CCDF conducts research on a range of topics in the field of career development. Below is a list of CCDF’s most recent research reports.
CCDF was commissioned by RBC to conduct an analysis of applications to its Career Launch Program for the first three years of its operation. The research within the report is based on a random sample of approximately 5,800 applications submitted during the three years that the RBC Career Launch Program has been accepting new graduates into paid internship positions. The applications received from recent post-secondary graduates (24 years old or younger) provided data on applicants’ education, work and volunteer history and, in the essay portion of the application, their perspectives on what can be done to improve school-to-work transitions in Canada.
The Canadian Career Development Foundation (CCDF) undertook this scoping review to examine how to support better school-to-work transitions for youth – those who had left school prior to graduation, who went directly to the labour market after high school graduation and those who had graduated from a PSE program. The main objectives of this project were to identify what is needed to improve school-to-work transitions of Canadian youth and identify research/programming/policy gaps for future project considerations.
Through this project, CCDF’s undertook four main methods of inquiry to build this scoping review:
CCDF conducted research and provided recommendations on the socio-economic imperatives for action in the area of career development, an environmental scan of successful programs in Atlantic Canada, and a compilation of international best practices. From this research CCDF developed recommendations that we integrated into CAMET’s Future in Focus – Atlantic Career Development Framework for Public Education. The full report, Career Education in Atlantic Canada: Research and Recommendations, can be downloaded at http://www.camet-camef.ca/images/Career%20Education%20in%20Atlantic%20Canada-Research%20and%20Recommendations%20June%202015.docx
The project was undertaken by the Canadian Research Working Group on Evidence Based Practice in Career Development (CRWG) and the Life-Role Development Group (LRDG) in partnership with the Canadian Career Development Foundation (CCDF) and with the provinces of Saskatchewan, Québec and New Brunswick. The overall objective of the research was to develop and test a performance measurement tool that captured both elements of services already being captured as well as elements of services identified by front line practitioners and research studies as having impact on employability outcomes but not usually captured and reported.
The research questions addressed in the empirical research were:
The research in all three provinces has demonstrated the robustness and the practicality of the CRWG model in actual career and employment services settings. The “common indicators” included in the online tool have been received by practitioners in all provinces as accurately reflecting their scope of practice and as making sense across divergent service settings. The potential for such an online tool to contribute to quality service and to a transformation of evaluation in career and employment services is significant.
All research reports and supplements are available on the CRWG website at Common Indicators.
This project aimed to answer the following research question: If clients are given a comprehensive needs assessment to determine their employability need(s), what is the differential effect of “practitioner-launched” and “practitioner launched and supported” use of career resources on clients who are weakly attached to the labour market versus those who are more strongly attached.
The project used a participant-research approach in which real practitioners implemented research protocols and gathered data from typical clients with diverse employability needs across a variety of communities.
Supplements to the report:
The purpose of the literature review is to describe the current level of need for Essential Skill development among First Nations, Inuit and Métis, to explore the state of practice of Essential Skills initiatives with these populations in Canada and to examine innovative practices in an effort to determine potential “markers of excellence” in ES programming.
This research report focuses on a growing group of un- and underemployed youth, Poorly Integrated New Entrants (PINEs). PINEs are young people who often have qualifications (diplomas or degrees); but who frequently go back and forth between temporary jobs, unemployment and/or inactivity, even during periods of strong economic growth (OECD, 2010). The report examines what the literature says about them and their barriers to labour market attachment from a global and Canadian perspective. It investigates what works in terms of policies and programs to mitigate their growth, includes a preliminary inventory of national and international programs and policies that target those who are or who are at-risk of becoming PINEs and, finally, provides an analysis of the inventory leading to the development of policy and program recommendations to stem the growth of PINEs in Canada.
An Executive Summary of the report is available.
The Canadian Research Working Group on Evidence-Based Practice in Career Development (CRWG) in partnership with CCDF and the provinces of New Brunswick and Saskatchewan completed a research project to examine the impact of tailored labour market information and targeted professional advice on client outcomes. The research questions studied were:
If client needs are assessed and clients are given LMI tailored to meet their needs:
Changes in knowledge, skills and personal attributes were tracked. Statistically significant and clinically important results were demonstrated in both English and French experimentation.
Take-home client LMI Booklets as well as LMI Resource Guides were developed for the research. Much of the content of these resources is generic and readily transferable to other provinces and territories. Resources are posted as Word documents for easy downloading and replacement and updating of province specific LMI. All research reports and resource materials are available at Measuring the Impact of LMI.
In Canada, we have had virtually no data on the career development sector – its hiring practices, training/professional development trends, human resource challenges, composition and needs of clients it serves or the extent to which jurisdictions are applying competency profiles such as the Canadian Standards and Guidelines for Career Development Practitioners (S&Gs). The FLMM CDSWG undertook to fill this void, engaging CCDF to map the career development sector across Canada. Highlights and recommendations for action are included in the executive summary.
This report highlights an initial inventory of current Canadian practices, programs and policies aimed at improving school-to-work transitions for school-leavers (both from secondary and post-secondary groups). The report provides a situational analysis of Canadian youth in transition and highlights the elements that make up successful school-to-work initiatives. It also points to the need for a more consolidated and collective school-to-work strategy endorsed by all levels of government and makes 12 recommendations for further action.
The purpose of this paper is to summarize the results of background research conducted by CCDF, consolidating and extrapolating key themes from this research to the development of the Future to Discover Grade 12 curriculum. A secondary purpose of this paper is to open the door to further exploration of the potential application of the construct of resilience to career theory and practice.
A research paper published by the Canadian Policy Research Networks and the Canadian Career Development Foundation shows that most young Canadians don’t have adequate access to career development services to help them choose the best paths to a successful working life. It found that career development services can reduce the drop-out rate, especially for disadvantaged youth, and change attitudinal barriers that limit career choices.