocial conditions.

The environmental analysis must also look atthe community from the perspective of avai-lability of jobs for adults with limited literacyskills. For members of Francophone minoritygroups,thepredominanceofEnglishasthelan-guageofworkadds to thedifficultyoffindingwork. Lastly, understanding interrelationships,which are often dysfunctional, among variouslocal educational resources is integral to arealistic profile of learners’ needs and theirenvironment.

2 - Among other things, we are referring to some community realities that can greatly impact how adults choose their language of learning (e.g., the social relationships among cultural groups and the predominant language at work).

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2.1.3 Broadening the intervention framework among learners: Developing new professional skills among practitioners and organizations

A thorough environmental analysis will un-doubtedlyleadtoabroaderactionframeworkfor organizations and as a result will lead toquestions regarding theprofessional develop-mentofpractitioners:

• Inthecurrentcontext,whatnewprofessio-nal skills must practitioners and organiza-tionsdeveloptosupportthenewlylearnedcompetencies in adult learners with lowliteracyskills?

• Howcantheprofessionalskillsofpractitio-nersandorganizationsbeimprovedsothatthey are able to enhance their ability toanalyzetheneedsofadultswithlowliteracyskillsforcertainbasicskills?

• Howcanprofessionalskillsofpractitionersand organizations be developed to ensurethattheyincreasetheirabilitytoanalyzetheenvironment in their community? Shouldsome practitioners learn to master theabilitytodoanenvironmentalanalysiswhichincludes adult needs analyses and socio-economic, cultural and educational contextanalyses?Ifso,doesthataffectthedevelop-ment of practitioners’ and organizations’professionalskills?

• Is it necessary to ensure that practitionersandorganizationshaveacertainunderstan-ding of the Essential Skills Framework forlevels1and2?Isitalsonecessarytodeveloptheirunderstandingoftheconceptofthisfra-mework’staskcomplexitysotheycanbetterunderstand the essential skill levels? If so,doesthataffectthedevelopmentofpractitio-ners’andorganizations’professionalskills?

• Isitnecessarytoseethatpractitionersandor-ganizations develop a certain understandingofnew integratedprogrammingopportuni-tiesforadultswith low literacyskills? Ifso,doesthatinfluencethedevelopmentofprac-titioners’andorganizations’professionalskills?

• Should practitioners and organizations be-comefamiliarwiththeimpactsofadultlite-racy levels and their learning barriers onmeeting their needs and, correspondingly,ontheirmotivation?

• Other

Aspreviouslystated,manyreferenceframeworksunderlyingliteracyortrainingpoliciesandprogramsfor Canadian adults are based on skills.We see that skill permeate theworld of adult training.However, what is skill?

2.2 The competency-based approach for adults with low literacy skills

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2.2.1 The concept of skill and its relationship to task

Notethattherearemanydefinitionsofthetermskill. Nonetheless, most definitions associate itwithcarryingouttasks.Sinceskill-buildingiscen-traltotheRESDACModel,wefeelitisimportanttoexpandonthisconcept.

It ishardtogiveasingledefinitionofthecon-ceptofskill.Wearechoosingtosticktosimple,familiardefinitions.

Skill(general):[freetranslation]“ability of a per-son to assume a responsibility or perform a task”(Landry,F.,1987).

Skill(fromalearningandtrainingperspective):[free translation] “Set of features (knowledge, abilities and attitudes) that enable an individual to adequately carry out a task or set of tasks.” (Legendre,3rdedition)

Context

© 2000-2002 Henri Boudreault

Context

ContextSOFT SKILLS KNOWLEDGE

KNOW-HOW

Knowing

Competent

Implementing Performing

Representation of professional skill

The nature of skill

Anumberofpeopleseeskillas[freetranslation]“a combination of knowledge, the ability to im-plement this knowledge, and attitudes, meaning the state of mind needed for this implementa-tion” (Le Haut Conseil de l’Éducation in France).

It breaks down into knowledge, know-how (prac-tices) and soft skills (interpersonal skills, or rela-tional behaviours) along with physical abilities. The three types of knowledge are closely con-nected.”TheabovediagrambyHenriBoudreaultclearly shows the interrelationship among the

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typesof knowledge thatmustbebrought intoplaytoenableindividualstodevelopaskillandimplementitinvariouscontextswiththeaimofbecomingcompetent(takenfromLurette,2012).

LeBoterf(2008)states,however,[freetranslation] “that an adult may have the resources in terms of knowledge, know-how and soft skills, but he/she still needs to know how to use them properly in specific settings. This is what he would refer to as acting with competence.” He then states that, [free translation] “(…)when reduced to its com-ponents parts, skill loses its meaning. Skill is not just a compilation of resources or knowledge; in performing a task (as a skill system), each ele-ment is affected by the others; there is an inter-actional dynamic among those elements.” LeBoterfmaintainsthat,tobecompetent,youmustbeabletopair the fact of being competent with that of having skills. This concept is defined ingreaterdetailinsection3.

The nature of a task

A task is oftenperceived as a “combination of various skills that are closely linked“.Theabovediagramshowsthisinterrelationshipamongthetypesofskillsthatmustbebroughtintoplaytoenable individuals to perform a task and

Task

SkillX

SkillY

SkillZ

SkillA

implementitinvarioussettingsforthepurposeofbecoming competent.

The interactions between knowledge, skills and tasks, in a continuous development dynamic

The following diagram shows the interrela-tionshipsbetweenthetypesofknowledgeandtypesofskillsthatmustbebroughtintoplaytoenableindividualstoperformoneormoretasksand implement them in various integrationsettings in order to become competent in thedesiredintegratedsettings.

Learn the appropriate knowledge

Develop skills in action

Perform tasks in contexts

• Learn the knowledge, know-how and soft skills that supporttheidentified competencies

• Especiallythroughreflection;in a structured learning environment

• Develop skills A, X, Y and Z that support the targeted tasks

• Throughreflection;ina learning environment

• Throughaction/practice; in a learning and integration environment

• Perform tasks 1, 2, 3… • Especially through action/

practice;inalearningandintegration environment

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2.2.2Horizontalexpansionofskillstobedevelopedamonglearners:Promotingnewskills

Inouropinion,therearevarioustypesofskillsthat can support the performance of tasks atwork, in training, or in family and communitylife.They fallunder fourcategories,whicharedetailedbelow.

The four categories of skills

Organizingskillsinthiswayhastwomainobjec-tives. First, this categorization fosters betterunderstandingoftheskillsthatcanbedevelopedinadultswith lowliteracyskills,aspartofourinitiatives for addressing some of the needsidentified.Second,itmakesthedesignofandra-gogical interventions easier, drawing on thedevelopmentofparticulartypesofskillstocarryoutparticulartasksinspecificsettings,inorderto address learners’ needs; each skill typefrequentlydrawsonparticular knowledgeanddevelopmentcontexts.

Thefourskillcategories

• Essentialskills

• Softskills

• Second-languageskills

• Technicalorspecializedskills

First category: Essential skills

Essential skills for living, learning and working: accordingtotheframeworkandscopeassignedtothembyOLES(OfficeofLiteracyandEssentialSkills3).EssentialskillsareputforwardbyOLESastheninebasicskillsthatfosteradults’fullpar-ticipationinthelabourmarketandthecommu-nity. They are necessary for a wide variety oftasks atwork or in daily life and they provideadultlearnerswithafoundationtosupportthelearningofnewskills.Theyenhancetheability

toadapttochange.Sincetheyareusedinactualsituations,thecomplexitylevelsdifferdependingon the type of real-situation task. Thefollowingisthelistofthenineessentialskills:

• ReadingText

• Documentuse

• Writing

• Numeracy

• Oralcommunication

• Thinking

• Workingwithothers

• Computeruse

• Continuouslearning

Today,wedifferentiateliteracyskills,numeracyskillsandcomputer-basedskills.Amongthenineessentialskills,somefallmoreunderknowledgewhileothersaremoreinthenatureofsoftskills.Thinking,workingwithothers,oralcommunica-tion and continuous learning are consideredessentialsoftskills.

Second category: Soft skills

[freetranslation]“Soft skills are a set of abilities involving personality more than a specific func-tion. A soft skill develops through action and evolves over a person’s lifetime in various life experiences and work situations.” (*definitiondrawn from the Manuel des animateurs de la démarche Nos compétences fortes (NCF), writ-tenunderthedirectionofRachelBélisle,1996).

Asisthecasewithessentialskills,softskillsactascommonthreadsbetweenpeoples’differentexperiences (work, family life, personal pro-jects).Theyarenottiedtoaspecificfunctionin

3 - This Office comes under Human Resources and Skills Development Canada.

3

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the way that specialized skills are, but theydevelopinvariouslearningsituationsandcom-plementeachotherinaction.Anumberofsoftskillsplayanintegralpartinprofessional,socialand family involvement. This is why they areconsideredbasic skills (ICÉA,1995,p. 21). Theconcept of soft skill used by the ICÉA hingesaroundthefollowingtworealities:

• A given individual may have developed anumberofsoftskills.

• Thereareanumberofsoftskills (the ICÉA’slast referencemanual lists 22, including or-ganizationalskills,senseofresponsibility,abi-lity to work under pressure, thoroughness,senseofobservation,adaptability,problem-solvingability,etc.).

• Softskills:

• Includeasetofabilities.

• Developthroughaction.

• Changeoveranindividual’slifetime.

• Developthroughvariouslifeexperiencesandworksituations.

• Areusefulinallareasoflife(job,school,familyorother).

• Are transferable, i.e., they canbe calledintoplayindifferentapplicationareas,ac-tioncontextsandsituations.

Third category: Second-language skills

Thisinvolves[freetranslation]“a person’s know-ledge of a language or his/her ability to use it in context” (Legendre,3rdedition).Theseskillsareconnected with acquiring a second-language,whichenablesanadultlearnertoperformtasksrequiringtheuseofalanguageofcommunica-tion different from his/her own. In Canada’sFrancophone communities, this type of skillmay prove necessary for learners to performtasksinanEnglish-dominantenvironment.

The learnings associated with the second-language skills required for performing tasks

arenottobeconfusedwithlearningEnglishasasecond-language.Here,wearereferringtothestrategicacquisitionofcertainfunctionalaspectsofEnglishthatissimilartothedevelopmentoffirstlanguageskills.Allofthetrainingmustbedoneinthefirstlanguage.Studieshaveshownthatadultslearnmuchmoreeffectivelyintheirfirstlanguage.Newly acquired learnings overlap with previousones, which are rooted in initial first-languageknowledge. The transfer of learning then occurseasilyincontextsusingeitherlanguage.

Fourth category: Technical or specialized skills

Theseskillsmakeitpossibletoengageinatradesincetheyaredirectlytiedtoatradeorfamilyoftrades.Theyareusuallyassociatedwithworkfunctionsandareofferedby specializedagen-cies inan institutional setting (communitycol-leges and educational institutions) or in theworkplace(employersorunions).

Intheworkplace,technicalskillsareoftencon-sidered occupational skills. Technical skills arerecognizedwithinindustryasqualificationsfortheworkplace; in these settings, developmentofessentialandsoftskillsiscomplementarytothedevelopmentoftechnicalskills,butwillbeunavoidableforadultswithlowliteracyskills.Inothercontexts,however,somesoftandessen-tial skills may be considered as occupationalskills for various occupations, especially thoseconnectedwithservicebusinesses.Inthistypeofbusiness,occupationaltasksareoftencarriedoutininteractionalmode(clientservice,publicrelations,etc.)andtheydrawontheso-calledsoftandessentialskillsalsotoemergeaspro-fessionalorspecializedskills.

Inthecontextofperformingatask,webelievethatthesevarioustypesofskillscomplementorsupporteachotherinthelearningprocessorinaction(theapplicationofskillsinperformingatask)(Lurette2011).

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2.2.3 Third component of the RESDAC Model: Constructing an andragogical intervention adapted to the skill development needs of adult learners with low literacy skills

The andragogical approach of the RESDACModel has the benefit of integrating literacyinto a broader perspective that better meetsthe needs of adult learners with low literacyskills. Thus, the literacy process is integrated intoanoverallskillsdevelopmentinitiative.

That being said, designing a training plan forpeoplewithlowliteracyskillsrequiresabroadviewoftheirneedstobetter identifythemul-tipleskillstheymustdevelopinordertopursueasatisfyingoccupationalorpersonalplan.Todoso,practitionersmustknowhowtobreakdownthevarioustypesofskillsthattheycouldaimtoinstilinadultswithlowliteracyskills,basedontheirneeds.

However, we believe that the traditional ap-proach used by some literacy programs, likethatofothertypesoftraditionaladulttrainingprograms, can be too simplistic4; it does notalways effectively meet learners’ needs nordoes ittaketheir lifecontexts intoaccount. Inourview,aneffectiveandragogicalinterventionforadultswithlowliteracyskillsmusttakeintoaccountthemultitudeofskillsthattheyhavetoacquireinordertoachievethetargetedlearningsin theirpersonalplan.Thosevarious skillsmustdovetail with each other. Practitioners mustthereforebeabletoproperlyidentifythosetypesofskillsandunderstandtheirinterrelationships.

Combining skills development to construct an andragogical intervention

In constructing an andragogical interventionthat aims to address theneedsof adultswithlowliteracyskillsandthoseofthecommunity,the integrated training approach promotedheremustbedevelopedfromtwoperspectives.The first integration step is part of the instruc-tionalpackageinwhichthedevelopmentofmul-tipleskilltypesisdesignedinaunified/integratedwaywithinthesameintervention,inresponsetotheneedsanalysisof the targetedadultswithlowliteracyskills.Thesecondintegrationstepiscarried out bymeans of partnerships throughwhichadulttrainingservicescanbepooledandoffered in a simultaneous, integratedway (wewillreturntothissecondintegrationstepinthenextsection).

At the first step of integration, practitionersexamine what skills the intervention shoulddevelop among the targeted adults based ontheirneeds.Whatplacewillessentialskills,softskills, second-language skills or technical/spe-cializedskillshaveinaddressingtheintegration,communication and interaction needs withinthevariouspersonalandoccupationalplansofthetargetedadults?It isworthnotingthatforall these skills, the learners’ needs determinethe extent to which each skill type warrantsbeing developed and the extent towhich theserviceofferingsshouldconsiderthose.

4- Programs offered to adults with low literacy skills are often too narrow and do not take all needs into account. Thus, most training services are focussed on the acquisition of very specific skills that are more intended to address the delineated requirements of programs. For example, some services zero in on the development of integration or employability skills; this is especially the case with new worker support programs. Other ser-vices favour the acquisition of technical skills like apprenticeship or occupational training programs; still others focus solely on the development of parenting skills. Lastly, most literacy programs focus on improving particular basic skills (reading, writing, math, computers). In short, very few adult education services aim to develop more than one skill type within the same integrated initiative.

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2.2.4 Example: Interactions between knowledge, skills and tasks, according to a continuouslearningdynamicinreflectionandaction

• Perform tasks 1, 2, 3…

• Throughaction/practice;in a learning environment that integrates daily life


Develop the right skills through action

Learn to perform the tasks in context

• Learn the knowledge, know-how and soft skills that support the identifiedcompetencies

• Especiallythroughreflection;inastructured learning environment

• Develop the essential, generic, language and technical skills that support the tar-geted tasks

• Throughreflection;inalearning environment

• Throughaction/practice;ina learning environment that integrates daily life

Evaluation and design

• Ongoing evaluation of learnings in context

• Ongoing design of new learning cycles

Task to be performed:

• Anofficeclerkwhomustrespondtoaclienthavingahardtimeunderstandinganinvoicereceived.

Skills to be called into play:

• Thistaskmaydrawonsoftskills(interactional,problem-solvingskills,etc.).

• Thistaskmaydrawonessentialskills(docu-ment use, oral communication, numeracy,digitaltechnology,etc.).

• Thistaskmaydrawonlanguageskills(invoiceinEnglish).

• Thistaskmaydrawontechnicalskills(apply-ing an internal customer service protocol,technical explanation related to the type ofserviceandbilling).

Knowledge to be called into play:

• Examples of knowledge: understanding theimportanceofactivelisteninganditsmetho-dology,goodunderstandingofthecompany’sbillingsystemandtools,goodunderstandingofthedigitalclientfilesystemandbillingsys-tems, someknowledgeof technical vocabu-laryinEnglish,goodunderstandingofinternalprotocolsandprocedures,etc.

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2.2.5 Broadening of training practices: The new professional skills to be developed among practitioners and organizations

Broadening of the skills to be developed inlearners with low literacy skills raises somequestionsabouttheprofessionaldevelopmentofpractitionersandorganizations:

• What professional skills must practitionersand organizations develop so they can pro-perlyusethecompetency-basedapproachintheirinterventions?

• Should practitioners and organizations de-velop some understanding of the four skillcategories, especially with the aim of sup-porting interventions requiring the acquisi-tionofmultipleskillsamonglearners?

• Howdowedeveloppractitioners’andorga-nizations’professionalskillsthatarelikelytosupporttheirabilitytodesign,implementandmaintainintegratedprograms?

• Shouldpractitionersandorganizationsculti-vate an ability to properly determine andbreak down the various types of skills thatcouldconceivablybeacquiredbyadultswithlow literacy skills, based on their needs?

Shouldpractitionersbeabletodefinethesetypesofskillsandproperlyunderstandtheirinterrelationships?Ifso,towhatextentdoesthisaffectthedevelopmentofpractitioners’andorganizations’professionalskills?

• Should practitioners and organizations de-velopsomeunderstandingabouttheissuesoflearners transitioning to anEnglish-dominantenvironmentandtheneedtodevelopsecond-languageskills?Ifso,towhatextentdoesthisinfluence the development of practitioners’andorganizations’professionalskills?

• Should practitioners and organizations beencouraged to have some grasp of the newintegratedprogrammingopportunitiesusingabroader range of skills than what is foundin traditional literacy training approaches?Ifso,towhatextentdoesthisaffectthedeve-lopment of practitioners’ and organization’sprofessionalskills?

• Other

• Examples of know-how: ability to apply thestepsinanactivelisteningprocess,abilitytobreak down and explain a typical invoice,quickly access a client file in the computersystem, ability to break down an invoice inEnglish and explain it in French, ability toapply internal procedures and protocols incontext,etc.

• Examplesofsoftskills:beingempatheticto-wardstheclientandhis/herproblem,demon-stratingconfidenceinresolvingthesituation,feelingateasewithacomputerizedanddigi-talworkenvironment,beingopen toaskingfor helpwhenpart of the task requires theuseofone’ssecond-language,abilitytoapplyan internalprotocol inapotentiallydelicateinteractionalsituation,etc.

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2.3 Integrating skills to address the needs of adults with low literacy skills

Ratherthanbeinglimitedtoanalyzinganadultlearnerbasedonaparticularprogram,thecom-petency-basedapproachtakes intoaccountalltheneedsofadultlearnersintheircommunityintermsofskillstobedeveloped.Suchanap-proach ultimately seeks to promote the life-long development of multiple skills in adultlearners(skillscontinuum)byofferingintegratededucational serviceswhenneeded (continuum oflearningservices)inagivencommunity.

This andragogical approach therefore focuseson the whole learning system for adults: thearrangementsandneedsofthetargetedadults;thetypeof learningobjectivesthatarise fromthat; the learningmethodologies (methods ofconveying the instructional content and me-thods of developing new skills); the learningenvironment(community,supportmechanisms,etc.);andlastly,potentiallearningtransfers.Webelieve that all these aspects must be con-sidered when designing a competency-basedandragogicalintervention.

2.3.1 Integrating skills necessarily involves integrating services

Wemaintainthatitismoreeffectiveforalocaladult training network to design its trainingprogramsaspartofaservicecontinuum,withoutdistinctionastoserviceproviders.Inourview,this strategy is more efficient in reaching thepoolofadultlearnersandtherebyovercomesanumberofreturn-to-trainingbarriers.Inaddition,the service continuum approach gives prefe-rencetoprovidingthetargetclientgroupwithanumber of training services within the sameoffering, which simplifies the perception theymayhaveoftheadulteducationsystem.Tous,thiscourseofactionobviouslyseemsmorecon-sistent with the perspective of ongoing skillsdevelopmentthroughtraininginitiativesdesignedforthesepurposes..

Community organizations working with adultswith low literacy skills have developedbetter-integratedapproaches tohelp themdealwiththemany obstacles they have to overcome intheirdailyenvironment,butalsowhenadjustingto a changing society. The RESDAC Integrated

Model(Lurette,2011)referstothepracticesoftheCentre d’apprentissage et de perfectionnement(CAP) whose services are devoted to trainingadultsinEasternOntarioandseekstoreachcli-entswithlowliteracyskills.AccordingtoLurette(2011),CAP’spracticesarebasedespeciallyonthe development of innovative strategic part-nershipapproachescapableofbuildingrelevantbridgesbetween,ontheonehand,theskillsde-velopment needs of adults with low literacyskillswithinacommunityand,ontheother,theadulteducationresourcesavailableinthatcom-munity. Inmost cases, the integrated servicesapproach requires various forms of strategicpartnerships.Althoughthismostlyseemslikeawinningapproachforreachingadultswithlowliteracyskillsandfacilitatingtheirdevelopment,itdoesinvolveanumberofchallenges:

2.3.2 Strategic partnerships

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[free translation] ...Partnerships and high-wire acts: This process is demanding, given the diversity of agencies involved (literacy training, vocational training, accredited training, income maintenance, employment integration or employa-bility services…) and the complexity of the links to be made. It is necessary to deal with the terms and conditions related to the accountability and funding of the established partners. Indeed, these partners are beholden to funders from four levels of government: municipal, regional, provincial, and federal.

Dugas, 2005

drawn from Lurette, 2008, p. 24

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ThesecondcomponentoftheIntegratedModelis the creation of strategic local partnerships. This step requires considerable time and open-mindednessandplacesspecialvalueonnegotia-tion and co-operation. Resource-pooling noti-ceably improves the various phases of analysisleadingtopreparationoftrainingsessionsbasedboth on learners’ needs and profiles and onvariouscommunityneedsandcontexts.Creatingstrategic localpartnershipsalsodrives theen-vironmental analysis by supplying it with theadditionalinformationitemsthatfosterabetterfitwith local circumstances. This results in anincreasedabilitytoattracttheclientgroupandofferpromisingandragogicalinterventions.

Serviceintegrationoccursthroughpartnershipsthatmakepossiblesimultaneous,jointofferingsof adult training services. With such an ap-proach, these integratedservicescombine thetrainingstepsusuallyofferedseparatelyandinalinearway,therebyenablinglearnerswithlowliteracyskillstostartdevelopingmultipleskillsatthesametime(essential,soft,languageandtechnical skills). These learners can thereforebenefit from parenting, occupational or otherskills-development programs that they would

normallyhavedifficultyaccessingat thisstageintheirliteracy-skills-acquisitionprocess.Atthisintegration stage, practitioners ask what pro-grams or services can be combined for theandragogical intervention to promote the de-velopmentof skillsbasedon theneedsof thetargeted adults. This joint inter-program ap-proach facilitates the integration of learnerswithlowliteracyskillsintotrainingprojectsthatfurthermeettheirneedsandrealities.

Thus, successful dialogue among partners canlead toadjustingofexisting trainingprogramsor setting up new training programs thataddress adults’ needs while adhering to themandates of the various partners. From thenon,byprovidingajointofferingofprograms,itwillbecomeeasiertoaccessthevarioushumanandfinancialresourcesneededtoimproveadulteducationservices(e.g.,smallerstudent/trainerratio,personalizedtrainingplans,customtrain-ingandevaluationmodalities,targetedtraining,etc.) and logistical support (e.g., transportationand childcare services). Ultimately, these ele-ments will considerably increase the commu-nity’sabilitytoserveadultswithlowliteracyskills.

2.3.3 Second component of the RESDAC Model: Creating strategic local partnerships within an integrated approach

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Theneedtoredefinehowweworkwithpartnersraises some questions about the professionaldevelopmentofpractitionersandorganizations:

• Howtodeveloppractitioners’andorganiza-tions’professionalskillsthatarelikelytosup-port their ability to design, implement andmaintainintegratedprograms?

• Howtodeveloppractitioners’andorganiza-tions’professionalskillsthatenablethemtosupporttheestablishmentandcontinuityofstrategicpartnerships?

• Howtodeveloppractitioners’andorganiza-tions’ ability to ask themselves about pro-gramsorservicestobeintegratedinorderforthe andragogical intervention to foster thedevelopment of skills based on targetedadults’needs?Inthesameintervention,how

to link programs and services fostering thedevelopmentofliteracyskillsandappropriatetechnicalskills?

• Howtodeveloppractitioners’andorganiza-tions’ professional skills that facilitate theworkinvolvedinintra–organizationandinter-organizationco-operation?

• Howtoencouragepractitionersandorgani-zations to develop their own professionalskillsinanintegratedmanner?

• How to enable practitioners and organiza-tionstodeveloptheirprofessionalskills inaco-operativecontext?

• Other

2.3.4Redefininghowweworkwithcommunitypartners:Developingprofessionalskillsamong practitioners and organizations

2.4 Designing intervention practices that foster skill development and transfer AccordingtothedefinitionintheGranddiction-naireterminologiquebytheOffice québécois de la langue française, a skill is [free translation]“expertise resulting from the effective mobiliza-tion and use of a set of internal and external resources in authentic learning situations or in an occupational setting.” (Lurette 2012, drawnfrom Dignard, ICÉA, to be published). For LeBoterf(2008),askillassumes[freetranslation]“being able to act and succeed competently and relevantly in a situation (work or other; activity to be carried out, event to handle, problem to solve, project to accomplish …). … Here, we are referring to the concept of action.”

Thus,basedonitsnature,wecanassumethateffectiveskillsdevelopmentrestsonastrategic

interplaybetween theoretical learning (poten-tialpartofresourcemobilization)andhands-onaction (performing the task in real situations)(Lurette,2012).Thisstrategicinterplaybetweentheoryandactionisanessentialaspectofskillsdevelopment.Moreover,LeBoterf (2008)saysthat it isno longer justaquestionofenginee-ringthetrainingfordevelopingskills,butratherengineering pathways: thus [free translation]“skill-building is no longer considered as falling exclusively under training; it is rather the result of pathways that include transitions from training to organized work situations or other routes, to optimize learning impacts. Alternated training sessions are valued once again.”

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AllacrossCanada,thereareapprenticeshippro-gramstotrainadultsinspecializedtrades(“ap-prenticeable”trades).Theseapprenticeshippro-gramsstandapartbecauseofamajorhands-onlearning component in theworkplace thaten-hances theoretical and institutional training.Thisisinaccordancewithatrainingprocessthatalternatesbetweenschool (about10%of lear-ning time) and the workplace (about 90% oflearning time). The Canadian Apprenticeship Forum sponsoredaprojectaimedatanalyzingthe statistical data on four groups of workersandcomparingtheirresults.Thestudyappearstoindicateadecidedadvantageforlearnersin-volved in these programs that alternated be-tween in-class learning and on-the-joblearning:

• People whose training was partly donethroughon-the-joblearningarerecognizedasmorejob-ready,eitherimmediatelyafterob-taining their diploma or several years later.Theyhavebettershortandlong-termpayop-portunities and report a higher level of jobsatisfactionandjobsecurity.

• Graduatesfromapprenticeshipprogramsfindajobmuchsoonerafterreceivingtheirdiplo-mathanthoseinanyoftheothergroups.

• Overall, graduates from apprenticeship pro-gramsseemtovaluetheirjobmoreandenjoybetter job security than individuals in theother groups. (Canadian Apprenticeship Forum,February2011)

Developing skills in a theoretical/hands-onlearningcontextseemstoshowmeaningfulre-sults regardingemployability.As such, canweimagine that similar skills development ap-proachescanbeintroducedforadultswithlowliteracy skills whowish tomove into employ-mentorcarryoutsomeotherpersonalplan?

Hands-on learning to promote the transfer of skills from one setting to another

Opportunitiesforknowledgeandskillstransferscanlargelyexplainthesuccessofprogramscon-sisting of hands-on and experiential learning(such as apprenticeship programs for trades).UsingdatadrawnfromtheInternationalLabourOffice (ILO), Dignard (ICÉA, to be published)showsthat,tobetransferrable,askillmustbeexportable,inotherwordsusefulandnecessarytoperformingtasksinvarioussettingsaswellasvisible and recognized (in private and publiclife).Fromthesesources,hedrawsthreefactorsthataffectskilltransferability:

• Experiences gainedthatprovideinformationonwhatdidordidnotcontributetoaskillbe-ing successfully transferred. Integrating theknowledge arising from the transfer experi-enceisalsovaluableintrackingtheskilltobeput into action and transferred to anothersetting.

• Askillthatis increasingly masteredinvarioussettings helps determine the settings intowhichthatskillwillbeeffectivelytransferred.

• The setting where the transfer occurswhichconsists of various factors identified by theILO, i.e., institutions, technologies, standar-dizationmethodsconnectedwithskillsreco-gnition,workplacesandindustrysectors.

2.4.1 Experiential learning or learning through practice

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The competency-based approach focuses ondevelopingtheskillsofindividualswithlowliteracyskills, rather than on strictly literacy training.Essential skillsandsoftskillsare indispensabletoawidevarietyoftasksintheworkplaceandin daily life in addition to increasing people’sability to adapt to the changes that occurthroughoutlife:developingtheseskillsamountstoa continuum thatgoeswellbeyondtheskilllevels aimed at by traditional literacy trainingprograms.Thatbeingsaid,theessentialandsoftskillsdevelopmentcontinuumappliestoanevenbroaderandragogicalperspective.Itinspiresustoviewtheliteracyskillsacquisitionprocessasan inclusive concept, namely a lifelong skillsdevelopmentcontinuum.

Infact,accordingtothe1994IALSandthe2003IALSS,literacyskillsarelikemuscles:regardlessofthesetting,themoretheyareexercised,thebettertheyaremaintainedandthemorequick-ly they improve. Along those lines, the placesliteracy skills aredevelopedgobeyond formalandinformaltrainingsettings.Theongoingskillsdevelopment of adults with low literacy skillsoccurs inseveralareasof their lives.Thiscon-firmsthattraininginitiativesforadultswithlowliteracy skills must be designed strategicallyovertimeinordertosituatetheminasequenceoflearningthatleadstoongoingskillsdevelop-ment.Literacydevelopmentisasharedrespon-sibility.Foradult learners, thetimeavailable tothemtoparticipateinorganizedtrainingisusuallytime-limitedanditneedstoberelatedtotheirgoals(Lurette,2011).

2.4.2 From literacy program development to ongoing skills development in various settings

Moreover,LeBoterf(2008)notesthatthetrans-ferofknowledgetonewsituationsrequiresnotonlyresources,butalsotherecognitionofsitua-tionsinwhichthoseresourcesmaybeused.Inhis view,what differentiates an expert fromanovice is not just that the expert has a largerlibrary of resources, but that, through theirexperience,theycanrecognizethosethatcanbeusedinanewsetting.Theywillthereforeproceedmore quickly and effectively in searching forrelevantinformation.

AsforDignard,hebelievesthatsincesoftskillscanbeusedinanumberoflifesituations,theyaremoreeasily transferred fromoneenviron-ment to another than specific skills are. Hetherefore recommends focussing on soft skillsforestablishinga connectionbetween settingsandobjectives.Thoseconnectionsfacilitatethetransferofskillsinanoccupationalorapersonaldevelopmentenvironment.Thiscanbedonein-formally, non-formally or even formally(Dignard, ICÉA, to be published).

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The move to experiential learning or learningthrough practice raises some questions aboutthe professional development of practitionersandorganizations:

• How to develop practitioners’ and orga-nizations’ professional skills that are likely tosupporttheirabilitytodesignanduseandra-gogical strategies that foster experiential andhands-on learning among adultswith low lit-eracyskills?

• How to develop practitioners’ and orga-nizations’professionalskillsthatenablethemtodesignanduseandragogicalstrategiesfa-cilitatingthetransferofknowledgeforadultswithlowliteracyskillstonewsettings?

• How to enable practitioners and organiza-tionstoacquireprofessionalskillsinsettingsthatalternatetheoryandpractice?

• Howtoencouragepractitionersandorganiz-ationstodeveloptheirabilitytotransferpro-fessional skills to various interventionsettings?

• Howtoencouragepractitionersandorganiz-ationstodeveloptheirabilitytodoreflectivereviews on projects and on their interven-tions?Howtoenablethemtodrawonthosereflective reviews and continually improvetheirservices?Howtoenablethemtodrawon those reflective reviews to update theirprofessionalskillsandtherebyenhancetheirownpractices?

• Other

2.4.4 Experiential learning or learning through practice for practitioners and organizations

The last, but not least, component in theIntegratedmodelinvolvesfeedback, evaluation and reassessment of actions when testedagainst reality.Theflexibilityandability to re-visesomeofatrainingprogram’sdirections inorder to improve it in thebest interestsof itsclientsmustbeanintegralpartofthisinnova-tive approach. This constant concern for fine-tuning is informedbydata gathering fromva-rious partners and learners in the trainingprogramduringthedevelopment,introductionandimplementationstages.Inshort,integratedtraining drawing on multiple services mustalwaysbeobservedwiththeprofessedgoalofcreating an ongoing enhancement dynamic,sinceoneofthemainvirtuesoftheIntegrated

Model lies in itsflexibilityandconstantsearchforabetterfitwithlearners’needs.

Throughtheirmulti-programandmulti-partnernature,theproposedintegratedinitiativesleadtovariouscollaborativeandjointactionagree-ments among local bodies.We recognize thatestablishing such initiatives is no mean feat.However,afteronecycleofstrategicpartnershipsand integrated servicesoffering, everythingwillbe easier for all partners.Newexperienceswillbuild on initial experiences that have beenrevisedandenhancedthroughreflectivereviews.Otherpartnershipsandinitiativeswilleventuallyfollow, which should help establish a morecohesivelearningcommunity(Lurette,2011).

2.4.3 Fourth component of the RESDAC Model: Feedback, evaluation and reassessment of actions: an evaluation continuum

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3.1 A Reference Manual related to skills supporting the development of professional practices among practitioners and organizations

First and foremost, this ReferenceManual is defined as a skills frameworkprovidingbenchmarkstoorganizationsdedicatedtoliteracydevelopment.Itspurposeistoenablethemtore-framethedirectionoftheirprofessionalde-velopmentpracticesaccordingtoanandragogicalmethodalignedwiththeintegratedapproachadvocatedby theRESDAC literacyand skills develop-mentmodel.Therefore,thisReferenceManualhasbeendesignedasacoun-terparttotheRESDACIntegratedModelwhichsuggestsdevelopingmultipleskills among learners in order tomeet their needs.Consequently, it pro-motes a similar approach for developing multiple professional skills among organizations and their practitioners in order to meet their complex and varied needs.

3.1.1 Towards a new professional development practice model: The competency-based approachForRESDAC,traininginitiativesforadultswithlowliteracyskillsmustbestra-tegicallydesigned.Theyhavetofitintoabroaderongoingskillsdevelopmentmovementtoreflectthefactthatadultlearnersusuallyhavelimitedtimefororganized training tomeet theirobjectives.Thatbeingsaid, literacydeve-lopmentisaresponsibilitysharedbyallsocialpartners.

Redefining the desired skills among organizations and their practitioners

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SECTION 3

3333

Integrated andragogical proposal

RESDAC suggests integrating literacy and skillsdevelopment in a more thorough educationalpackageinordertoaddressthevariedneedsofadultlearnerswithlowliteracyskills.Integratedinitiatives(seediagramonnextpage)candrawonmultipleprogramsandpartners.Theygene-

ratevariouscollaborativeandjointactionagree-mentsamongdifferentlocalbodies.Withtheseinplace,localprogramscancreateacontinuum of services thatultimately leads tomoreeffec-tive integration of learners into their commu-nity.Thatintegrationcontributestotheliteracydevelopmentofthatsamecommunity.

Analyzing the environment

• Analyzing the needs of learners• Analyzing the socio-economic context• Analyzing the cultural context• Analyzing the local educational resources

Creating strategic local partnerships

• Mobilizing educational resources• Creating local planning structures• Developing strategic collaboration and

intervention agreements

Constructing adapted andragogical interventions

• Linking the appropriate essential skills, generic skills and specialized skills for an integrated intervention

Feedback and reassessment of actions

• Listeningandobservingcarefully;takingan objectivedistanceinordertoassess,fine-tune and perfect actions

The four-component model

5 - For more information on this model, see Appendix 4.

5

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The competency-based approach for this Reference Manual

Aswementionedinsections1and2,thecompe-tency-basedapproachadvocatedbytheRESDACModelproposeswaystoreorganizeaportionofadult education services intended for peoplewithlowliteracyskills.Amongotherthings,thatinvolvesengagingamorevariedrangeofedu-cationalservicesinagivencommunityinorderto foster the integrated development of mul-tipleskillsinadultswithlowliteracyskills.Alongwiththismovetopromotethedevelopmentoftasksandskillsinadultswithlowliteracyskillscomenewneedsfrompractitionerswithinadulttrainingnetworks.Theyinvolvedevelopingpro-fessional skills profiles for practitioners andorganizationsbasedonthetypeofservicestobeprovided.

Wefeltitwaslogicaltooptforacompetency-based approach in order to provide a frame-work fordeveloping theprofessionalpracticesoforganizationsand theirpractitionersopera-tinginanintegratedtrainingcontextwiththeirclientgroups.

The concept of professional skill and its relationship to task

WechosetodeveloptheReferenceManualbyskills unit, since this approach has had muchsuccess insomeprofessional training/develop-mentsettingsacrossCanadainrecentdecades.In that approach, skills support the perfor-manceofprofessionaltasksandareconnectedwiththosetasks.

Skillsaremostlyseenasbeinggenericbecausethey are not connected with individuals, butwiththetasksthatareassignedtoapractitio-ner’sworkstation.Thesetasksaresituationalor

contextualized because they are determinedaccording to each workstation, by each orga-nizationandforeachpractitioner.

Thus,professionaltasksareorganizedbasedondecisionsmadeinternally;theyareassignedtopractitioners according to their environments(numberofemployees,typesofservices,typesof partnerships, etc.). Task assignment hingesaroundvariousrolesandfunctionswithinanor-ganization.Theprofilesofskillstobedevelopedin practitioners will therefore be defined bytheirprofessionaltasks.

Asmentioned insection2,mostdefinitionsofthetermskillrelateittosupportingtheaccom-plishment of a task. Skills development forprofessionalpractitionersortheirorganizationfitsintothatsamelogic:

From a professional training perspective: [free translation] “Ability of an individual to perform complex tasks that require the execution of many operations, tasks similar to those usually involved when practicing an occupation, an art or a profession.” (Brien, 1989)

The concept of professional skill and its re-lationship to knowledge

LeBoterf(2008)maintainsthat,tobecompetent,oneneeds toknow themeaningofbeing andhaving:[freetranslation]

“Being competent means being able to act and succeed relevantly and skilfully in a situation (work or otherwise; activity to perform, event to deal with, problem to resolve, project to carry out …). It is implementing a relevant professional practice while mobilizing an appropriate com-bination of resources (knowledge, know-how, behaviours, reasoning methods …). We are refer-ring here to the concept of action.”

3.1.2 Towards a new professional development practice model built on the competency-based approach

35

“Having competence means possessing resources (knowledge, know-how, reasoning methods, physical capabilities, behavioural abilities …) for acting with competence. Having resources is therefore a necessary but insufficient condition for acting with competence.”

Assuch,LeBoterf(2008)assertsthat,toevaluatean individual’s competence, is not simply toconsiderwhetherthispersonhastherequiredresources(knowledge,know-how,abilities),butrathertogaugehis/herpracticesinrealorsimu-lated situations The same logic applies to thedevelopmentofpractitioners’professionalskills.

Therefore,itwillberecognizedthatanindividualknowshowtoactrelevantlyandcompetentlyinagivensituationif(LeBoterf,2008):

• He/sheknowshowtocombineandbringintoplayasetofappropriatepersonalresources(knowledge, know-how, soft skills, beha-viours…) and support resources (databases,colleagues,experts,othertrades…).

• He/she knows how to carry out a relevantprofessionalpracticethroughtheperformanceoftasksassignedtohim/her:

• To manage this situation by takinginto account the requirements andhis/herparticularcontext.

• Toproduceresults(products,services)thatmeetcertainperformancecriteriafor a recipient (client learner, funder,partners…).

3.2 Reviewing the make-up of human resource teams based on organi-zations’ strategic repositioning

In this section, we outline the skills-basedReferenceManual as an organizational tool forthe professional development of practitionersandorganizations. Inourview,thismanualpro-vides valuable benchmarks intended to helporganizationssetupeffectiveworkteamsgearedtotheevolvingworldofadulteducation.

Why three roles?

Appendices1,2,and3presentthreeskillstables,eachonespecifictoamajorroleinadulttrainingorganizations.Theserolesillustratethetypesoffunctionsandskillsinherentinanadulttrainingorganization involved in the andragogical ap-proach promoted by the RESDAC Model. Thefunctionsandskillsthatwefeelare intrinsictothisandragogicalapproacharelistedindetailinthe tables to support the many professionaltasksrequiredtosupportsuchanapproach.

We refer to the conventional roles of training andmanagementbutalsototheroleofdesign,which is less common of course, but has be-come indispensable in the parameters of theRESDAC Integrated Model. This latter roleprovesessentialforanyorganizationwishingtoprovidecustom,evolvingservices,designedac-cordingtothespecificneedsofbothadultswithlowliteracyskillsandthecommunitytowhichtheybelong.Inthiscontext,interventionsmustfitintoanongoingdesign/adjustmentdynamic.

Thetablesoutliningthetwomajorrolesoftrain-inganddesignaremadeupoffunctionsspecificto each of these roles,which are then brokendownintoskillsunits.Wehaveoptedtopresentthese two roles by listing the skills needed toperform the various functions of each role.

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Anorganizationwilldeterminehowtodistributetherolesandfunctionsinternally,consideringtheprofessional tasks tobeperformedandthede-siredskillprofilesforsupportingthetasksintheinterventionsimplemented.

Thetablepresentingthemanagementroledif-fersslightly.Ontheonehand,itisdirectlycon-nectedtothefourcomponentsoftheRESDACIntegratedModelratherthantofunctions.Ontheotherhand,anewaspectisadded,namelythe skills related to project and organizationmanagement,giventhenatureofthisrole.Wefeltthatthisgroupingismorefunctionalforthemanagementrole.Thepractitionerresponsibleformanagementwillworkdirectlywiththeothertwo tables, using them to build the human re-sourceteamandmanagetheorganizationbasedonthefunctionsandskillsitrequires.

In Appendices 1, 2 and 3 are the tables thatdescribe the management, training and design roles tied to the professional development refe-rencemanual. Itsprimaryobjective is to supportthe andragogical approach promoted by theRESDACIntegratedSkillsDevelopmentModel.

The RESDAC Reference Manual and Inte-grated Model

Thethreetableshighlightingtraining,manage-mentanddesignrolesshouldbeconsideredaguidewhosemainpurpose is tobrieflydefinethemajoractionparametersoutlinedfororga-nizations inorder to support the andragogicalapproachproposedbytheIntegratedModel.

ThefourcomponentsoftheRESDACIntegratedModel, namely analyzing the environment,

Integrated Model

Environmental/needs analysis

Strategic partnerships

Feeback and evaluation

Andragogical interventions

Training

Training

Management

Management

Design

Design

Training Design

Management

Training

Management

Design

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creating strategic local partnerships, constructing adapted andragogical interventions and lastly,feedback, evaluation and reassessment of actions,intersectwiththefunctionsassociatedwiththetraininganddesignrolesandarefullylinkedtothemanagementrole.Inaddition,theIntegrated Model is based on the strategiclearningprincipledrivenbyaconstantinterplaybetween theoretical learning and hands-onlearning.Inourview,thisdynamicisfullytrans-ferable, even necessary, in the context ofdevelopingpractitioners’professionalskills.

The Reference Manual presented according to three roles

In the next sections, we briefly present thethreerolesillustratedintheReferenceManual.

Thisdoesnotinvolvedescribingalloftheskillsspecifictothemanagement,traininganddesignroles.Weaimtohighlight,foreachfunctionofthese roles, the skills connected to the fourcomponents that make up the RESDACIntegratedModel. It is all of those skills, plussome unique functions, that make theModelrelevant and effective when dealing with theongoingchallengeofskillsdevelopmentamongadultswithlowliteracyskills.

We reproduce here, in the form of a learningcycle,thepreviouslypresenteddiagramoftheongoing professional development dynamic inthought and action. It applies to each role,whether tied to management, training ordesign, and it shows the interactions amongknowledge,skillsandtasks.

• Perform tasks 1, 2, 3…

• through action/ practice;inalearningand integration environment


Develop the right competencies through action

Learn to perform the tasks in context

• Learn the knowledge, know-how and soft skillsthatsupporttheidentifiedskills

• especiallythroughreflection; in a structured learning environment

• Develop the essential, generic, language and technical skills that support the targeted tasks

• throughreflection;ina learning environment

• through action/ practice;inalearningand integration environment

Evaluation and design

• Ongoing evaluation of learnings in context

• Ongoing design of new learning cycles

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In amanagement role, a personmustmasterbasic management principles common to allnon-profitorganizations. In thecontextof theIntegrated Model, one must also possess anessentialfamiliaritywithintegrated andragogical approaches and a willingness to promote andcreatestrategic partnerships.

This table, unlike the ones for training anddesign, isnotbrokendown intofunctions,butaccordingtofourcomponents:theskillsrelatedto project and organization management andtheskillsrelatedtothefourcomponentsoftheIntegrated Model (two of which have beenmerged).Thesefourcomponentsthatarecon-stantlyinteractingdefinetheversatileroleofamanager,accordingtotherequirementsoftheIntegratedModel:

• Skills related to project and organizationmanagement

• Skills related to environmental analysis andthecreationofstrategicpartnerships

• Skills related to constructing custom andra-gogicalinterventions

• Skillsrelatedtofeedbackandreassessmentofactions

A. Skills related to project and organization management

Wehave includeda listofrathergeneralskillsneededtosupportmanagementpractices.Thislistattemptstoidentifythemanagementskillsrequiredofanon-profitadulteducationorga-nization,withoutnecessarilylinkingittoanin-tegratedapproachandtheRESDACModel.

We also felt it would be helpful to include ashort list of theoretical knowledge needed toacquire or improve these skills. While

not comprehensive, this list addresses thetheoreticalknowledge related tomanagementpractices needed in a non-profit adult educa-tionorganization.

• Understandingtheimportanceoftheorga-nization’s values and vision as well as themethods and process of developing andpromotingthevision.

• Understanding thepolitical situationat thefederal, provincial and local levels and itspotential impact on adult training and ontheorganization.

• Having an in-depth understanding of theprocedures of granting agencies and theirrequirements.

• Havinganin-depthunderstandingofmana-gementprinciples.

• Havinganin-depthunderstandingofstrategichumanresourcemanagementconceptsandofthe practices required to foster a productiveenvironmentandsatisfiedparticipants.

• Understanding the reality of a linguistic andculturalminorityandtheimpactthishasonin-tegrationintothecommunityandonlearning.

• Havingan in-depthunderstandingofteam-worktechniquesanddynamics.

• Having an in-depth understanding of theplanning,developmentandmanagementoftrainingprograms.

B. Skills related to environmental analysis and the creation of strategic partnerships

Theenvironmental analysis isofprimeimpor-tance inmanaginganorganizationdevoted todevelopingliteracyandskillsofadults.Itrepre-sents the foundation for strategic planning.According to the IntegratedModel, the deve-

3.2.1 Management role: Table of functions and related skills

39

lopmentof relevantmanagement skills occursthroughan in-depthknowledgeof thevariousaspects involved in effectively integrating anadultwithlowliteracyskillsintothejobmarketorensuringthathe/shehasthetoolsneededtocarry out any other personal, family or com-munity project. Among other things, severalfactorsinfluencethemanagingofadulttrainingservices: the socio-economic context, job op-portunities inthecommunity, theculturalandcommunitycontexts,othereducationalresour-cesandtheculturalandlanguagedifferencesofFrancophonelearnerswhohavetoadapttothespecific conditions of an Anglophone-majorityenvironment.

Thetaskofcreatingeffectivepartnershipsen-suring the coherence and relevance of all as-pectsofthetrainingservicesofferedtothetar-getclientgroupalsocomesunderwell-informedmanagement in an organization. This role in-volves the task of setting up co-operative ar-rangementswithininternalworkteams,aswellas among inter-organization work teams. Themanagementrolemusthelptoredefinewaysofworkingwith communitypartners, inorder toenableandragogicalinterventionsthatdrawonthe resources and expertise of multiple part-ners,whennecessary.

Professional skills specific to a management role and related to the environmental ana-lysis and the creation of strategic part-nerships component

Wefirmlybelievethatpractitionerstakingonamanagementrolemustdevelopskillsthatena-ble them to set up arrangements that ensureongoinganalysisof theenvironment,needsoftarget client groups and community contexts.Thesearrangementswillbeparticularlyhelpfulin establishing relevant integrated program-mingforadultswithlowliteracyskills;theywilltake intoconsiderationthephilosophical,poli-tical, administrative and instructional issues

that affect any training program intended foradultswithlowliteracyskills.

Wealsofeelitwouldbewiseforpractitionersinamanagementroletodevelopskillstosupportthe development and continuity of strategicpartnerships,whicharethecornerstonesofin-tegrated programming. To do so, they must,amongother things, introduce conditions thatensure thedevelopmentof practitioners’ pro-fessionalskillsthatfosterintra-organizationandinter-organization co-operation work (e.g., toenablepractitionerstodeveloptheirownpro-fessionalskillsinanintegratedwayinsupporti-vecontexts).

C. Skills related to constructing an andrago-gical intervention

This thirdcomponentof the IntegratedModelcomesintoplayinanumberoffunctionsspeci-fic to a management role. According to theModel, andragogical interventions are imple-mentedwithaviewtofosterdual-levelintegra-tion. The first integration level deals with theinstructionalarrangementwheremultipletypesof skills are developed in an integrated waywithinthesameintervention.Thesecondinte-grationlevelrelatestopartnershipsthatsimul-taneouslyofferadulttrainingservicesthatcanbepooled.

Professional skills specific to a management role and related to the andragogical inter-vention component

Wefeelitisusefulforpractitionersinamana-gementroletoalsodevelopskillsthathelpthemsupport thecreationofandragogical interven-tions, which are central to integrated trainingsessions.Todoso,theymust introducecondi-tionsthatwillensurethedevelopmentofpro-fessionalskillsintheorganizationanditspracti-tioners, fostering the creation of andragogical

40

interventionsthattakeintoconsiderationthere-sultsof theenvironmentalanalysis,address thecomplex and varied needs of the target clientgroupandrespectpartners’differentmandates.

D. Skills related to feedback and reassessment of actions

Withinanorganization,adoptingthe IntegratedModelchangesthemanagementrolesignificantly.TheReferenceManualwasdesignedtoserveasaguidefororganizationsresponsibleforestablishingeffective,meaningfulpathsforclientgroupswithlowliteracyskills.Theconstantinterplaybetweenthe data provided by field experience and thetheoryunderpinningtheandragogicalinterven-tions creates a feedback loop as actions arereflected on and reassessed. This in turn cre-ates the necessary validation tools to look atpreferredandragogicalapproaches.Willingnessandabilitytosolicitfeedbackfromcolleagues,partnersandclientgroupsispartofarealcom-mitmenttousereflectivepracticeasatoolforquestioning, development and continuousimprovement for trainingprogramsoffered toadultlearners.

Professional skills specific to a manage-ment role and related to the feedback and reassessment of actions component

We advocate that practitioners in a manage-mentroleacquireskillsthatpromotetheesta-blishment of mechanisms that are likely toensureongoingevaluationofthemultipleprac-tices needed for integrated programming.These mechanisms will foster the systematicuse of reflective review practices on projectsand interventions. On the one hand, thesereviewsaimtoimprovetheprofessionalskillsofthe organization and its practitioners. On theotherhandtheyaimtoprovideevaluationdatathatisessentialtotheongoingenhancementof

services.Thiscomponentwillhelpmaintainthesustainability of integrated programming foradults with low literacy skills, through syste-matic consideration of feedback and sugges-tionsforimprovement.

Example – Management role


A practitioner in a management role mustconvince community partners to be activelyinvolved in preparing and delivering an inter-ventionthatisseveralweekslong.Thetrainingofferedtoagroupoflearnerswillhavetoincor-poratethedevelopmentofmultipleskillsforajob in the customer service or public servicesector (office clerk in a tourism business, in ahealthagency,inapublicinstitution,etc.).


This taskmaydrawonsoftskills: interactionalskills, sense of initiative, sense of persuasion,abilitytolisten.

This taskmaydrawon essential skills:writtencommunication,documentuse,oralcommuni-cation,numeracy,digitaltechnology.

This taskmay draw on technical skills:meetingfacilitation,abilitytopreparefinancialpackages,abilitytowritetechnicalspecifications.


Examples of knowledge: good understanding ofthe characteristics of the partners involved(respectivemandates,resourcesavailable,limita-tions), good understanding of budgets andfinancialpackagemodels inadult training,goodunderstandingofone’senvironment,goodunder-standing of group dynamics and groupfacilitationstrategies,goodunderstandingofthelocaljobmarket(especiallyintheservicesector).

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Examples of know-how: active listening ability,abilitytorunmeetingsamongpartners,abilitytoprepareappropriatefinancialpackagesforinter-vention purposes and based on the partners’realities,abilitytodoenvironmentalanalyses.

Examples of soft skills: showing confidence indesigning complexfinancialpackages (drawingonvarioussources),feelingateasewithapart-nership approach, showing empathy towardspartnersandpractitionersinvolvedinsettingupan intervention, ability to receive constructivecriticismfrompartners.

In an integrated approach, the training role isdefinitelymorecomplexbecause itnowincor-poratesnewskills.ItisgreatlyenhancedintheReferenceManualsinceit iscloselyconnectedwith the specific needs of adult learners insearch of targeted training that can addresstheirneedseffectively.

According to theproposedReferenceManual,the following eight complementary functionsdefinethetrainingrolethatsupportstheandra-gogical approach promoted by the IntegratedModel:

• Professional development, self-study andresearch

• Reflectivepractice

• Communication, co-operation and inter-personalrelationships

• Planningthelearning/teaching

• Training/teaching

• Groupfacilitationandmanagement

• Advice (support, learning guide, educationalassistancerelationship)

• Evaluation

Each of these functions encompasses manyskills, somebeingmore typical of the trainingroleandothersspecifictothenewpracticesad-vocatedbytheIntegratedModel.Tworelativelynew functions, namely reflective practice andadvice,havebeenaddedtothetrainingroletomakethemfullyconsistentwiththeambitiousobjectivesofthisnewapproach.

Since a number of these skills are new to thetraining role,we felt itwouldbehelpful to in-cludeashortlistoftheoreticalknowledgeneed-edtoacquireorimprovetheseskills.Thislistisnotcomprehensive,butcoversthetheore-ticalknowledgerelatedtothenewpracticesneededtoestablishandsupporttheIntegratedModel.

• Havingan in-depthunderstandingofandra-gogicalprinciples.

• Having an in-depth understanding of theRESDAC Integrated Model and all relateddocuments.

• Havinganin-depthunderstandingofthees-sential skills framework, its levels and thetask-basedapproach.

• Being familiar with the latest research onandragogy, adult training, literacy and thecompetency-basedapproach.

3.2.2 Training role: Table of functions and related skills

42

• Havinganin-depthunderstandingoftherealityofbeingpartofalinguisticandculturalmino-rity and the impact this has on integrationintothecommunityandonlearning.

• Havinganin-depthunderstandingoftheindi-vidual and collectiveaspectsof literacy trai-ningforadultswithlowliteracyskills.

InsteadofcommentingonalltheskillsidentifiedforeachfunctionarisingfromtherequirementsoftheIntegratedModelwehavefocusedonfourcomponentsoftheModelthatmakeitstandout.

A. Skills related to the environmental analysis

Theenvironmentalanalysisisthebasethatsup-portsthesecomponentsoftheIntegratedModel:available community resources, types of clientgroups,needsoftheclientgroups,localjobmar-ket,etc.–andbecomesessentialtoanumberoffunctionsthatthetrainermustcarryout.

Professional skills specific to a training role and related to the environmental analysis component

Webelievethatpractitionerstakingonatrainingrolemustdevelopskillsthatsupportthelearningof adults with low literacy skills within thecurrent environment where client groups mustcontinuallyadapttochanges.Thesepractitionersmustthereforedevelopanabilitytoanalyzetheneedsofadultswith lowliteracyskillsandthecommunity contexts inwhich they live, so theycan constantly adjust their interventions. Theseskillswillhaveanimpactonalloftheirfunctions.They will influence the planning of learningactivities, and theywill determine educationalsupporttolearners.

We also believe that practitioners responsiblefor training must acquire abilities that enablethemtosupportinterventionsthatfitnaturallyinto a competency-based approach. To do so,

theymusthavearelativelygoodunderstandingoftheessentialskillsframeworkforlevels1and2,aswellassufficientknowledgeoftheconceptoftaskcomplexityinherenttothisframework.Intheirprofessionalpractice,theywillthusbeabletoidentifytheabilitiestobedevelopedintheirtargetclientgroup.Theywillalsobeableto develop andragogical interventions thatreflectadults’literacyandskilllevels,aswellastheirmultiplebarrierstolearning.

B. Skills related to creating strategic partnerships

ThesecondcomponentoftheIntegratedModelimpacts several functions in the training role.Co-operationamongtrainersisessentialwhencreating partnerships with organizations thathave different organizational cultures. Co-operation will strengthen the ongoing inter-actions required for the cohesion of projectsmanagedinpartnershipaswellasthecollectiveevaluationsof learning, resourcesand trainingtools. All these initiatives become essential tothe training role in an integrated approach todevelop the skills of adults with low literacyskills. Strategic partnerships have a particularimpact on reflective practice, communication,co-operation,interpersonalrelationships,plan-ningandevaluation.

Professional skills specific to a training role and related to the creation of strategic par-tnership component

Webelievethatpractitionerstakingonatrainingrolemustdevelopskillstosupportthedevelop-ment andmaintenanceof integratedprograms.Todoso,theymustmasterprofessionalskillsthatare essential to the co-operation required fordevelopmentandsmoothoperationofstrategicpartnerships(i.e.,theprofessionalabilitiesthatfosterintra-organizationandinter-organization

43

co-operativework).Wesuggestthatthesepracti-tionersacquiretheirownprofessionalskillsinanintegratedway,withinco-operativecontexts.


The third component of the IntegratedModel,constructing an andragogical intervention,reminds trainers of theneed to adopt teachingtechniquesspecifictothetypeofskillstargetedbytheinterventionforadultlearnerswithlowli-teracy skills. Within an integrated intervention,learnerscandevelopfourtypesofskills:essentialskills,softskills,second-languageskillsandtech-nical or specialized skills. In addition, the basicprincipleofanintegratedandragogicalinterven-tion using the competency-based approachemphasizeshands-onexperiencefocusedontheapplicationofskills,asopposedto learningthatfavourstheacquisitionoftheoreticalknowledge.

Professional skills specific to a training role and related to constructing an andragogical intervention component

We believe that practitioners responsible fortrainingmustdevelopskillsthatenablethemtodesigninterventionsthatarebasedonintegra-ted programming for adults with low literacyskills. They must therefore get involved in askills-acquisitionprocessthatcreatesandmain-tainsprogramsthatfosterthedevelopmentofmultiple skills among learners. To that end,practitionersmustbeefficientinusingthecom-petency-basedapproachintheirinterventions.Naturally,agoodunderstandingofthefourskillcategories and their interactions is also a pre-requisitetothisparticulartrainingprocess.

Practitionersmustalsodeveloptheprofessionalskills needed to prepare anduse andragogicalstrategies that promote experiential learning

withadultswithlowliteracyskills;thisapproachwill facilitate thedevelopmentand transferofknowledgeandskillsinthisclientgroup.Lastly,these practitioners must grasp the impacts of atransition to an Anglophone-dominant environ-mentandtheneedtohavesecond-languageskills.

D. Skills related to feedback and reassess-ment of actions

The new approach proposed by the IntegratedModel leans toward andragogical coherence: inaccordancewithoneofitsunderlyingprinciples,namely reflective practice, it is considered anon-going process, open to improvements andonethattakesonitsfullmeaninginanevolvingdynamic.ThelastcomponentoftheIntegratedModel,feedbackandreassessmentofactions–whichcouldalsobecalled“reflectivereviewonexperience”–appliestoallfunctionsthatfalltothetrainingrole.

Professional skills specific to a training role and related to the feedback and reassess-ment of actions component

Wefeel thatpractitioners takingona trainingrole must develop their professional skills inalternating theory/practice contexts. Throughthismethod,practitionerscantransfertheirpro-fessional skills to various intervention contexts,whereapplicable.

Todoso,practitionersmustcultivatetheabilitytodoreflectivereviewsonprojectsandontheirinterventions. Theywill beable todrawon thereviews and continuously improve training andlearning support services provided to their cli-ents. Practitioners must be able to use thosereflectivereviewstoroundouttheirownprofes-sional skills and refine their practices from anongoingprofessionaldevelopmentperspective.

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Example – Training role


Apractitionertakingonatrainingroleinhis/herorganizationhastosetup,facilitateandcoachsimulationswithagroupoflearnersinasensi-tive customer service context (communicationwith a dissatisfied customer) or in a difficultpublic service context (communication with aconcernedcitizen).


This task may draw on soft skills: interactionalskills,senseoforganization,senseofobservation,abilitytolearnfromone’sexperiences.

This task may draw on essential skills: oralcommunication,teamwork,abilitytoreason.

This task may draw on technical skills: groupfacilitation,learningactivityplanning,designingobservation checklists, and ability to givefeedback.


Examples of knowledge: an understanding of

theimportanceofactivelisteninganditsmetho-dology for good communication, good under-standingofgroupdynamicsandgroupfacilita-tionstrategies,goodunderstandingoftheprin-ciplesandprotocolsofgoodcustomerorpublicservice,goodunderstandingof feedbacktech-niques,etc.

Examples of know-how: ability to apply activelistening,abilitytomanagetherighttospeakina small learning group, ability touseobserva-tion checklists effectively and strategically,abilitytousefeedbackattherighttimeandinthe right way, ability to set and express clearlearningobjectives.

Examples of soft skills: showing empathytowards learners inagroup learningsituation,showing confidence in setting up, facilitatingandcoachingasimulation,feelingcomfortablewith a learning group, showing openness toaskingforhelpwhenpartofthetaskdrawsonthe expertise of a colleague or learner, goodmechanismsforprovidingfeedback.

Thedesignroleactsasabridgebetweentrainingandmanagementroles inanorganization.TheRESDAC Integrated Model attributes moreimportancetothisrolethantraditionalmodelsdosinceallof itscomponents,usedoptimally,servetoroundoutitsvariousfunctions.

IntheIntegratedModel,thedesignaspecthasastand-alone role, since it is essential in esta-blishing the integratedandragogical approach.

Because of its nature, we felt it necessary toinclude a short list of theoretical knowledgeneeded to acquire and improve some of theskillsspecifictothisrole.Thislistisnotcompre-hensive, but it outlines the theoretical know-ledgedirectly connected to thenewpracticesrequiredbytheIntegratedModel.

3.2.3 Design role: Table of functions and related skills

45

• Havingan in-depthunderstandingofandra-gogicalprinciples.

• Having an in-depth understanding of theRESDAC Integrated Model and all relateddocuments.

• Havinganin-depthunderstandingoftheindi-vidual and collective aspects of literacy foradultswithlowliteracyskills.

• Havinganin-depthunderstandingofthesocio-educationalneedsoflearnerswithlowliteracyskills,basedontherealityandresourcesoftheenvironment.

• Having an in-depth understanding of thesocio-cultural reality of learners with lowliteracyskills.

• Havinganin-depthunderstandingofrelevantandragogicalapproachesforadultswithlowliteracyskills.

• Havinganin-depthknowledgeoftherelevantinstructional resourcesneededfor thecom-petency-based approach for adult learnerswith low literacy skills; understanding thepossibilitiesforusing,adaptingorcreatingre-sourcestoaddressthelearningcontextspro-motedbytheandragogicalinterventions.

• Being familiar with the latest research onandragogy, adult training, literacy and thecompetency-basedapproach.

• Having an in-depth understanding of thecompetency-based approach to supportandragogicalinterventions.

• Havinganin-depthunderstandingofthecon-cepts of skills, essential skills, soft skills,second-language skills, technical skills, thetransferring process of acquired skills, self-directedlearning,alloftheseservingtosup-portandragogicalinterventions/designs.

• Havinganin-depthunderstandingoftheva-rious issues that affect learning: the

psychologicalandcognitiverealityoflearnerswithlowliteracyskills,theirmultipleandcom-plexneedsintermsofskillsdevelopmentandthelearningdifficultiestheymayhave(e.g.,ad-diction problems, health problems, difficultfamily situation, housing needs, disabilities,etc.).

• Havinganin-depthunderstandingofthereali-tyofalinguisticandculturalminorityanditsimpact on integration into the communityandonlearning.

• Havinganin-depthunderstandingofthestra-tegicpartnershipapproachtosupportandra-gogicalinterventions.

• Having an in-depth understanding of thelearningopportunitiesandtrainingoptionsinthe community that support andragogicalinterventions.

• Havinganin-depthunderstandingofinstruc-tionalapproaches,methodsandmeansthatarebeneficialinvariouslearningcontextsforadults with low literacy skills in support ofandragogicalinterventions.

The seven main functions in the design rolebreakdownasfollows:

• Personaldevelopmentandself-study

• Reflectivepractice

• Workgroupfacilitationandmanagement

• Environmentalanalysis

• Relationshipswithpartners

• Designofandragogicalinterventionsorprojects

• Evaluationoftheinterventions

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A. Skills related to the environmental analysis

The environmental analysis isacomponentofthe IntegratedModel thatgivesawell-defineddirection to the roleofdesigningandragogical interventions. Practitioners in the design rolehave to be able to rely on an in-depth know-ledgeofthesocio-educationalneedsandsocio-cultural realityofadult learners,aswellas themultiple factors that determine their ability tobecome fully involved in a successful learningprocess. It isaprerequisitetopreparingatrai-ning session that adheres to the realities of aclientgroupfacedwithmultipleadaptationandperformancechallenges.AcarefulreadingoftheIntegratedModelrevealstheimportanceofthiscomponentintheprocessleadingtothedesignand set-up of effective andragogical interven-tions.Itisbothtightlyalignedwiththeopportu-nities that thecommunityoffersandbasedonthespecificneedsoftheclientgroup.

Professional skills specific to a design role and related to the environmental analysis component

Webelievethatpractitionerstakingonadesignrole must develop skills that enable them toaccurately read the environment, analyze theneedsofthetargetclientgroupandtheenviron-ment’s community context (analyses of thesocio-economic, cultural and educationalcontexts)andtodesigncustom,relevanttrainingprojectsforadultswithlowliteracyskills.

We also believe that practitioners taking on adesignrolemustdrawonskillsspecifictodesi-gninginterventionsthatfiteasilyintoacompe-tency-based approach. To do so, they mustdemonstrateasatisfactoryunderstandingoftheconditions needed to develop skills (alternatingtheory/practice, ongoing construction ofknowledge invariouscontexts,etc.).Theymustalsohaveanadequateknowledgeoftheessentialskillsframework(especiallylevels1and2),and

exhibit sufficientunderstandingof theconceptoftaskcomplexityinherentinthatframeworktobetterevaluatetheabilitiesoftheirclientgroup.Tothatend,itwillbehelpfulforthemtodevelopdesignskillsthatconsiderthenegativeeffectsoflow literacy levels on adults and the learningbarrierstheyface.Thosetwofactorshaveconsi-derableimpactontheirmotivationtolearnandon the andragogical strategies intended toremedythem.

Lastly,thesepractitionershavetodevelopabili-tiestodesignintegratedprogrammingforadultswith low literacy skills. Those skillswill have toreflect actual knowledge of the philosophical,political, administrative and instructional issuesthatcomeintoplaywhenpreparinganintegratedtrainingsessionpartlydrivenbytheenvironmen-talanalysis.

B. Skills related to the creation of strategic partnerships

Creating strategic partnerships also involves itsown logic and requiresflexibility, opennessandmotivation. The teamwork and co-ordinationinvolvedinchoosinganddevelopinginstructionaltoolsandresourceswillhaveanimpactonthedesign and set-up stages of an andragogicalinterventiongearedtotheneedsofadultswithlowliteracyskills.

Professional skills specific to a design role and related to the creation of strategic par-tnership component

We feel that practitioners responsible for adesignrolemustdevelopskillstoimprovetheirabilitytodesign, implementandmaintain inte-gratedprograms,inthecontextofstrategicpart-nerships. In preparing their intervention, theymust combine the resources of various pro-gramsorservicesinordertofosterthedevelop-mentofappropriateskills,basedontheneedsof

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thetargetadults.Theymustcombineprogramsandservicesdevotedtodevelopingliteracyskillsandspecializedskillswithinthesameinterven-tion.Theymustalsoputtogetherandragogicalinterventions that encourage intra and inter-organizationco-operationwork.


The third componentof the IntegratedModel,constructinganandragogical intervention,sug-geststhatthedesignrolerequiresawarenessoftheenvironmentandanin-depthunderstandingofthecompetency-basedapproach,sinceinter-ventions need to target the appropriate skillcategories.Thegoaloftheseinterventionsistoalignthekindsoftargetedskillsandneedsiden-tifiedby the analysis,with the learners havinglowliteracyskills.Withinanandragogicalinter-vention, four types of skills may be targetedamong learners: essential skills, soft skills,second-languageskillsandtechnicalorspeciali-zed skills. In addition, thebasicprincipleof anintegrated andragogical intervention, focusedon the competency-based approach, alwaysrelies on the strategic interplay of theory andpracticetoensuretheharmoniousdevelopmentofskillsandemphasizereallifeexperience.Thegoalofthisroleistoplanandragogicalinterven-tionsthatresultinsuccessfullearningexperien-cesthatarealsoeconomicaltime-wise.

The professional skills specific to a design role and related to the construction of an andragogical intervention component

Webelievethatpractitionerstakingonadesignrolemustacquirespecificprofessionalskillsfordesigningandragogicalinterventionsorprojectsthat are based on integrated programming,targetingmultipleskillsforadultswithlowlite-racyskills.Practitionersmustthereforedevelopskills that will help them be more efficient in

using the competency-based approach in thevarious stagesofdesigning their interventions.In caseswhere interventions require that lear-nersacquiremultipleskills,theymustalsopos-sessanadequateunderstandingofthefourskillcategories and their interactions. Along withthatunderstanding,practitionersmustbeabletoestablishandbreakdownthevarioustypesofskills that can be instilled in adults with lowliteracyskills,dependingontheirneeds.

Thesepractitionersmustexhibitagoodunder-standing of the new integrated programmingopportunitiesthatuseabroaderrangeofskillsthanthoseusedintraditionaladultliteracytrai-ning approaches. Moreover, development ofthoseprofessional skills isessential inorder tosupportthepractitioners’abilitiestodesignanduse andragogical strategies focussing on expe-riential learning and hands-on learning. Thisdirectionisaprerequisite,notjustforskillsac-quisitioninthelearners,butalsofortransferringknowledgeandskillstothem.

Lastly,thesepractitionersmustbeawareoftheimpact of learners’ transitioning to an Anglo-dominantenvironmentandtheirneedtodeve-lop some second-language skills. That aware-nessisessentialinordertoprovidelearnerswitha smooth transition towards their goals (e.g.,particular jobs, training and trade apprenti-ceships).Itrestsontheassumptionofanumberofcontextualaspects:thelearningcanbedoneinFrenchevenifadultlearnersmustthentrans-fertheirlearningtoanotherculturalandlinguis-ticenvironment(namelyEnglish).Englishisfre-quentlythelanguagethatpavesthewaytothejobmarket,whichobviouslyincreasesthevalueof being a Francophonewith English languageskills.Englishisalsooftenthelanguagethatfaci-litatesintegrationintosocietyandthecommu-nity towhich one belongs; it only adds to thevalueofbeingaFrancophonewithEnglish lan-guageskills,whennecessary.

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D. Skills related to feedback and reassessment of actions

Fromtheperspectiveofthe IntegratedModel,feedback and reassessment of actionsappliedto the design of a training program acquire agreater,muchmoredemandingdimensionthanwhat is seen in conventional literacy training.The four componentsof the IntegratedModelultimatelyhaveonlyoneoverallgoal: tofirmlyalignlearningmethodswiththecomplexitiesoftheenvironmentbymaximizingitspotentialforthebenefitof a client group that faces signifi-cant personal and occupational challenges.Feedbackandreassessmentofactions,tailoredtothedesignrole,formalargeshareoftheskillsrequiredincarryingoutthisrole.

The professional skills specific to a design role and related to the feedback and reassessment of actions component

Weareconvincedthatpractitionersresponsiblefordesignmustexhibitskillsspecifictoconstruc-tingandragogicalinterventionsorprojectsthatseektodevelopskillsincontextsthatalternatebetween theory andpractice. That alternationframeworkisalsoneededtofosterthetransferoftheirownprofessionalskillstovariousinter-vention contexts. Along the same lines, inter-ventions require that practitioners in a designrole conduct reflective reviews of projects sothey can ensure ongoing improvement of theservices theyprovide.These reflective reviewsalsoensurethedevelopmentoftheirownpro-fessionalskillsand,thereby,theconstantimpro-vementoftheirpractices.

Example – Design role


A practitioner playing a design role in his/herorganization has to design amulti-week inter-vention targetinga groupof learnerswith lowliteracyskillsinatrainingcontext.Thetrainingincorporatesmultipleskillsforworkingincusto-merserviceorthepublicservicesector(clerkinanoffice,inatourismcompany,inahealthagency,inapublicinstitution,etc.).


This taskmay drawon soft skills: interactionalskills,teamwork,senseofcreativity,senseofini-tiative,overallvision.

This taskmay draw on essential skills: writtencommunication, digital technology, reasoningability.

Thistaskmaydrawontechnicalskills:andrago-gical design techniques, program planning,schdule design, ability to do documentaryresearch.


Examples of knowledge:goodunderstandingofthe characteristics of the partners involved(respectivemandates,resourcesavailable, limi-tations,etc.),goodunderstandingofthecompe-tency-based approach and the nature of thevarious skill categories, good understanding ofandragogicaldesignmethodology,goodunders-tandingofgroupdynamicsandgroupfacilitationstrategies, good understanding of the principlesandprotocolsofgoodcustomerorpublicservice.

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Examples of know-how: abilitytomanagegroupworkamongpartners,abilitytouseandragogi-calmodelsthatareappropriateforinterventionpurposes and for partners’ realities, ability todetermine the skill categories tobedevelopedbasedonthepurposesoftheintervention,abi-lity to set and share clear, consistent learningobjectives aligned with the purposes of anandragogicalintervention.

Examples of soft skills:showingconfidenceindesi-gning interventionsthatarecomplex(drawingonthedevelopmentofvarioustypesofskills)andmul-ti-facetted(drawingontheinvolvementofmultipleprograms/partners), feeling comfortable with apartnership approach, showing empathy towardspartnersandpractitionersinvolvedinconstructinganintervention,exhibitingopennesstoaskingforassistancewhenpartofthetaskcallsforapartner’sexpertise, ability to receive constructive criticismfrompartners.

ThisReferenceManualcontainsdescriptionsofvarioustypesofprofessionalskillsthatcansup-port theperformanceof tasks foreachof thethreemajorroles.Thoseskillsarealsoidentifiedbased on their predominance for the trainingand design role. Presenting the professionalskills under four categories according to theirpredominancehelpstoillustratethediversityofprofessional skills tobedeveloped inanorga-nization.Theadaptingandsettingupofinternalprofessional skills development initiatives isthenfacilitated.

Thesefourskilltypesarethusreferredtobythetermprofessional skillsandarecategorized intwo separate groups: technical or specializedskillsareontheirown,whileessential,genericand second-language skills are referred to ascoreskills.

TheReferenceManual thereforecontains fourtypesofprofessionalskills tobedevelopedbypractitionersinanorganization:

• Technical/specializedskills

• CoreSkills:

• Essentialskills

• Softskills

• Second-languageskills

When an adult education practitioner carriesoutatask,webelievethatthefourtypesofpro-fessionalskillsdelineatedaccordingtotheirpre-dominancealldovetail–withoneskillcomple-mentingorsupportinganother,regardlessofitstype–aspartofthevariousprofessionalpracti-cesspecifictotheassignedrolesandfunctions.(Thoseskillsarealsodefinedinsection2.2.2onpage26.)

3.3 Profiles of predominant professional skills for performing functions specific to each major role

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Thefirstcategoryofprofessionalskillsreferstotechnicalorspecializedskills.

For the training role, they are skills that supportsuchthingsastheapplicationofandragogicalmetho-dology,means and techniqueswith learners. Forthemanagementrole, theyareskills thatsup-port such thingsas theability to recruit. train

and recognize competent staff. Lastly, for thedesignrole,theyareskillsthatenablethedesignof andragogical interventions or projects foradultsintraining.Thesetypesofskillsarespecificto the various roles found in adult educationorganizationsandpractitioners.

3.3.1 Technical or specialized skills

The second major professional skills categoryincludes soft skills, essential skills and second-languageskills.

Researchtendstoshowthatsoftskillsareindis-pensableprofessionalskillsforeffectivehumanresources development, especially in theservice sectors such as the adult trainingenvironment.Insomesettings,theyactastradeoroccupation-specificprofessionalskills(e.g.,inthe sense of observation for the evaluationfunction in the training role) and, in othersettings,ascoreskills supporting thedevelop-mentofothertypesofprofessionalskills.

Soft skills:

Research tends to show that soft skills arees-sential professional skills for effective humanresources development, and even more so intheservicesectorssuchastheadulteducationsector. In some settings, they act as trade oroccupation-specific skills (e.g., in the sense ofobservation for the evaluation function in thetrainingrole)and,inothersettings,ascoreskillssupporting thedevelopmentofother typesofprofessionalskills.

Essential skills:

Amongthenineessentialskills,somefallmoreunder knowledge, while others are more likesoft skills. Reasoning ability, teamwork, verbalcommunicationandongoingtrainingareessen-tialsoftskillsthataregainingimportanceintheworking world, just like the essential skill incomputer use or digital technology. As withothergenericskills,theseskillsmaysometimesbeliketradeoroccupation-specificprofessionalskills (e.g. working with others for theRelationships with partners function in thedesignrole).

Second-language skills:

Practitioners have to be aware of the specialneedsofFrancophonelearnersinaminoritylan-guage setting and be aware that they areexposedtotwolanguagesthatdonotoccupythesamepublicandprivatespaces(work,advertising,day-to-day,media,social life,recreation,econo-my,politics,etc.).TheymustthereforesupportFrancophone learners in developing their lan-guageskillssothattheycancarryouttheirper-sonal and occupational plans and contributeactively to their community. To thateffect, second-language skills become profes-sional skills forpractitionersandorganizationsoperatinginthesecommunities.

3.3.2 Core skills

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This Reference Manual is first and foremost aframeworkprovidingorganizationswithmarkersto help them facilitate and guide the develop-ment of professional practices for work teamsbased on an integrated andragogical approachrelyingontheRESDACModel.

As such, the Reference Manual is primarilyintended for organizations rather than indivi-duals.Werecognizethatprofessionalskillsdeve-lopment is a shared responsibility and that, assuch,everyoneshould take the initiative tobeinformed,updatetheirskillsandcommittoself-study. However, responsibility for suggestingtrainingandskillsdevelopmentisusuallyseenasanorganization’s responsibility. Generally speaking,suchtrainingistailoredtotheworkplace’sspecificneeds.Itisthenimportanttoorganize work in ways that foster the development of its mem-bers’ skills, both individually and collectively.

The Reference Manual: A skills framework and a guide for thought and action

Both the IntegratedModel and the ReferenceManualare intendedtobeconstantlyevolvingand developing in response towhat is happe-ninginthefield.Neitherismeanttobeanins-tructionmanual that applies in all circumstan-ces. The Reference Manual does not simplyprovidenewideas;itisacollectionoftriedandtruerecipesanddirectionsguidinganddrivingaprocessthatisasnecessaryasitisdemanding:theprocessofupdatingandrethinkingthefun-damentalnatureofthethreerolesofmanage-ment,design and training,whichareessential

tothesmoothoperationoforganizationsdevo-tedtoadultlearnerswithlowliteracyskills.

Five basic features set this Reference Manualapartfromothersimilartools:

1)Anemphasisontakingintoaccountthespeci-ficaspectscontributedbythefourcomponentsoftheIntegratedModel: analyzing the environ-ment, creating strategic partnerships, cons-tructing andragogical interventions, and feed-back and reassessment of actions.

2)Anobviouspropensity to favouranongoingskills acquisition process among organizationsandtheirpractitioners.

3)Aclearemphasisonthedesignrole,whichhasbeenratherneglectedtodateinadulteducationcontexts.

4)Theadditionof functionspertainingtoeachofthethreeroles,alignedwiththeelementsoftheRESDACIntegratedModel.

5) A description of original skills that faithfullyreflect the four components of the IntegratedModel.

It is important to mention another centralaspectofthisReferenceManualresultingfromthe principles advocated by the IntegratedModel: encouraging organizations to organize work in such a way that fosters the develop-ment of its members’ skills, individually and collectively. Theongoingandoftenproblematicchallengeof skills developmentmust fit into a

CONCLUSION

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collaborativeperspectiveandframework,whichde facto transformsitintoavalue-addedprocessthatcanthenbedescribedasgroupskillsacquisi-tion(LeBoterf,2008).TheReferenceManualcanthereforebeconsideredaspartof thesolutiontothefollowingquestion:What skills does my organization need to promote the establish-ment of andragogical practices that are based on the RESDAC Integrated Model?

The Reference Manual: A tool for organiza-tions to promote ongoing skills development and the constant use of reflective reviews

AnothercrucialcontributionthattheReferenceManual makes while redefining the complexdynamic involved inskillsacquisitionprocessesisthatitproposesthatthecomponentrelatedtoevaluation and reassessment of actions is animportantdimensionofprofessionalism.

Topromotetheongoingdevelopmentofindivi-dual and collective skills, organizations mustprovide spaces that encourage reflection andskillstransferamongtheiremployees.Theywillthusbeabletoenhancetheirprofessionalskillsand behaviours – not just knowledge – sincetheywillbenefitfrombeingindifferentsettings

that encourage them to examine their ownnewlydeveloped skills. It is only in conditions conducive to an interplay of thought and action, promoted by their organizations, that adult education practitioners will be able to act with competence and relevance in various pro-fessional situations. According to Le Boterf(2008) [free translation] “it is operating in a spiral that enables gradual knowledge accumu-lation and building. A sequential flow where you do not review past steps would result in poor collective learning.”Forthisreason,wefeelthatreflectinguponpastexperienceareanessentialfine-tuning strategy, at the very heart of theReferenceManual.

The systematic encouragement to turn toconstructive questioning clearly illustrates thenatureoftheReferenceManual,inspiringratherthan limiting, stimulatingandmobilizing ratherthan constraining and narrowing. In keepingwith the logic that it advocates, theReferenceManualcallsforitsownimprovementandinvi-tes itsdesignersaswellas itsuserstosetnewmilestones in thesearch forwinningstrategiesfocussedondevelopingtheprofessionalskillsofadulttrainingorganizationsandpractitioners.

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Table of Skills Required for the Management Role

Related to project and organization managementAbilitytoidentifyandclearlyexpresstotheBoardofDirectorstheissuesfacingtheorganizationandtoprovidetheinformationandtrainingneededtosupporttheBoardinitsdecision-making.

AbilitytocommunicatetheimpactoftheBoardofDirectors’activityanddecisionstoemployeestofacilitateinternalalignment.

Abilitytooptimizethepotentialofallhumanresources(staff,volunteersandBoardmembers).

AbilitytouseoralandwrittenFrenchasacommunicationtool.

AdequateproficiencyinEnglishtobeabletoparticipateinmeetingsofkeycommunityplayers.

Abilitytoapplyeffectivecommunicationtechniqueswithone’sstaffmembers.

Abilitytocreateandmotivateteamswithinandoutsidetheorganization.

Proficiencyindigitaltechnologies.

Abilitytopositioninterventionswithinaresearchprocess.

Abilitytoresolveconflicts.

Abilitytoprepareanorientationandtrainingprocesstohelpvolunteersintheirrole.

Abilitytorecruit,trainandacknowledgecompetentstaff.

Abilitytosupportstaffintheirvarioustasks.

Abilitytodevelopprogramobjectivesandstructurebusinessplansandworkplans.

Abilitytoactvariousinterventionstepsorfunctions.

Abilitytogather,prepareandreportstatisticalandprograminformation.

Abilitytoacteffectivelyandcreativelyinthebestinterestoftheorganizationandworkatestablishingpoliciesthatwillhaveapositiveimpactonthetargetclientgroupandthecommunity.

Abilitytoprovidetheorganizationwithleadershipregardingethicalissues.

Abilitytofosteraworkplaceandorganizationalenvironmentwherelearning,inallitsvariousforms,ispermanentandongoing.

Abilitytoassessopportunitiesandactionsagainsttrendsandconditionsspecifictotheorganization’senvironment,visionandvalues.

Abilitytoapplydecision-makingtoolsinpreparingproblem-solvingstrategiesusingasystemicapproach.

Abilitytooptimizetheuseofvariousapproachesinsearchingforfundingandmultiplepublicrelationsandmarketingprograms.

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Related to project and organization management (cont’d)

Abilitytoensurethewiseuseoffundsandresources.

Abilitytocreateanorganizationalenvironmentwherepeopleexhibitcreativityandinnovationinperformingtheirtasksanddealingwithchallenges.

Abilitytoensuretheeffectiveuseofresearchandinformationtechnologytoolstoachievegoalsandfulfilltheorganization’smission.

Abilitytoprovideleadershipinpreparingplansandevaluatingprogrameffectivenessandensureahighlevelofcommitmentwithinandbeyondtheorganisation.

Abilitytoanticipate,reactandadjusttheapproachandstyletodifferentleadershiptasks.

Abilitytomakedifficultstaffingdecisions(e.g.,vacationpreferences,salaryincreases,layoffs)basedonlogicandacoherentphilosophy.

Abilitytoassesstherelationshipbetweeneconomicandpoliticalsystemsandtheorganizationanditsmission.

Abilitytomovefromtheoryandknowledgetoactiontomanagetheorganizationefficiently.

Abilitytoactindependently,tobeself-motivatedanddemonstrateone’scommitmenttotheorganization.

Abilitytopositioninterventionswithinaresearchprocess.

Related to the environmental analysis and the creation of strategic partnerships

Abilitytoconductenvironmentalanalysesbasedonthesocio-economiccontext,culturalcontextandeducationalresourcesinthecommunityandtoconsiderthemduringstrategicplanning.

Abilitytoestablishavisionwithstakeholdersandguideindividualsandgroupsinpromotingandsharingandachievingthevision.

Abilitytobealerttochangesinthecommunity,theworkplaceandinthesurroundingtrainingenvironmentsandtotakethesechangesintoaccountduringstrategicplanning.

Abilitytorecognizethecontinuedviabilityofcurrentprogramsinmeetingtheneedsoftheclientgroupandthecommunity.

Abilitytoactwiselyandsympatheticallyinrelationshipsandneverlosesightofthepoliticalrepercussionsofone’sactions.

Abilitytorepresenttheorganizationeffectively,asapublicfigure.

Abilitytoestablishandmaintaineffectivelinksamongpeople,theorganization’smembersandthecommunity.

Abilitytooptimizetheuseofcommunicationtechnologies.

Abilitytobuildastrongerorganizationandcommunityusingmultipletalentsandqualities.

Abilitytofindcreativewaystoresolveproblemswhilekeepingaglobalperspective.

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Related to the environmental analysis and the creation of strategic partnerships (cont’d)

Abilitytoapplyintegrativestrategicanalysistotheevaluationofproducts,servicesandprocesses.

Abilitytoadjustone’sleadershipstyletofitthepublicandthecontext.

Abilitytoactquicklyandfirmlyincrisessituations.

Abilitytorecognizephasesinthechangeprocessandtheimportanceofflexibilityandnegotiation.

Abilitytobeflexiblewhenreviewingplansandstrategicobjectivestoreducetheimpactofnegativetrendsortoleveragenewopportunities.

Abilitytoreactandreporttomultiplepeople,organizationsandpartners.

Abilitytocriticallyanalyzeprioroutcomesandtheviabilityofcurrentprogramsinthecontextofachangingexternalenvironment(e.g.,demographics,economy,funding)andtoleveragethepotentialofeachprogram.

Abilitytosethighstandardsforoneselfandothersandtomonitorpractices.

Related to constructing custom andragogical interventions

Abilitytodevelopaninformalnetworkofreliableadvisors,withinandoutsideoftheorganization,torequestadviceandsupportasneeded.

Abilitytoidentifythedifferenttypesofskillstobedevelopedinagroupoflearnersbasedontheirneeds(educational,socio-economic,cultural,language-related…),andtoconsiderthemduringstrategicplanning.

Abilitytogather,prepareandreportongoinginformationregardingthejobmarket,educationalresources,socio-economicandculturalcontexts.

Abilitytofacilitatestaffmeetingsandmeetingswithpartners.

Sensitivitytothecultural,linguisticandpersonaldiversityofpartners.

Sensitivitytodifferentwaysofparticipatinginpartnerships.

Abilitytoestablishandpromoteanatmosphereofmutualtrust,understandingandco-operationamongpartners.

Abilitytoapplyeffectivecommunicationtechniquesamongpartners.

Abilitytocollaborateefficientlywithpartners.

Abilitytoapplyongoingevaluationtechniquestoassessprogramsandpartnerships.

Abilitytoestablishmeasuresandpracticestotrackandassessplansandrelatedprocesses.

Abilitytoadoptacontinuousimprovementapproachtoreviewplansandcommentaboutthem.

Abilitytoevaluateinitiativesinordertoofferrelevantandtimelyqualitytrainingprograms;throughbenchmarking,identifyopportunitiesforimprovement.

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Related to the environmental analysis and the creation of strategic partnerships (cont’d)

Abilitytoapplyintegrativestrategicanalysistotheevaluationofproducts,servicesandprocesses.

Abilitytoadjustone’sleadershipstyletofitthepublicandthecontext.

Abilitytoactquicklyandfirmlyincrisessituations.

Abilitytorecognizephasesinthechangeprocessandtheimportanceofflexibilityandnegotiation.

Abilitytobeflexiblewhenreviewingplansandstrategicobjectivestoreducetheimpactofnegativetrendsortoleveragenewopportunities.

Abilitytoreactandreporttomultiplepeople,organizationsandpartners.

Abilitytocriticallyanalyzeprioroutcomesandtheviabilityofcurrentprogramsinthecontextofachangingexternalenvironment(e.g.,demographics,economy,funding)andtoleveragethepotentialofeachprogram.

Abilitytosethighstandardsforoneselfandothersandtomonitorpractices.

Related to constructing custom andragogical interventions

Abilitytodevelopaninformalnetworkofreliableadvisors,withinandoutsideoftheorganization,torequestadviceandsupportasneeded.

Abilitytoidentifythedifferenttypesofskillstobedevelopedinagroupoflearnersbasedontheirneeds(educational,socio-economic,cultural,language-related…),andtoconsiderthemduringstrategicplanning.

Abilitytogather,prepareandreportongoinginformationregardingthejobmarket,educationalresources,socio-economicandculturalcontexts.

Abilitytofacilitatestaffmeetingsandmeetingswithpartners.

Sensitivitytothecultural,linguisticandpersonaldiversityofpartners.

Sensitivitytodifferentwaysofparticipatinginpartnerships.

Abilitytoestablishandpromoteanatmosphereofmutualtrust,understandingandco-operationamongpartners.

Abilitytoapplyeffectivecommunicationtechniquesamongpartners.

Abilitytocollaborateefficientlywithpartners.

Abilitytoapplyongoingevaluationtechniquestoassessprogramsandpartnerships.

Abilitytoestablishmeasuresandpracticestotrackandassessplansandrelatedprocesses.

Abilitytoadoptacontinuousimprovementapproachtoreviewplansandcommentaboutthem.

Abilitytoevaluateinitiativesinordertoofferrelevantandtimelyqualitytrainingprograms;throughbenchmarking,identifyopportunitiesforimprovement.

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Related to feedback and reassessment of actions

Abilitytodesignoperationalsystemsandmechanismsthatincorporatearegularprocedureforevaluatingprojects,interventionsorprogramswithinacollaborativeprocess.

Abilitytoadjustoperationalsystemsandmechanisms,takingintoaccounttheresultsfromtrainingprogram,interventionorprojectevaluations.

Abilitytoensurethatadjustmentsmadebasedonproject,programorinterventionevaluationsmeetinternalexpectationsandthoseofpartners.

Abilitytoprovideregularandfrequentfeedbacktopartnersabouttheresultsoftheorganization’sevaluations.

Abilitytogather,prepareandreportstatisticalinformationabouttheorganization’sprogress.

Abilitytoassesstheneedsofone’sorganizationbasedonthecommunity’ssocio-economiccontext,theculturalcontextandtheorganization’sandpartners’mandatesandresources.

Abilitytoapplyongoingevaluationtechniquestoassesstheorganization.

Abilitytoconfirmthattheorganization’sevaluationtoolsmeetthecriteriarequiredtoobtainvalidresults.

Abilitytoselectsuitableevaluationactivitiestoreflectexpectedresultsfortheorganization.

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Table of Skills Required for the Training Role

Function Skill Predominant SkillProfessional development/Self-study/Research

ProficiencyinoralandwrittenFrench. Essentialskills(reading,writingandoralcommunication)

Proficiencyindigitaltechnologies. Essentialskill(computers)Abilitytobealerttonewtechnologicaldevelopmentsthatcanbeincorporatedintotraining.

Technicalskill

Proficiencyinsecond-languageskillsneededtosupportandtrainlearners.

Second-languageskills

Proficiencyinessentialandsoftskillsrequiredtosupportandtrainlearners.

Essentialandsoftskills

Abilitytobealerttochangesintheworkplace,communityandsurroundingtrainingenvironments,topreparetheintegrationoflearnersintothesesettingsadequately.

Technicalskill

Abilitytopositionandragogicalpracticeswithinaresearchprocess.

Softskill

Abilitytosetrealisticobjectivestopursueone’spersonalandprofessionaldevelopment.

Softskill

Abilitytogetinvolvedinprofessionaldevelopmentactivitiesonaregularbasis.

Essentialskill(continuouslearning)

Abilitytointegrateone’sprofessionaldevelopmentobjectivesandactivitiesintoaself-studyplan.

Technicalskill

Abilitytostaycurrentonthelatestresearchinandragogy,adulttraining,literacyandessentialskills.

Essentialskill(continuouslearning)

Reflective practice

Abilitytolookcriticallyattrainingtoolsandresources(inpaper,digitalformatorotherwise)belongingtoone’sorganizationandtopartnersbasedonlearningcontexts,learners’needs,workortrainingcontextsinthesurroundingcommunity.

Technicalskill

Abilitytoacceptconstructivecriticismfromlearners,colleaguesandpartnersandtogiveconstructivecriticism.

Softskill

Abilitytotakeacriticallookatone’sprofessionalpractice. SoftskillAbilitytoevaluateone’sprofessionalpracticebasedonanestablished,recognizedethicalframework.

Technicalskill

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Function Skill Predominant SkillReflective practice Abilitytoreflectonone’splaceasaFrancophoneinaminority

settingandontheroleoftheFrenchlanguageandFrancophonecultureinone’sownlifeandinone’sprofessionalpractice.

Softskill

Abilitytodrawonandragogicalresearchtoimproveinterventions.

Technicalskill

Abilitytoadjustinterventionsandpracticesbasedonevaluations,feedback,reflectivereviewsandresearch.

Softskill

Group facilitation/ management

Abilitytofacilitatesmallgroupsoflearners. TechnicalskillAbilitytoengageinactivelisteningandopenandclosedquestioning.

Technicalskill

Sensitivitytothecultural,linguisticandpersonaldiversityoflearners.

Softskill

Abilitytoencourageandrespondtofeedbackfromlearners. TechnicalskillSensitivitytodifferentwaysofparticipatingdependingonindividualandculturalfactors.

Softskill

Abilitytomakeadjustmentsinlearninggroupsthatalignwiththelearningstylesandbehavioursofindividuals.

Technicalskill

Abilitytocreateandpromoteanatmosphereofmutualtrust,understandingandpartnershipingroupsoflearners.

Technicalskill

Abilitytoencouragelearnerstosharetheirideas,askquestions,makecommentsandworktogether.

Technicalskill

Communication/co-operation/ interpersonal relationships

Abilitytoapplyeffectivecommunicationtechniqueswithlearners.

Technicalskill

AbilitytouseFrenchasacommunicationtool. Essentialskills(writing,oralcommunication)

Abilitytouseclear,simplelanguageinone’soralandwrittencommunication.

Technicalskill

Abilitytopresentinformationinanappropriatetone,styleandpacetotrainadultsandlearnersinthegroup.

Technicalskill

Abilitytoparticipateinteamwork,withstaffintheorganiza-tionandpartnersandotherresourcesinthecommunity.

Essentialskill(teamwork)

Planning the learning

Abilitytoplantrainingandlearningactivitiesalone,inateamandwithpartners.

Technicalskill

Abilitytoplantraininginconnectionwiththelearner’splan,theprogrammandateandavailableresources.

Technicalskill

Abilitytoplantraininginconnectionwiththatprovidedbypartnerorganizations.

Technicalskill

Abilitytobreakdowntheskillstobedevelopedintoknowledge(knowledge,know-howandsoftskills).

Technicalskill

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Function Skill Predominant Skill

Planning the learning

Abilitytodesignlearningactivitiesbasedontheobjectivesinthelearner’splan,ontheskillstobedevelopedandtheimplicitknowledgeofthoseskills.

Technicalskill

Abilitytodesignlearningactivitiesbasedonassessmentactivitiesplannedtodemonstrateprogress.

Technicalskill

Abilitytodesignthemostgenuinelearningactivitiespossibleinconnectionwiththelearner’sgoal.

Technicalskill

Abilitytodesignlearningactivitiesthatincorporatetheknowledgerequiredtodevelopsecond-languageskills,whererelevant.

Technicalandsecond-languageskill

Abilitytoplanlearningactivitiesthatenablethelearnertoengageinself-study.

Technicalskill

Abilitytoplanactivitiesthatenablethelearnertousehis/heressential,softandsecond-languageskills.

Technicalandsecond-languageskill

Abilitytoorganizelearningactivitiesintomanageableandsequen-tialunits.

Technicalskill

Abilitytoincorporatetheuseofcomputerandinformationtechno-logyintothedesignoflearningactivities.

Technicalskill

Abilitytodesignlearningactivitiesthatmatchdifferentlearningstyles.

Technicalskill

Abilitytodesignlearningactivitiesthatensurethelearningistransferredtothelearners’dailyactivities.

Technicalskill

AbilitytoincorporateculturalprideandmembershipintheFrancophonecommunityintolearningactivities.

Technicalskill

Abilitytoconsiderthepsychologicalandcognitiverealityofadultlearnerswhenplanninglearningactivities.

Technicalskill

Abilitytoselectanduseauthenticmaterialstosupportlearningactivities,whenpossibleandrelevant.

Technicalskill

Abilitytoselect,useandcreateteachingmaterialstosupportlearningactivities,whenrelevant.

Technicalskill

Assessment and evaluation

Abilitytosetlearninggoalsandobjectivesforthelearneralongwithhim/herandbasedonhis/herliteracylevelinvariousskillsandinaccordancewiththerequirementsofhis/hergoals.

Technicalskill

Abilitytogatherinformationaboutthelearner’semployment,educationalandlearningexperiences.

Technicalskill

Abilitytodeterminethelearner’sliteracylevelintheskillsneededtoreachhis/hergoal.

Technicalskill

Abilitytoevaluatelearners’needsbasedontheircommunity’ssocio-economicandculturalcontextsaswellasthemandatesandresourcesofone’sorganizationandthoseofpartners.

Technicalskill

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Function Skill Predominant SkillAssessment and evaluation

Abilitytoapplyongoingevaluationtechniquestothenewlydevelopedlearnings.

Technicalskill

Abilitytoconfirmthatevaluationtoolsmeetthecriteriarequiredtoobtainvalidresults.

Technicalskill

Abilitytoselectsuitableevaluationactivitiesthatreflectthelearner’sprogressandhis/herabilitytotransferthenewlydevelopedlearningstoconcrete,realapplicationsrelatedtohis/hergoal.

Technicalskill

Abilitytoensurethatlearningevaluationtoolsaregearedtowardssignificanttasksrelatingtothelearner’sgoals.

Technicalskill

Abilitytoensurethatevaluationactivitiesmeetfunders’andpartners’requirements.

Technicalskill

Abilitytoensurethattheknowledgeandskillsincludedinevaluationactivitieshavebeencoveredinlearningactivities.

Technicalskill

Abilitytomaketheconnectionbetweenexitevaluationactivitiesandthelearner’sobjectivesasdefinedinhis/herlearningplan.

Technicalskill

Abilitytoensurethatevaluationprocessesareconfidential. TechnicalskillAbilitytoencourageregularevaluationwithinaco-operativeprocesswiththelearner.

Technicalskill

Abilitytoprovideopportunitiestohelpthelearnerevaluatehis/herownstrengthsandneeds.

Technicalskill

Abilitytoprovidelearnerswithregularandfrequentfeedbackontheirprogressinaformalandinformalway.

Technicalskill

Abilitytodetectlearningdifficultiesinordertoactaccordinglywithlearners.

Technicalskill

Abilitytoaskforfeedbackfromlearnersonthelearningprocessandtochangetheprocessifnecessary.

Technicalskill

Abilitytointegratetheresultsofthediagnosticassessmentintoalearningplanapprovedbythelearner.

Technicalskill

Abilitytogather,prepareandreportstatisticalinformationonlearners’progress.

Technicalskill

Training Abilitytouseavarietyoftrainingmethodology. TechnicalskillAbilitytouseoralandwrittenFrenchasatrainingtool. TechnicalskillAbilitytousedigitaltechnologiesasteachingtools. TechnicalskillAbilitytoimplementandragogicalapproachesandmethodology.

Technicalskill

Abilitytohelpthelearnertransfertheskillsdevelopedintodailylife,whenrelevant.

Technicalskill

Abilitytogeartrainingtowardsskillsdevelopmentthroughtasks.

Technicalskill

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Function Skill Predominant SkillTraining Abilitytousegenuineresourcesduringtraining,

whenrelevant.Technicalskill

Abilitytogather,prepareandreportstatisticalinformationaboutlearningactivities.

Technicalskill

Abilitytoconsultrelevantresearchtosupporttraining. TechnicalskillAdvice (support, learning guidance, education helping relationship)

Abilitytoapplyandlimithelpingandinterpersonalrela-tionshiptechniquestoaneducationalrole.

Technicalskill

Abilitytoassociatewithlearnersaspartnersinallstepsofthelearningprocess.

Technicalskill

Abilitytoinvolvethelearnerinpreparingandmodifyinghis/herlearningplantoclarifyhis/herlearningobjectivesandexploretrainingoptions.

Technicalskill

Abilitytohelpthelearneridentifylearningobjectivesthataremeasurableandrealistic.

Technicalskill

Abilitytohelpthelearnerdeveloparealisticvisionofhis/heroptimumpotential.

Technicalskill

Abilitytoworkwiththelearnertosetoutlearningactivitiesandevaluationactivities.

Technicalskill

Abilitytoequipthelearnersothathe/shecanapplythedevelopedskillsinconcrete,actualapplicationsconnectedwithhis/hergoal.

Technicalskill

Abilitytofacilitateindependentandself-directedlearningthroughstructuredlearningactivities.

Technicalskill

Abilitytoprovidedirectionandaddressthelearner’sneedsappropriately.

Technicalskill

Abilitytotakeintoaccountthevariousissuesthataffectlearning(e.g.,addictionproblems,healthproblems,difficultfamilysituation,housingneeds,disabilities,etc.)andpointthelearnertosupportserviceswhennecessary.

Technicalskill

Abilitytotakeintoaccountthepsychologicalandcognitiverealityandlearningdifficultiesduringinterventionswithlearners.

Technicalskill

Abilitytogather,prepareandreportstatisticalinformationaboutthereferraloflearners.

Technicalskill

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Function Skill Type of Predominant Skill

Professional development/ Self-study/ Research

ProficiencyinoralandwrittenFrench.Essentialskills(reading,writingandoralcommunication)

Abilitytousewritingindesigningandragogicalactivities. TechnicalskillHavethelevelofessentialandsoftskillsrequiredtodesignandragogicalinterventionsorprojects.

Essential(readingandwriting)andsoftskills

Abilitytousedigitaltechnologiesasatooltodesignandragogicalactivities.

Essential(computers)andtechnicalskill

Abilitytogetinvolvedinprofessionaldevelopmentactivitiesonaregularbasis.

Essentialskill(conti-nuouslearning)

Abilitytosetrealisticobjectivestopursueone’sownprofessionaldevelopment.

Softskill

Abilitytointegrateone’sownprofessionaldevelopmentobjectivesandactivitiesintoaself-studyplan.

Technicalskill

Abilitytogetinvolvedinreflectivepracticeprocesses. SoftskillAbilitytostaycurrentonthelatestresearchinandragogy,adulttraining,literacyandessentialskills.

Essentialskill(conti-nuouslearning)

Abilitytopositionandragogicalpracticeswithinaresearchprocess.

Technicalskill

Reflective practice Abilitytolookcriticallyattrainingtoolsandresources(inpaper,digitalorotherformat)andandragogicalpracticesofone’sorganizationandthoseofpartnersbasedonlearningcontexts,thetypeofinterventions(andpartners,ifappli-cable),learners’needs,skillstobedevelopedorworkortrainingcontextsinthecommunity.

Softandessentialskills

Abilitytoacceptconstructivecriticismfromcolleaguesandpartnersandtogiveconstructivecriticism.

Softskill

Abilitytoadjusttheinterventionsandpracticesbasedonevaluations,feedback,reflectivereviewsandresearch.

Softskill

Abilitytotakeastepbackandreflectcriticallyuponone’sprofessionalpractice.

Softskill

Table of Skills Required for the Design Role

APPENDIX 3

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Reflective practice

Abilitytoassessone’sprofessionalpracticebasedonanestablished,recognizedethicalframework.

Softskill

Abilitytoreflectonone’splaceasaFrancophoneinaminorityenvironmentandontheroleoftheFrenchlanguageandcultureinone’sownlifeandinone’sprofessionalpractice.

Softskill

Abilitytoincludeandragogicalinterventionsorprojectsintoacontinuousdevelopmentprocess.

Softskill

Work group facilitation/management

Abilitytofacilitatesmallworkgroupswithcolleaguesorpartners. TechnicalskillSensitivitytothecultural,linguisticandpersonaldiversityofpartners.

Softskill

Sensitivitytodifferentwaysofparticipating,dependingonthepartners.

Softskill

Abilitytocreateandpromoteanatmosphereofmutualtrust,understandingandco-operationamongpartners.

Softskill

Abilitytoencouragepartnerstosharetheirideas,askquestions,makecommentsandworktogether.

Softskill

Environmental analysis

Abilitytodesignandragogicalinterventionsorprojectsbasedontheskillstobedevelopedtomeettheneedsidentifiedforgroupsoflearnersandfortheenvironment.

Technicalskill

Abilitytodoenvironmentalanalysesbasedonthesocio-economicandculturalcontexts,andeducationalresourcesinthecommunity,andtoconsiderthemwhendesigningandragogicalinterventionsorprojects.

Technicalskill

Abilitytoidentifythedifferenttypesofskillstobedevelopedinagroupoflearnersbasedontheirneeds(educational,socio-economic,cultural,language-related),andtoconsiderthemwhendesigningandragogicalinterventionsorprojects.

Technicalskill

Abilitytodesignandragogicalinterventionsorprojects,thattakeintoaccountthepsychologicalandcognitiverealityofthetargetedadultlearners.

Technicalskill

Abilitytobealerttochangesinthecommunity,workplaceandsurroundingtrainingenvironmentsandtotakethesechangesintoaccountintheandragogicalinterventionsorprojects.


Abilitytobealerttonewtechnologicaldevelopmentsthatmaybeintegratedintotheandragogicalinterventionsorprojects.


Abilitytogather,prepareandreportongoinginformationaboutthejobmarket,educationalresources,socio-economiccontextsandculturalcontexts.

Technicalskill

Relationships with partners

Abilitytodesignandragogicalinterventionsorprojectsconnec-tedwiththemandateofone’sorganization,theinterventions’objectivesandavailableresources.

Technicalskill

Abilitytodesignandragogicalinterventionsorprojectsalone,inateamandwithpartners,whenrelevant.

Softskill

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Relationships with partners

Abilitytodesignandragogicalinterventionsorprojectstakingintoaccountthevariousresourcesprovidedbypartners,eachpartner’smandateandtheirexistingandragogicalresourcesandcommonobjectiveswiththetargetclientgroup.

Technicalskill

Abilitytoapplyeffectivecommunicationtechniqueswithone’steammembersandwithpartners.

Technicalskill

Abilitytoworkaspartofateam,withthestaffofone’sorganiza-tionandthatofpartnersandotherresourcesinthecommunity.


Abilitytoadjustone’sinterpersonalskillsbasedonthesensitivityanddiversityofrepresentatives(e.g.,AnglophoneorFranco-phone,institutionalorcommunity-based,publicorprivate).

Softandsecond-languageskills

Design of andragogical interventions or projects

Abilitytodesignandragogicalinterventionsorprojects,usingadulteducationlearningsituationsandcontextsthatareasauthenticaspossibleandwhichareconsistentwiththecompe-tency-basedapproach.

Technicalskill

Abilitytodesignandragogicalinterventionsorprojectsthatorganizetheconceptsandskillstobedevelopedintomanageable,sequentialunits(throughcyclesoflearning).

Technicalskill

Abilitytodesignandragogicalinterventionsorprojectsthathelpfocusthetrainingonskillsdevelopmentthroughtasks.

Technicalskill

Abilitytodesignandragogicalinterventionsorprojectsthatenabletheparticipantstopractisetheskillstobedevelopedinauthenticsituations(realsituations,role-playing,laboratory,etc.)

Technicalskill

Abilitytodesignandragogicalinterventionsorprojectsbasedonintegratedapproachesthatfosterthedevelopmentofseveraltypesofskillstoaddressasetofidentifiedneedsintargetedgroupsoflearners.

Technicalskill

Abilitytodesignandragogicalresourcesthatincorporate,whenrelevant,thevarioustypesofskills(essential,soft,second-language,technical)tomeettheneedsofagroupoflearners.

Technicalandsecond-languageskills

Abilitytodesignandragogicalinterventionsorprojectsthatensurethatthelearningistransferredtoactivitiesthatareconsistentwiththeobjectivesoftheintervention.

Technicalskill

Abilitytodesignandragogicalinterventionsorprojectsthatarebasedonskillsdevelopmentlearningobjectivesthataremeasurableandrealistic.

Technicalskill

Abilitytodesignandragogicalinterventionsorprojectsthatfosterthedevelopmentofself-studyandindependentlearningskillsamongparticipants.

Technicalskill

Abilitytodesignandragogicalinterventionsorprojectsthattakeintoaccountapproaches,methodologyandmeansspecifictoandragogyandthatarerelevanttothelearningcontexts,targetedneedsandskillstobedeveloped.

Technicalskill

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Design of andragogical interventions or projects

Abilitytodesignandragogicalinterventionsorprojectsthattakeintoaccountdigitaltechnologiesthatarerelevanttothelearningcontexts,targetedneedsandskillstobedeveloped.

Technicalskill

AbilitytodesignandragogicalinterventionsorprojectsthattakeintoaccounttheneedtoincorporateculturalprideandmembershipintheFrancophonecommunitybasedonthelearningcontexts,targetedneedsandskillstobedeveloped.

Technicalskill

Abilitytodesignandragogicalinterventionsorprojectsthattakeintoaccountinstructionalorlearningresourcesthatarerelevanttothelearningcontexts,targetedneedsandskillstobedeveloped.Abilitytodesignandragogicalinterventionsorprojectsthatsuitdifferentlearningstyles.

Technicalskill

Abilitytoconsultrelevantresearchtosupporttheandragogi-calproducts.

Technicalskill

Intervention evaluation

Abilitytodesignandragogicalinterventionsorprojectsthatincorporatearegularprocessforevaluatingprojects,interventionsorprogramsinaco-operativeprocesswithpartners.

Technicalskill

Abilitytodesignandragogicalinterventionsorprojectsthattakeintoaccounttheresultsoftrainingprogram,interventionorprojectevaluations.

Technicalskill

Abilitytoensurethattheproject,programorinterventionevaluationactivitiesmeetpartners’expectations.

Technicalskill

Abilitytogiveregularandfrequentfeedbacktopartnersabouttheresultsofprogram,interventionorprojectevaluations.

Technicalskill

Abilitytogather,prepareandreportstatisticalinformationabouttheprogressofprograms,interventionsorprojects.

Technicalskill

Abilitytogatherinformationaboutthetrainingintervention,programorprojectexperiences.

Technicalskill

Abilitytoassesspeople’sneedsbasedontheircommunity’ssocio-economicandculturalcontextsaswellasthemandatesandresourcesofone’sorganizationandthoseofpartners.

Technicalskill

Abilitytoapplyongoingproject,interventionandprogramevaluationtechniques.

Technicalskill

Abilitytoconfirmwhethertheevaluationtoolsforprojects,interventionsandprogramsmeetthecriteriarequiredtoobtainvalidresults.

Technicalskill

Abilitytoselectappropriateevaluationmethodologiestosupporteffectiveassessmentandanalysisofprojects,interventionsandprograms.

Technicalskill

Abilitytoensurethatthelearningevaluationtoolsarefocusedonsignificanttasksrelatedtothegoalsoftheprojects,programsorinterventions.

Technicalskill

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APPENDIX 4

Brief presentation of the RESDAC literacy and skills development modelThemodelthatweareproposingfocusesmoreoncompetenciesrelatedtohavingliteracyskillsthanondevelopingso-calledacademicliteracyskills,whicharesometimesconsideredanendinthemsel-ves.Indeed,inaparadigmthatfirstandforemostsupportsthedevelopmentofliteracyamongadultswith low literacy skills, all programs can address this need: literacyprograms, general trainingorschooleducationprograms,vocationaltrainingprograms,parentalskillsorfamilyliteracyskillsdeve-lopmentprograms,andincomemaintenanceandemploymentsupportprogramsalike.Inthenewmodelbeingproposed, literacyprograms– likeotherprogramsbeingofferedtoadults–becomecomplementarywaystoensuretheflourishingofadult literacy.Wethereforewanttomoveawayfrominterventionsthatareunilateral,carriedoutinsilos,overlyconcernedwithinternalaccountability,andthataretoofocusedontheprogramsandinstitutionswhoseownsurvivalbecomesalltoooftentheultimategoal.

The four-component modelTheproposedmodelisconstructedaroundintegratedservicesandisbasedonafindingfromthemostrecentinternationalsurveysonadultliteracy,whereliteracyskillsarecomparedtomuscles:themoretheyareused,regardlessofcontext,thebettertheyaremaintainedandthemorequicklytheyimprove.Thisiswhywebelievethatanintegratededucationalservicesapproachdoesnotcurbthedevelopmentofliteracyskills,comparedtoatraditionalfull-timeliteracytrainingprogram.Indeed,literacyskillscanbemaintainedanddevelopedasmuchinarealcontext(e.g.,personalandprofes-sionaldevelopment,realcommunicationorparentaldevelopment)asinamoreacademic-stylelite-racytrainingcontext,wherethefocusisexclusivelyonthemoreabstractlearningofreading,writingandmathematics.Themodel’sfourcomponentsareasfollows:analyzingtheenvironment;creatingstrategiclocalpartnerships;constructingadaptedandragogicalinterventions;feedbackandreasses-smentofactions.

Eventhoughtheyarepresentedoneaftertheother, themodel’s fourcomponentsshouldnotbeperceived in a linear fashion.A soundapproach todeveloping interventionsbasedon themodelwouldbetoanalyzeandworkoneachofthecomponentssimultaneouslyandinaninterconnectedmanner.Thecomponentsshouldinfluenceeachotherinacontinuingdynamicofservicedevelop-ment.Inthisrespect,onecomponentdoesnotnecessarilystopwhereanotheronebeginsbecausethereareareasofoverlapandinterdependencebetweeneach.Themodelshouldthereforealwaysresultindynamicandevolvingandragogicalanalysesandinterventionswithinacommunity.

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First component: Analyzing the environment AllacrossCanadaandaroundtheworld,weseethatalargeproportionoftheso-called“natural”clientele foradult literacy trainingprogramshasonlyminimallybeen reached through traditionalrecruitmentefforts (OECD,2003, taken fromGobeil,2006). It seems therefore that thestrategiesusedhavebeenunsuccessfulingettingaroundthetrainingbarriersfacingadultlearners,particularlythoselearnerswithlowliteracyskills.Therecruitmentandretentionoflearnersintraining,andmorespecificallyinliteracytraining,remainproblematic;thusthereisaconstantneedtotrynewmethods.Thesocio-economicconditionsofcommunitiesandtheneedsofthelocalpopulationremaincriticalchallengesforreachingpeople.Thisfirstcomponent,whichistoooftenignoredortakenforgranted,istomakelearnersneedsmoreexplicitinordertobetterarticulatethemwithpropertrainingactivi-ties(BélangerandVoyer,2004).Moreover,webelievethereisavitallinkbetweengainingabetterunderstandingoftheenvironmentinwhichadultswithlowliteracyskillsarelivinganddevelopingnewtrainingservicesthatarebetterintegratedandbetteradaptedtotheirneeds.

Second component: Creating local strategic partnerships Theproposed literacydevelopmentmodel involvesdevelopingnovelapproaches inorder tocreateappropriatelinksbetweentheneedsofadultswithlowliteracyskillswithinacommunityandtheavaila-bleadulteducationresources.Fromthisperspective,itisimportantthatpractitionersinadulteduca-tionfullyunderstandtheneedsofadultswithlowliteracyskillsandthecontextsinwhichtheycouldaddressthem.Todothis,weproposeimplementingalocalcollaborationprocess.,Thiswouldhelptoensureamorein-depthanalysisofthelocalenvironmentthroughthesharingofvariousviewpoints.Itwouldalsohelptocreatenewalliancesbetweenorganizationsplanningtoofferlocaladulteducationprogrammingthatismorerelevanttoandconsistentwiththeneedsofadultswithlowliteracyskills.

Analyzing the environment

• Analyzing the needs of learners• Analyzing the socio-economic context• Analyzing the cultural context• Analyzing the local educational resources

Creating strategic local partnerships

• Mobilizing educational resources• Creating local planning structures• Developing strategic collaboration and

intervention agreements

Constructing adapted andragogical interventions

• Linking the appropriate essential skills, generic skills and specialized skills for an integrated intervention

Feedback and reassessment of actions

• Listeningandobservingcarefully;takingan objectivedistanceinordertoassess,fine-tune and perfect actions

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Third component: Constructing an andragogical intervention adapted to the needs of learners, the community and partnersDialoguebetweenpartneringorganizationscouldleadtotheadaptationofexistingtrainingprogramsortheimplementationofnewtrainingprogramsthatmeettheneedsofadults,whilestillrespectingthemandatesofthevariouspartneringorganizations.Byorganizingajointprogramoffering,itwouldthenbeeasier,toaccessthediversehumanandfinancialresourcesneededtoprovideevenmoreeducationalservicestoadults(e.g.,smallertrainer-learnerratios,individualizedtrainingplans,adap-tedtrainingandassessmentarrangements,targetedbasictraining,etc.)andlogisticalsupport(e.g.,transportationandchildcareservices).Intheend,allofthisleadstoagreatercollectivecapacityonthepartofthecommunitytoofferbetterservicestoadultswithlowliteracyskills.

Whendesigningsuchprojects,itisimportanttomaintainabroadperspectiveoftheneedsofadultswithlowliteracyskills,soastobetteridentifythemultipleskillstheymustdevelopinordertopursueaprofessionalorpersonalprojectthatintereststhemandthatmeetstheirneeds.

Fourth component: Feedback and reassessment of actions as part of the model Despiteallthegoodwillonthepartoflocaladulteducationpartnerstocreateinitiativesbasedontheliteracydevelopmentmodelanditsintegratedapproachtoservices,thebiggestchallengeforadultlearnersandadulteducationnetworkswillcontinuetobeadjustingtosocio-economicchangescau-sedbysituationsoverwhichlocalpractitionershavelittlecontrol,butwhichmaysignificantlyinfluen-ceboththeirabilitytotakeactionandthelivesofadultlearners.

Duringeconomiccycles,aswithsocialandpoliticalmovements,therewillalwaysbeperiodswhenunemploymentandjoblosseswillbehigher,andwhentheneedsofadultlearnerswillbesignificant,butshort-termsolutionswillbemoredifficulttofind.Therewillalwaysbecomplexgeographythatposesenormouschallenges,largedistancestocover,isolationofcertainFrancophonepopulations,etc.Therearenomiraclesolutionstothesechallenges;wecanonlyhopethattheproposedmodelwillmakeiteasiertoimplementpartoftheanswer.

Guiding questions for each componentTheintentofthissectionistorevisiteachoftheelementsinthefourcomponentsoftheproposedmodelandsuggestkeyquestionstoguidepractitionersintheirthinkingandduringtheirtrialimple-mentationofthemodelintheircommunities.

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First component: Analyzing the environment

Analysis of adults’ needs

• Whatistheliteracyprofileofcommunitymembers?

• Whataretheneedsofadultswithlowliteracyskillsinthecommunity?

• HowcouldIlearnmoreabouttheirneeds(e.g.,meetwiththeadults,focusgroup)?

• Aretherespecificintegrationneedsthatwarrantmoreattention(e.g.,integrationintoemploymentsectors,familysupportforaspecificgroup,needsrelatedtobasicknowledgeofEnglish,etc.)?

• Whattypesofpsychosocialbarriersareadultswithlowliteracyskillsinthecommunityfacing?

• Whattypesofinstitutionalorstructuralbarriersareadultswithlowliteracyskillsinthecommunityfacing(e.g.,transportation,childcareservices,presenceorabsenceofprogramsinthecommunity,recognitionofpriorlearningbythecommunity)?

Analysis of the socio-economic context

• Whatavailableemploymentsectorsinthecommunityarerelevanttolearnerswithlowliteracyskills?

• Whataretherelevanttradesforlearnersandforthecommunity?

• Whataccessible(intermsofliteracylevels)trainingprogramsarelikelytoleadquicklytoajob?

• WhoaretheimportantpartnerswithwhomIcandiscussthesequestions(e.g.,employmentcentre,communitycollegeorschoolboard,communityorganization,elementaryschoolinthecaseofaverysmallminority,etc.)?

• Howcanweexplorethecreationofnewqualityadulttrainingprogramsthatmeetthesocio-economicneedsofthelocalcommunityatanaffordablepriceforthepartnersinvolved?

Analysis of the cultural context

• WhatisthelocalprofileoftheFrancophonecommunity?

• Arethere integrationprojectsthatwouldbebeneficial tothose intheFrancophonecommunitywithlowliteracyskills?

• Whoarethekeyplayers inthecommunity(school, library,bookstore,Francophoneassociation,etc.)?

• WhatroledoesEnglishplayinthecommunity?

• WhatmeasuresneedtobeimplementedlocallytopromoteandimprovetheliteracyofFrancophones,andnotjustpromoteFrench-languageliteracytraining?

• Howdoweconsiderthelinguisticdimensionwhendeliveringtrainingprograms?

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Analysis of local educational resources

• Whatcommunityandeducationalresourcesareavailableforadultlearnerswhomightbeinterestedinthecreationofadaptedandragogicalinterventions?

• Howarereferralsbetweenprogramsandbetweenorganizationscurrentlybeingdone?

• Whatisthehistoryofcollaborationbetweenorganizations?

• Howcanwemaximizetheuseofexistingresourcesinagivenareainordertoofferqualityandaffordabletrainingtolearnerswithlowliteracyskills?

Second component: Creating local strategic partnerships

Mobilizing community resources

• Whichpartnersaremostlikelytoworkwithus?

• Whatisthepartner’sprevailingideology?

• What impact does it have on its organizational culture and its ability to participate inpartnerships?

• Whatisthepartner’svisionofthepartnership?

• Whatframeworkcouldweimplementoruseinordertoboostcollaboration?

• Whatpartnershipsareneededtodevelop integrated interventionsand topromote them in thelabourmarket?

Developing a local adult education planning process

• Arethejurisdictionsoftrainingprogramswelldefined?

• Isthereduplicationoracontinuumofservicesinadulttraining?

• Howcanwefacilitatetheplanningoflocaladulttrainingservices,whilerespectingthejurisdictionsandaccountabilityrequirementsofeveryone?

• Is thereaneedtoharmonize the jurisdictionof the literacyprogramwith thatofother trainingprograms?

• Istheliteracyprogramasattractiveasothertrainingprograms?

• Ifnot,howcanweenhanceourinterventionswithadultswithlowliteracyskillsinordertomaketheseprogramsmoreattractive?

• Inthisrespect,aretherestrategicpartnershipstobedevelopedwithcertainnaturalpart-ners inadult training (vocational trainingoreducational trainingprograms,employabilityservices,etc.)?

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• Are there strategicpartnerships tobedevelopedwith certainnatural referral partners (incomesupport,employabilityservices,compensation,etc.)?

• Isitnecessarytocreateaforumforpoolingresources(e.g.,singleentrypoint,jointcommitteeforaspecificinitiative,roundtable,multi-servicecentre,etc.)?

• Ifso,howdoesoneconvincepartneringorganizationstosetupsuchacentralizedsystem?

• Ifso,whatactivitiesorservicesshouldbepooled(e.g.,intake,registration,assessmentofli-teracylevels,identificationoflearnerneeds,andmanagementofteaching/administrativefiles)?

Developing collaborative agreements and strategic partnerships in order to make andragogical interventions operational

• Howcanwemitigatestructuralbarriersthatlimittheparticipationofadultswithlowerliteracyskills?

• Howcanwemitigatepsychosocialbarriersthatlimittheparticipationofadultswithlowerliteracyskills?

• Howdoweimplementajointprograminwhichallpartneringorganizationswillfeelthatsuccesshasbeenachievedonthefollowingfronts:respectingadministrativerequirements;respectingjurisdic-tions;respectinginterventionphilosophies(training,integration,etc.)?

• Canwedefinewithallpartneringorganizationswhatformsofcertificationwillberecognizedforthenewjointtrainingprogram(e.g.,collegecertificate;certificationfromaprofessionalassociationoranyothergovernmentagency;educationalcertificationwithintheframeworkofearningaseconda-ry-leveldiploma,etc.)?

Third component: Constructing an andragogical intervention adapted to the needs of learners, the community and partners

Thoughts on developing literacy skills and other types of skills

• Whatareyourthoughtsontheliteracyskillspresentedinsection2.3.1ofthedocument?

• Whataretheneedsofadultswithrespecttotheseskills?

• Which of themost important skills dowewant to develop in the new intervention, based onadults’needs?

• What rolewill second-languageskillsplay inmeeting the integration, communicationand inter-actionneedsinthevariouspersonalandprofessionalprojectsofthetargetedadults(Francophonesinaminoritysituation,whomustlearnEnglishasthelanguageofintegration)?

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Linking the development of literacy skills to the development of other types of skills in order to construct an andragogical intervention

• Withinasingleintervention,howdowelinkthedevelopmentofliteracyskillswithotherskills?

• Caneducationalinterventionsbedesignedthatwillallowliteracyskillstoplayafundamentalandstrategicroleintheacquisitionanddevelopmentofspecializedskills?

Fourth component: Feedback and reassessment of actions• Onceithasbeenestablished,howisthecollaborativeprocessworking?

• Whatarethecontentiouspoints,orelementsthatneedimprovement?

• Howwellarethepartneringorganizationscommunicating?

• Howwellisthereferralorsingleentrypointsystemworking?

• Whataspectsrequireimprovement?

• Whatwastheoutcomeofthefirstintegratedprogram?

• Aretheadultssatisfied?Whatwouldtheyliketoimprove?

• Whatarethesuccessratesanddropoutrates?

• Whatimprovementsshouldbemadetothesecondintegratedproject,ifapplicable?

For more information

For more information about the RESDAC model, we encourage you to read a comprehensive docu-ment on the RESDAC website: http://resdac.net/.

In the third part of that document, you will also find an illustration of such an approach adopted in Hawkesbury, Ontario, based on roughly 20 years of action research and field practice.

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BIBLIOGRAPHY

A) General documents: skills of learners, trainers and managers

• Bélisle, R. Nos compétences fortes, Manuel des animatrices et des animateurs. Institut de coopération pour l’éducation des adultes (ICÉA),Montreal,1995.

• Corbeil,J.-P.Building on Our Competencies: Canadian Results of the International Adult Literacy and Skills Survey, Plain Language Summary.IALSS,2003,S.C.publicationdate2005.

• Canadian Apprenticeship Forum. Assessing Apprenticeship Outcomes: Building a Case for Pursuing and Completing an Apprenticeship.February2011.

• Institutdecoopérationpourl’éducationdesadultes(ICÉA).Identifier des compétences génériques pour favoriser l’autonomie des adultes, un référentiel de l’ICÉA,2012.

• Le Boterf, Guy. Repenser la compétence : Pour dépasser les idées reçues, 15 propositions.Éditionsd’OrganisationGroupeEyrolles,Paris,2008.

• Lurette,D.Moi, mes compétences et apprendre pour le travail. Fédérationd’alphabétisationduNouveau-Brunswick,publicationstilltocome.

• Lurette,D.Pour un Modèle intégré au service du développement de l’alphabétisme des franco-phones du Canada,FCAF-RESDAC,2011.

• Ontario Ministry of Training, Colleges and Universities. Ontario Adult Literacy Curriculum Framework: Curriculum Framework.March2011.

• Ontario Ministry of Training, Colleges and Universities. Ontario Adult Literacy Curriculum Framework: Curriculum Framework Conceptual Foundation.March2011.

• Ontario Ministry of Training, Colleges and Universities. Ontario Adult Literacy Curriculum Framework: Foundations of Transition-Oriented Programming.October2011.

• OntarioMinistryofTraining,CollegesandUniversities.Ontar http://www.vsi-isbc.org/eng/hr/nli.cfm

• CanadianSocietyofAssociationExecutives.Not-For-Profit Management Competencies.2011.Linktothewebsite:http://www.csae.com/CoursesEvents/Courses/CAEProfessionalCertificationCourses/44NotforProfitManagementCompetencies.aspx

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C) Trainers’ skills• À tous les niveaux : lecture : référentiel d’appui destiné aux alphabétiseures et alphabétiseurs

en alphabétisation et en formation de base.Vanier,Ont.,Sudbury,Ont.,Coalitionfrancophonepourl’alphabétisationetlaformationdebaseenOntario,CentreFORA,2005.Linktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19183846124919010289

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• Bourdages,Carole. Guide d’entrevue pour l’embauche d’alphabétiseurs [ressource électronique].Ottawa,Coalitionfrancophonepourl’alphabétisationetlaformationdebaseenOntario,2003.Linktothedocument:http://www.bdaa.ca/biblio/apprenti/guident/entrevue.pdfLinktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19231916124910591989

• Bourdages,Carole.Stratégie de formation des alphabétiseuses et alphabétiseurs : phase II : identification des possibilités de formation et de reconnaissance des acquis.Ottawa(Ontario),Coalitionfrancophonepourl’alphabétisationetlaformationdebaseenOntario,2002.Linktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19213186124910313689

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• Frontier College: tutoring guide: a guide for customized learner-centred learning.Toronto,FrontierCollegePress,1997.Linktothedocument:http://www.frontiercollege.ca/french/savoir/manuel_de_tutorat.htmlLinktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=017112483539

• Courau,Sophie.Les outils d’excellence du formateur : pédagogie et animation.Paris(France),ESFéditeur,1993.Linktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19200492124910286749

• D’Amboise,Marcel.Pour une formation centrée sur la personne en situation d’apprentissage. Rivière-du-Loup,Rivière-du-LoupSchoolBoard,Servicedel’éducationdesadultesetdelaformationprofessionnelle,1995.Linktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19113517124919317999

• Desmarais,Danielle.L’alphabétisation en question : recherche-action-formation menée par la Boîte à lettres de Longueuil.Outremont(Quebec),ÉditionsQuébécor,2003.Linktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19115968124919331409

• Dibb,Sandra.Plan d’action pour l’alphabétisation des autochtones : guide de l’alphabétiseur. Saskatoon(Saskatchewan),SaskatchewanIndianInstituteofTechnologies,1990.Linktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=357812417509

• DuCrest,Florence. Pour enseigner les mathématiques en alphabétisation [ressource électro-nique] : les fondements du savoir-faire, réfléchir et raisonner, des outils complémentaires : module d’autoperfectionnement. Montreal,Tabledeconcertationenalphabétisationdel’ÎledeMontréal,1996.Linktothedocument:http://bv.cdeacf.ca/RA_PDF/23162.pdfLinktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19231945124910591279

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• Être formateur en alphabétisation, pour Lire et Écrire, c’est… [ressource électronique]. Bruxelles,LireetécrireBruxelles,2004.Linktothedocument:http://pratiques.lire-et-ecrire.be/images/documents/leectefr/profil_formateur.pdfLinktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19188073124919062559

• Fillion,Martine. Pouvoir se dire... [ressource électronique] : les pratiques d’écriture et de lecture en alphabétisation populaire : les suites du langage intégré. Montreal,RegroupementdesgroupespopulairesenalphabétisationduQuébec,2006.Linktothedocument:http://bv.cdeacf.ca/RA_PDF/96587.pdfLinktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19229469124910476419

• Fugazzi,Benvenuto.Portrait des formatrices et formateurs d’adultes allophones. Anjou,(Quebec),CommissionscolaireJérôme-LeRoyer,Servicedel’éducationdesadultes,[s.d.]Linktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=971812479909

• Girard,Pierre;Ouellon,Marie-Andrée;Paradis,Lise.Guide d’accompagnement pour alphabétiseures bénévoles [ressource électronique].Châteauguay(Quebec),Comitéd’entraidepopulaireenalphabétisation,1991.Linktothedocument:http://bv.cdeacf.ca/RA_PDF/24338.pdfLinktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19229754124910479369

• Gray,Florence.Practitioner Development Strategy: Phase one: Report.[S.l.].OntarioNativeLiteracyCoalition,2000.Linktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=032612485089

• Ministèredel’ÉducationduQuébec,Directiondelaformationgénéraledesadultes.Guide de formation sur mesure en alphabétisation.Quebec,1996.Linktothedocument:http://www.mels.gouv.qc.ca/dfga/disciplines/alphabetisation/guide/contenu.htmlLinktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=143812496109

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• Guide des méthodes et pratiques en formation. Paris(France),Retz,1995.Linktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19209455124910276379

• Holbrow,Bill. Literacy Specialists: Competencies and Practices.Calgary,BowValleyCollege,2003.Linktothedocument:http://www.nald.ca/fulltext/connect/competen/competen.pdfLinktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19119001124919372839

• Le petit alphabétiseur [ressource électronique].Welland(Ontario),ABCCommunautaire,1999.Linktothedocument:http://bv.cdeacf.ca/documents/PDF/rayonalpha/9227.pdfLinktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19229530124910477129

• Lurette,Donald.Barrières à l’apprentissage en alphabétisation [ressource électronique] : [comment adapter nos pratiques au développement professionnel des formatrices] : rapport de recherche-action. Hawkesbury(Ontario),Centred’apprentissageetdeperfectionnement,2001.Linktothedocument:http://bv.cdeacf.ca/documents/PDF/rayonalpha/9454.pdfLinktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19236376124910545589

• McFadden,Karine;Girard,Annie. La quête [ensemble multi-supports] : à la recherche du sens... de l’apprentissage : guide d’autoformation pour le formateur d’adultes.Ville-Marie(Québec),AssociationdesprojetséducatifsduTémiscamingue,2009.Linktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19220543124910487259

• Michel,Benoît.Lutte contre l’illettrisme, formation de base des adultes et formation de leurs formateurs en Suisse romande [ressource électronique] : état des lieux. Nyon(Switzerland),Fondationpourledéveloppementdel’éducationpermanente,2006.Linktothedocument:http://fdep.ch/Documents/Rapport_illettrisme1.pdfLinktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19175182124919933649

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• Miller,StephanieS.Collège Frontière : des étudiantes et étudiants - alphabétiseurs : manuel d’organisation & de gestion du programme. Toronto(Ontario),FrontierCollegePress,1993.Linktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19211321124910395039

• Nombré,Martin-Pierre.Profil de l’alphabétisation populaire au Québec [ressource électro-nique] : résultats d’une enquête auprès des groupes d’alphabétisation populaire. Montreal,RegroupementdesgroupespopulairesenalphabétisationduQuébec,1997.Linktothedocument:http://bv.cdeacf.ca/RA_PDF/2809.pdfLinktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19229830124910470129

• Poitras,Liliane.Trousse d’information à l’intention des bénévoles en alphabétisation.Sainte-Thérèse(Quebec),CommissionscolairedelaSeigneurie-des-Mille-Îles,Centremulti-servicedeSainte-Thérèse,2009.Linktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19229945124910471279

• Prête et prêt pour l’avenir : rapport de recherche sur la stratégie de formation des alphabétiseuses et des alphabétiseurs : collèges communautaires, conseils scolaires, groupes communautaires : phase 1.Kingston(Ontario),AlphaBetaConsultants,2000.Linktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19212714124910309969

• Roy,Sylvie.L’alphabétisme et l’alphabétisation des groupes francophones minoritaires au Canada : document de réflexion. Ottawa,NationalLiteracySecretriat,1997.Linktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=372112419039

• Roy,Sylvie.Enseignement et apprentissage de la lecture en alphabétisation [ressource électronique] : module d’autoperfectionnement à l’intention du personnel enseignant.Montreal,Tabledeconcertationenalphabétisationdel’ÎledeMontréal,1996.Linktothedocument:http://bv.cdeacf.ca/RA_PDF/23161.pdfLinktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19229531124910477139

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• Saulnier,Claire.À l’abordage de l’apprentissage [ressource électronique] : guide de sensibilisation et d’information à l’usage des animateurs et animatrices, salariés et bénévoles. ÎlePerrot(Quebec),Comquat,2000.Linktothedocument:http://bv.cdeacf.ca/RA_PDF/22922.pdfLinktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19220060124910482429

• ServicedeformationenalphabétisationdeCharlevoix.Trousse de formation en intervention sociale.[S.l.],ServicedeformationenalphabétisationdeCharlevoix,2003.Linktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19115956124919331389

• Sherwood,David.Préparation pour l’intervention en milieu de travail [ressource électronique] : guide d’autoformation pour les formatrices. Ottawa(Ontario),Coalitionfrancophonepourl’alphabétisationetlaformationdebaseenOntario,2004.Linktothedocument:http://www.bdaa.ca/biblio/apprenti/autoform/formatri.pdfLinktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19230425124910586079

• Thompson,Kate.Practitioner Standards Model Development Project.OwenSound(Ontario),OntarioNativeLiteracyCoalition,2002.Linktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=039312485759

• « Travailler en alpha ». Bruxelles:LireetÉcrireCommunautéfrançaise.InLejournaldel’alpha,no.174(June2010).Linktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19236413124910546959

• Tremblay,Denyse;Leduc,Hélène;Tremblay,Hélène.Atout [ensemble multi-supports] : misez sur les compétences de base : services aux entreprises. [S.l.],Montérégieschoolboards,2002.Linktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19242629124910608019

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• Voyer,Brigitte. Formateurs et formatrices d’adultes : identités professionnelles, pratiques et conditions de travail.Montreal,ACFAS,2002.Linktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19106028124919242009

• Wagner,Serge;Turgeon,Marc.La scolarisation de l’éducation des adultes au sein du réseau scolaire du Québec et son impact sur la formation des formateurs.Montreal,UniversitéduQuébecàMontréal,Laboratoirederechercheenéducationetalphabétisationdesadultes,1998.Linktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19106660124919248429

Case study / Recommendations• L’appropriation de la lecture et de l’écriture [ressource électronique] : comprendre le proces-

sus et accompagner sa redynamisation : une recherche-action-formation en alphabétisation populaire.Longueil(Québec),LaBoîteàlettres,2002.Linkstothedocument:http://bv.cdeacf.ca/documents/PDF/rayonalpha/24416volume1.pdfhttp://bv.cdeacf.ca/documents/PDF/rayonalpha/24416volume2.pdfLinktothenotice:http://catalogue.cdeacf.ca/Record.htm?idlist=6&record=19236070124910542529

Other links• FrontierCollegeresourcelist“Bestpractices”

http://www.frontiercollege.ca/english/learn/literacy_resources.html

• MaterialsoftheOfficeofLiteracyandEssentialSkills(OLES)http://www.hrsdc.gc.ca/eng/workplaceskills/LES/tools_resources/trainers.shtml

• Exemplesdecompétencesrecherchéesenalphabétisation(FAQoftheCentrededocumentationsurl’éducationdesadultesetlaconditionféminine-CDÉACF):http://cdeacf.ca/questions-frequentes/voudrais-travailler-alphabetisation-adultes-devrais-faire

This project and publication were made possible with financial support from theGovernmentofCanada’sDepartmentofCanadianHeritage’sDevelopmentofOfficial-LanguageCommunitiesProgramandHumanResourcesandSkillsDevelopmentCanada’sOfficeofLiteracyandEssentialSkills.

235, Montreal Road, Suite 205, Ottawa, Ontario K1L 6C7 Phone 613.749.5333 | 1.888.906.5666 | Fax. 613.749.2252

www.resdac.net

http://www.resdac.net/