MODULE: - ECO Canada · Web viewStudents will then learn and practice different technical writing skills including adapting for audience, narrowing the topic, drafting and editing

Environmental Immigrant Bridging Program Curriculum

Environmental Immigrant Bridging Program CurriculumModule - Duration

EIB 1 – Professional Verbal Communication – 22.5 hoursEIB 2 – Professional Written Communication – 13.5 hours

EIB 3 – Technical Writing – 10.5 hoursEIB 4 – The Canadian Professional and Cultural Context – 30 hours

EIB 5 – The Canadian Environmental Context – 52.5 hoursEIB 6 – Critical Thinking and Judgment– 6 hours

EIB 7 – Leading and Influencing Others – 10.5 hoursEIB 8 – Learning and Creativity – 4.5 hours

EIB 9 – Planning and Organizing Projects – 7.5 hoursEIB 10 – Work Ethics – 7.5 hours

EIB 11 – Computer Proficiency – 3 hours EIB 12 – Building Your Career – 12 hours

Total Duration – 180 Hours

Copyright © 2011 Environmental Careers Organization (ECO) Canada 1


MODULE 1

Code Delivery Mode Duration

Professional Verbal Communication EIB-1 Classwork 22.5 hours

PREREQUISITE: None

INSTRUCTOR REQUIREMENTS: Excellent verbal communication skills Strong understanding of the English language A solid knowledge of communication patterns

and strategies

OBJECTIVES:

The main objective of this module is to provide the students with a solid grounding in verbal communication strategies in a variety of professional contexts.

Students completing this module will understand:1. Language and techniques for socializing and networking in a professional situation;2. Culturally appropriate appearance, behaviour, and conversation topics in professional social situations;3. Techniques for communicating clearly, confidently and directly in professional situations;4. The concept of plain language and the appropriate use of acronyms, jargon and slang;5. Techniques for asking questions, including open and closed questions;6. Culturally appropriate questions for different social situations;7. Techniques for active listening;8. Language for asking for clarification;9. Language and techniques for offering opinion;10. Language and techniques for agreeing;11. Language and techniques for disagreeing;12. The difference between assertive and aggressive;13. Techniques for turn-taking and interrupting;14. The etiquette for communicating professionally on the telephone;15. Phraseology for communicating on the telephone;16. The different aspects of non-verbal communication;17. How to interpret non-verbal communication appropriately;18. How to use appropriate non-verbal communication for the Canadian work context;19. The structure of a formal professional presentation;20. Phraseology for each stage of a presentation;21. Techniques for presenting effectively ;22. Guidelines for the use of PowerPoint and other presentation tools;23. The structure of a formal interview;



24. Typical interview questions;25. Phraseology for an interview;26. Legal and illegal interview questions;27. Culturally appropriate interview behaviour;28. Different types of interviews (technical/behavioural, one-on-one/panel, telephone/video/Skype);29. Interview and job preparation services offered by local immigrant services provider

Students completing this module will be able to:1. Effectively socialize in a professional context;2. Communicate orally in a professional manner;3. Speak in plain language;4. Appropriately and correctly ask questions;5. Listen actively;6. Request clarification;7. Offer opinions, agree and disagree in a culturally appropriate way;8. Use culturally and linguistically appropriate turn-taking and interrupting techniques;9. Communicate effectively and professionally on the telephone;10. Use non-verbal communication appropriately in a professional context;11. Create a well-structured professional presentation;12. Clearly and confidently deliver a professional presentation;13. Effectively use PowerPoint and other presentation tools;14. Prepare themselves for a job interview.15. Apply what they have learned in the module to case studies.

MAIN TOPICS:

1. Socializing and Networking Skills2. Professional Communication 3. Questioning and Listening in a Professional Context4. Offering Opinion, Agreeing and Disagreeing in a Professional Context5. Taking Turns and Interrupting in a Professional Context6. Telephone Communication Skills in a Professional Context7. Non-Verbal Communication in a Professional Context8. Presentation Skills9. Interview Skills

LEARNING MATERIALS:Student Worksheets

EQUIPMENT:Laptop computer, Data projector, Screen, Flip chart paper, Markers, Headphones and Web cam



INSTRUCTIONAL APPROACH: (General approach and details of instruction including, suggested methods for specific topics and skills, timeframes, use and application of learning materials, and suggested evaluation methods)A highly interactive instructional approach will be used. The class will brainstorm the language, techniques and behaviours for each type of communication. Additional information will be provided by the instructor and included on lesson handouts. Students will take part in role plays that are relevant to the environmental sector professional context. Interaction patterns will include whole class discussions and debates, small group discussions, pair work and individual work.

Outline:1.1 Socializing and Networking Skills 1.5 hours1.2 Professional Communication 1.5 hours1.3 Conversation Management Skills 1.5 hours1.4 Offering Opinion, Agreeing and Disagreeing 1.5 hours1.5 Telephone Communication Skills 1.5 hours1.6 Non-Verbal Communication 1.5 hours1.7 Presentation Skills 6.0 hours1.8 Interview Skills 4.5 hours1.9 Professional Verbal Communication Case Studies 3.0 hours

COURSE REQUIREMENTS:1. Attend at least 90% of classroom instructional time.2. Participate 100% in class activities.3. Competence in at least 75% of the objectives related to the module.



MODULE 2


Professional Written Communication EIB-2 Classwork 13.5 hours

PREREQUISITE: Module 1

INSTRUCTOR REQUIREMENTS: Excellent written communication skills Strong understanding of the English language A solid knowledge of written communication

formats, patterns and strategiesOBJECTIVES:

The main objective of this module is to provide the students with a solid grounding in professional written communication strategies for key written formats including reports, letters and e-mails.

Students completing this module will understand:1. The importance of understanding your audience; 2. The importance of plain language in written communication;3. The differences between formal and informal writing styles;4. Phraseology for formal writing;5. How to correctly use acronyms;6. What plagiarism is and how to reference someone else’s work;7. The correct format for memos, letters and short reports;8. The format for professional e-mails;9. The etiquette for the use of e-mail, blogs, Facebook and Twitter in a professional context;10. The legal implications of electronic communication use;11. The importance of proofreading and editing their own work;12. Proofreading for purpose and audience;13. Key grammatical edits to look for; 14. Key punctuation edits to look for.

Students completing this module will be able to:1. Write according to who their audience is;2. Use correct phraseology in formal writing;3. Write in plain language;4. Correctly use acronyms;5. Correctly reference someone else’s work;6. Correctly format memos, letters and short reports;7. Use electronic communication appropriately in a professional context; 8. Proofread and edit their own written work.9. Apply what they have learned in the module to case studies.



MAIN TOPICS:

1. A Professional Writing Style2. Formatting Written Communication3. Electronic Communication4. Proofreading and Editing Your Written Communication

LEARNING MATERIALS:

Student Worksheets

EQUIPMENT:Laptop computer, Data projector, Screen, Flip chart paper, Markers, Post-it notes

INSTRUCTIONAL APPROACH: (General approach and details of instruction including, suggested methods for specific topics and skills, timeframes, use and application of learning materials, and suggested evaluation methods)

A highly interactive instructional approach will be used to enable students to fill in the gaps in their knowledge of professional written communication. The class will brainstorm the rules that govern professional written communication including formatting, formality and phraseology. Additional information will be provided by the instructor and included on lesson handouts. Students will take part in discussions on the etiquette and legalities of electronic written communication. Students will work in pairs and groups to practice proofreading techniques.

Outline:2.1 A Professional Writing Style 1.5 hours2.2 Formatting Written Communication 3.0 hours2.3 Electronic Communication 1.5 hours

2.4 Writing a Cover Letter and Resume 6.0 hours 2.5 Proofreading and Editing Your Written Communication 1.5 hours




MODULE 3

Code Delivery Mode DurationTechnical Writing EIB-3 Classwork 10.5

hours


INSTRUCTOR REQUIREMENTS: Excellent written communication skills Strong understanding of the English language A solid knowledge of technical writing,

including writing style, document types and document formats.

OBJECTIVES:

The objective of this module is to provide students with the skills to write technical documents accurately, clearly, concisely and directly.Students completing this module will understand:1. Various audience types and factors that influence how the audience is interpreting technical writing;2. How to use technical controls to adapt their writing to their audience;3. How to focus their technical writing topic;4. Outlining and note taking techniques for technical writing;5. Drafting and revising techniques for technical writing in independent, peer review and team writing contexts;6. Common spelling, grammar and usage errors in technical writing;7. How to put numbers into their technical writing;8. The purpose and components of proposals;9. Different types of proposals;10. The objectives, functions and organizational patterns of progress reports;11. The components of environmental assessment (EA) documents;12. Where to find additional information about different types of environmental assessments required in Canada;13. How to read and interpret real environmental assessments.

Students completing this module will be able to:1. Complete technical writing that is appropriate for different audiences both technical and non-technical2. Complete outlining and note taking for technical writing;3. Apply these drafting and revising techniques to their own technical writing;4. Use correct spelling, grammar and usage in their technical writing;5. Edit their technical writing for spelling, grammar and punctuation;6. Write effective proposals and progress reports;7. Participate effectively in the process of writing an environmental assessment8. Analyze and understand real environmental assessments.



MAIN TOPICS:1. Characteristics of technical writing2. Formatting your technical documents3. Drafting and editing your technical documents4. The types of technical writing5. Understanding environmental assessments


EQUIPMENT:

Laptop computer, Data projector, Screen, Flip chart paper, Markers, Post-it notes


Students will discuss how technical writing differs from other types of professional and business writing. They will complete activities that allow them to understand these key differences. Students will learn the different types of technical documents that need to be written in the environmental sector. Students will then learn and practice different technical writing skills including adapting for audience, narrowing the topic, drafting and editing.

Outline: 3.1 Adapting to Your Technical Audience 1.5 hours 3.2 Note Taking Skills for Technical Writing 1.5 hours 3.3 Drafting and Revising for Technical Writing 1.5 hours 3.4 Language Errors in Technical Writing 1.5 hours 3.5 Completing Proposals and Progress Reports 1.5 hours 3.6 Completing Environmental Assessments 1.5 hours 3.7 Analyzing Environmental Assessments 1.5 hours




MODULE 4


The Canadian Professional and Cultural Context

EIB-4 Classwork 30 hours


INSTRUCTOR REQUIREMENTS: Knowledgeable about what culture is, the forces that shape it and how to analyze and understand it.

Knowledgeable about Canadian history, geography, aboriginal history, economies, the Canadian legal system and human rights and workplace legislation

OBJECTIVES:

The objective of this module is to provide students with the professional and cultural context that governs the workplace in the Canadian environmental sector. This includes forces that shape culture including history, geography, economics, and the legal system.

Students completing this module will understand:1. What culture is;2. What happens when individuals from different cultures interact;3. Key Canadian cultural behaviours and values;4. What happens personally as they interact with Canadian culture;5. A basic outline of key events in Canadian history;6. How Canadian historical events contributed to the development of Canadian culture;7. A basic overview of Canadian geography;8. How Canadian geography influences Canadian culture;9. The role of the Aboriginal People in Canada’s history;10. Current constitutional responsibilities to the Aboriginal People;11. How the Aboriginal people have influenced current Canadian culture;12. A basic overview of Canada’s economy;13. A basic overview of the regional economy;14. How the Canadian economy influences Canadian culture;15. A basic overview of the different business structures permitted in Canada; 16. A basic overview of how Canada is governed;17. A basic overview of Canadian political parties;18. How responsibilities are divided between federal and provincial parliaments;19. A basic outline of the different types of legislation in Canada;



20. A basic overview of how the courts work in Canada;21. The history and contents of the Canadian Charter of Rights and Freedoms;22. The history and contents of provincial Human Rights legislation;23. How human rights legislation impacts the Canadian workplace and Canadian culture;24. Federal and provincial ministries governing the Canadian workplace;25. Employment standards legislation;26. Labour relations legislation;27. Workplace safety legislation, including field work safety;28. The unique features of their region, including history, geography, economy, and how it is governed;29. How these unique features influence the environmental sector30. The regional legislation that governs local environmental workplaces.

Students completing this module will be able to:1. Discuss Canadian behaviours and values accurately and in detail;2. Discuss the personal tensions that arise as they interact with Canadian culture;3. Discuss Canadian history and how it has influenced Canadian culture;4. Discuss Canadian geography and how it influences Canadian culture;5. Discuss the role and influence, past and present, of Canada’s Aboriginal people;6. Discuss the Canadian economy and how it influences Canadian culture;7. Discuss the different types of businesses in Canada;8. Discuss how Canada is governed including the roles of the different levels of government;9. Discuss the Canadian legal system and how it influences Canadian culture;10. Adhere to human rights legislation within the workplace;11. Discuss different human rights scenarios;12. Adhere to federal and provincial legislation governing the Canadian workplace;13. Discuss different workplace legislation scenarios;14. Discuss the unique features of their particular region (province and/or municipality) and how these features impact the environmental sector;15. Discuss regional legislation that governs local environmental workplaces.

MAIN TOPICS:

1. Understanding Canadian Culture…and Yourself2. Overview of Canadian History3. Overview of Canadian Geography4. Overview of the Aboriginal People of Canada5. Overview of the Canadian Economy 6. Overview of Canadian Business Structures7. Overview of the Canadian Political System8. Overview of the Canadian Legal System9. Human Rights Legislation10. Workplace Legislation11. Regional Research



LEARNING MATERIALS:Student Worksheets, student access to internet

EQUIPMENT: Laptop computer, Data projector, Screen, Flip chart paper, Markers, Post-it notes

INSTRUCTIONAL APPROACH: (General approach and details of instruction including, suggested methods for specific topics and skills, timeframes, use and application of learning materials, and suggested evaluation methods)The instructional approach for Module 4 is to use authentic reading texts, discussions, debates and scenarios to provide students with a brief overview of the Canadian professional and cultural context. This Module is not meant to be an exhaustive study of the topic. Rather it introduces students to the key influences on the Canadian professional and cultural context, and provides them with a framework with which to both prepare themselves for employment in this context, and understand how this context differs from that in the country in which they were trained.

Outline: 4.1 Understanding Canadian Culture…and Yourself 1.5 hours 4.2 Overview of Canadian History 1.5 hours 4.3 Overview of Canadian Geography 1.5 hours 4.4 Canada’s Aboriginal People 1.5 hours 4.5 Overview of the Canadian Economy 1.5 hours 4.6 Overview of Canadian Business Structures 1.5 hours 4.7 Overview of the Canadian Political System 1.5 hours 4.8 Overview of the Canadian Legal System 1.5 hours 4.9 Human Rights Legislation 3.0 hours 4.10 Workplace Legislation 6.0 hours 4.11 Regional Research 4.5 hours 4.12 The Canadian and Professional Cultural Context Case Studies 3.0 hours

COURSE REQUIREMENTS:1. Attend at least 90% of classroom instructional time.2. Complete the regional research.3. Participate 100% while in class.3. Competence in at least 75% of the objectives related to the module.



MODULE 5

CODE: Delivery Mode DurationThe Canadian Environmental Context EIB-5 Classwork 52.5

hours


INSTRUCTOR REQUIREMENTS: A strong understanding of the Canadian environmental sector, including policies, regulations and key regional hot topics.

Preferably experience in or understanding of one or more environmental contexts outside of Canada

OBJECTIVES:

The objective of this module is to introduce students to the Canadian framework for work ethics and to allow them to explore that framework through different scenarios.

Students completing this module will understand:1. Key terminology for the environmental sector;2. The history of the international environmental sector;3. The history behind the Canadian environmental sector; 4. Canada’s role on the international environment stage;5. The politics of the Canadian environmental sector including who has power and influence;6. Federal legislation governing the environmental sector;7. Provincial legislation governing the environmental sector;8. The regional (provincial and municipal) legislation that governs the local environmental sector;9. Key organizations in the Canadian environmental sector;10. The history and current mandate of ECO Canada;11. Resources and services offered by ECO Canada;12. Key hot topics in the environment sector in different regions of Canada.

Students completing this module will be able to:1. Keep a personal dictionary of environmental sector terminology;2. Discuss the international environmental sector accurately and in detail;3. Discuss the Canadian environmental sector accurately and in detail; 4. Discuss how the Canadian environmental sector differs from the environmental sector in their home country;5. Discuss how current politics are affecting the Canadian environmental sector;6. Understand and adhere to federal environment regulations and legislation;



7. Understand and adhere to provincial environment regulations and legislation;8. Understand and adhere to regional (provincial and municipal) environment legislation;9. Discuss key Canadian environment organizations and their role within the environmental sector;10. Make use of the resources and services offered by ECO Canada;11. Discuss key hot topics in the environment sector for different regions of Canada and how these affect work in the sector.

MAIN TOPICS:

1. Environmental sector Terminology2. The History of the International Environmental sector3. The History of the Canadian Environmental sector4. Federal Environment Legislation5. Provincial Environment Legislation6. Regional Environment Legislation Research7. The Politics of the Environmental sector8. ECO Canada9. Hot environment topics for different regions of Canada

LEARNING MATERIALS:Student Worksheets, ECO Canada presentation materials, immigrant serving agency materials

EQUIPMENT: Laptop computer, Data projector, Screen, Flip chart paper, Markers, Post-it notes, Student access to the internet


The instructional approach for this module will be varied. It will include whole class and small group discussions, individual research, individual self-analysis, and listening to guest speakers. Students will be expected to share their perspectives on the Canadian environmental sector in contrast to that in their country of origin. Students will also be expected to apply what they have learned to discussions of key issues in the environment sector and to case studies that highlight those key issues.

Outline:5.1 Environmental sector Terminology 1.5 hours5.2 The History of the International Environmental sector 4.5 hours5.3 The History of the Canadian Environmental sector 3.0 hours5.4 Federal Environment Legislation and Policies 6.0 hours5.5 Provincial Environment Legislation 1.5 hours5.6 Regional Environment Legislation Research 3.0 hours5.7 The Politics of the Environmental Sector 1.5 hours5.8 Eco Canada 1.5 hours5.9 Hot Environmental Topics 24.0 hours5.10 The Canadian Environmental Context Case Studies 6.0 hours






MODULE 6

Code Delivery Mode DurationCritical Thinking and Judgment EIB-6 Classwork 6 hours


INSTRUCTOR REQUIREMENTS: Experience training using scenarios and/or case studies.

A basic understanding of key techniques for critical thinking, decision-making and risk management.

OBJECTIVES:

The objective of this module is to give students a basic overview of Canadian frameworks for information evaluation, critical thinking, decision-making and risk management.

Students completing this module will understand:1. Common primary, secondary and tertiary information sources;2. Language for critical thinking;3. How to evaluate and critique information and sources;4. How to organize information for evaluation and storage;5. The cultural value placed upon critical thinking;6. How to apply inductive and deductive reasoning;7. Language for decision-making;8. Decision-making techniques and strategies;9. The cultural value placed upon decision-making;10. Language for risk management;11. Risk management techniques and strategies;12. The cultural value placed upon risk management.

Students completing this module will be able to:1. Discuss how to find information efficiently;2. Discuss how to evaluate, critique and organize information;3. Discuss critical thinking within a Canadian cultural context;4. Discuss inductive and deductive reasoning;5. Discuss decision-making within a Canadian cultural context;6. Discuss risk management within a Canadian cultural context.

MAIN TOPICS:



1. Critical Thinking2. Decision-Making3. Risk Management



INSTRUCTIONAL APPROACH: (General approach and details of instruction including, suggested methods for specific topics and skills, timeframes, use and application of learning materials, and suggested evaluation methods)The instructional approach will make extensive use of scenarios to make key points about critical thinking, decision-making and risk management in the Canadian environment workplace. Students will work in small groups to discuss and debate the options for the different scenarios. Basic techniques for each of critical thinking, decision-making and risk management will also be presented by the instructor for use in finding resolutions to the scenarios.

Outline:6.1 Critical Thinking 1.5 hours6.2 Decision-Making 1.5 hours6.3 Risk Management 1.5 hours6.4 Critical Thinking and Judgment Case Studies 1.5 hours




MODULE 7

Code Delivery Mode DurationLeading and Influencing Others EIB-7 Classwork 10.5

hours


INSTRUCTOR REQUIREMENTS: Experience teaching using scenarios and/or case studies.

A basic understanding of current leadership theory and Canadian leadership norms.

OBJECTIVES:

The objective of this module is to examine how leadership is defined and exhibited in the Canadian context, and to discuss the implications of this for both managers and employees. Students will learn about leadership skills such as managing others, negotiating, conflict resolution and providing feedback.

Students completing this module will understand:1. Canadian cultural norms for leadership; 2. Language with which to discuss leadership;3. Current theories about leadership;4. Canadian cultural norms for negotiating and building consensus;5. Language with which to negotiate and build consensus;6. Processes and techniques for negotiating and consensus building;7. Canadian cultural norms for conflict resolution;8. Language for conflict resolution;9. Techniques for conflict resolution;10. Canadian cultural norms for team work and cooperation;11. Language with which to participate in team work;12. Techniques for team work and cooperation;13. Canadian cultural norms for managing others;14. Language for managing others;15. Techniques for managing others;16. Language for delivering and receiving feedback in the workplace;17. Techniques for delivering and receiving feedback in the workplace;18. Canadian cultural norms for business meetings;19. Language for participating in meetings;20. Techniques for participating in meetings;21. Language for leading meetings;22. Techniques for participating in meetings.

Students completing this module will be able to:



1. Discuss how to effectively lead and influence others in various situations; 2. Discuss how to negotiate and build consensus;3. Complete basic negotiating and consensus building tasks;4. Discuss how to resolve conflicts;5. Complete basic conflict resolution tasks;6. Discuss how to function effectively as a member of a team in the Canadian context;7. Complete basic team work tasks;8. Discuss how to manage others in a Canadian context;9. Complete basic management tasks;10. Deliver and receive feedback in work context;11. Participate effectively in a business meeting;12. Effectively lead a business meeting.

MAIN TOPICS:

1. Leadership2. Negotiating and Building Consensus3. Conflict Resolution4. Teamwork5. Managing Others6. Participating in Meetings



INSTRUCTIONAL APPROACH: (General approach and details of instruction including, suggested methods for specific topics and skills, timeframes, use and application of learning materials, and suggested evaluation methods)The instructional approach will make extensive use of role plays for different situations in which employees must demonstrate leadership. Language and techniques for these situations will first be brainstormed so that students have good tools with which to complete the role play tasks. Basic theory about the topics of leadership, negotiating, conflict resolution and teamwork will also be presented by the instructor for use in finding resolutions in the role plays.

Outline:7.1 Leadership 1.5 hours7.2 Negotiating and Building Consensus 1.5 hours7.3 Conflict Resolution 1.5 hours7.4 Teamwork 1.5 hours7.5 Managing Others 1.5 hours7.6 Participating in Meetings 1.5 hours7.7 Leading and Influencing Others Case Studies 1.5 hours






MODULE 8

Code Delivery Mode DurationLearning and Creativity EIB-8 Classwork 4.5 hours


INSTRUCTOR REQUIREMENTS: An understanding of the philosophy behind Canadian adult education and professional development.

An understanding of how innovation and creativity are perceived in the Canadian work context.

OBJECTIVES:

The objective of this module is to introduce students to the Canadian culture position on adult education and professional development, as well as how creativity and innovation are managed in the workplace.

Students completing this module will understand:1. Canadian definitions of learning;2. The concept of lifelong learning and its importance in the Canadian workplace;3. The importance of creativity and innovation in the Canadian workplace;4. The cultural and legal constraints that affect innovation and creativity in the Canadian workplace.

Students completing this module will be able to:1. Discuss the concept of learning as it is understood in a Canadian context;2. Make good career decisions about lifelong learning;3. Make good workplace decisions about creativity and innovation.

MAIN TOPICS:

1. Learning2. Creativity


EQUIPMENT:




INSTRUCTIONAL APPROACH: (General approach and details of instruction including, suggested methods for specific topics and skills, timeframes, use and application of learning materials, and suggested evaluation methods)The instructional approach will involve whole class and small group discussion about the key concepts in Canadian adult education, particularly lifelong learning. Students will also work in small groups to discuss how creativity and innovation are handled in the Canadian workplace.

Outline:8.1 Learning 1.5 hours8.2 Creativity 1.5 hours8.3 Learning and Creativity Case Studies 1.5 hours




MODULE 9

Code Delivery Mode DurationPlanning and Organizing Projects EIB-9 Classwork 7.5 hours


INSTRUCTOR REQUIREMENTS: An understanding of or experience in project management.

OBJECTIVES:

The objective of this module is to introduce students to key language and techniques for time management, project management and financial management so that they can accurately determine their skill gaps in these areas.

Students completing this module will understand:1. Canadian cultural norms for time management;2. Time management techniques and tools;3. Canadian cultural norms for project management;4. Basic project management techniques;5. About project management courses they can take to further enhance their skills in these areas;6. Canadian framework for financial management;7. Techniques for monitoring the budget and staying within the budget;8. About financial management and accounting courses they can take to further enhance their skills in these areas.

Students completing this module will be able to:1. Discuss Canadian cultural norms for time management;2. Apply basic time management techniques and tools;3. Discuss Canadian cultural norms for project management;4. Apply basic project management techniques;5. Identify their project management skill gaps and take courses that fill those gaps;6. Discuss Canadian framework for financial and budget management ;7. Apply basic financial management techniques;8. Identify their financial management skill gaps and take courses that fill those gaps.

MAIN TOPICS:

1. Time Management2. Project Management3. Financial Management

LEARNING MATERIALS:



Student Worksheets


INSTRUCTIONAL APPROACH: (General approach and details of instruction including, suggested methods for specific topics and skills, timeframes, use and application of learning materials, and suggested evaluation methods)The instructional approach will involve class and small group discussions on Canadian cultural frameworks for time management, project management and financial management. Basic techniques for each of these will also be presented. The benefits of gaining further training in project management and financial management will also be discussed.

Outline:9.1 Time Management 1.5 hours9.2 Financial Management 1.5 hours9.3 Project Management 3.0 hours9.4 Planning and Organizing Project Case Studies 1.5 hours




MODULE 10

Code Delivery Mode DurationWork Ethics EIB-10 Classwork 7.5 hours


INSTRUCTOR REQUIREMENTS: An understanding of the Canadian framework for workplace ethics.

An ability to lead case study or scenario discussions.

OBJECTIVES:

The objective of this module is to introduce students to the Canadian framework for work ethics and to allow them to explore that framework through different scenarios.

Students completing this module will understand:1. Core Canadian work ethics;2. The components of a basic Code of Ethics; 3. What conflict of interest is and its importance in the Canadian work context;4. The components of a basic conflict of interest document;5. Other key cultural norms and regulations governing ethical Canadian workplace behaviour including the use of confidential information;6. The ethics of working virtually or in the field.

Students completing this module will be able to:1. Adhere to a basic Canadian Code of Ethics;2. Discuss different Code of Ethics scenarios;3. Adhere to a basic conflict of interest policy;4. Discuss different conflict of interest scenarios;5. Adhere to other key regulations governing ethical Canadian workplace behaviour; 6. Discuss different ethical workplace challenges.

MAIN TOPICS:

1. A Code of Ethics2. Conflict of Interest3. Ethical Canadian Workplace Behaviour





INSTRUCTIONAL APPROACH: (General approach and details of instruction including, suggested methods for specific topics and skills, timeframes, use and application of learning materials, and suggested evaluation methods)The instructional approach will involve class and small group discussions on the Canadian cultural framework for ethics and what these means for the Canadian environmental workplace. Students will work in small groups to discus and resolve different ethical scenarios.

Outline:10.1 A Code of Ethics 1.5 hours10.2 Conflict of Interest 1.5 hours10.3 Ethical Canadian Workplace Behaviour 1.5 hours10.4 Work Ethics Case Studies 3.0 hours




MODULE 11

Code Delivery Mode DurationComputer Proficiency EIB-11 Classwork 3 hours


INSTRUCTOR REQUIREMENTS: Ability to discuss the different computer applications use in the Canadian environmental sector.

OBJECTIVES:

The objective of this module is to provide students with information with which they can evaluate their computer proficiency vis a vis environmental employer computer proficiency requirements and expectations.

Students completing this module will understand:1. Employer expectations of employee computer proficiency;2. the names of standard software packages used in the environmental sector;3. Computer skills training offered by their local immigrant service provider;4. Other computer skills training providers in their local area.

Students completing this module will be able to:1. Identify their own computer skill gaps;2. Find appropriate computer skills training programs to enable them to overcome those gaps.

MAIN TOPICS:1. The computer applications used in the Canadian environmental sector


EQUIPMENT:


INSTRUCTIONAL APPROACH: (General approach and details of instruction including, suggested methods for specific topics and skills, timeframes, use and application of learning materials, and suggested evaluation



methods)

Students will listen to a review of the computer applications commonly used in the Canadian environmental sector and how each application is used. They will then work individually to assess their own competency in each of the applications. The lesson will conclude with a presentation by the local immigrant service provider on the computer training classes available at the immigrant agency and other local training providers.

Outline: 4.1 Computer applications used in the Canadian environmental sector 3 hours

COURSE REQUIREMENTS:1. Attend the entire classroom instructional time.2. Complete the computer proficiency self-assessment.3. Decide upon computer training required.



MODULE 12

CODE: Delivery Mode DurationBuilding Your Career EIB-12 Classwork 12 hours


INSTRUCTOR REQUIREMENTS: A strong understanding of the environment sector labour market and employment requirements

OBJECTIVES:

The objective of this module is to fine tune student readiness to enter the Canadian labour market in the environment sector.

Students completing this module will understand:1. Professional certification and skills upgrading relevant to the environmental sector;2. Labour market information and trends in the environmental sector;3. Skills required for environmental sector jobs;4. Resume and cover letter writing;5. Using internet-based employment tools;6. Networking (having a mentor, joining professional organizations, volunteering);7. Employment services offered by their local immigrant services provider.

Students completing this module will be able to:1. Enroll in additional professional certification for the environmental sector if applicable;2. Discuss how their environmental sector skills are applicable to the Canadian workplace;3. Make use of the services offered by the local immigrant services provider;4. Plan and start their job search in the environmental sector.

MAIN TOPICS:

1. Professional Certification and Skills Upgrading2. Securing Employment in the Environmental sector3. Career Night

LEARNING MATERIALS:Student Worksheets, ECO Canada presentation materials, immigrant serving agency materials



EQUIPMENT: Laptop computer, Data projector, Screen, Flip chart paper, Markers, Post-it notes, Student access to the internet


The instructional approach for this module will be varied. It will include whole class and small group discussions, individual research, individual self-analysis, and listening to guest speakers (ECO Canada, immigrant serving agency). Students will be expected to share their perspectives on careers in the Canadian environmental sector in contrast to that in their country of origin. Students will also be expected to closely evaluate their own skills vis a vis employment opportunities in the sector.

Outline:12.1 Professional Certification and Skills Upgrading 3.0 hours 12.2 Securing Employment in the Environmental sector 6.0 hours12.3 Career Night 3.0 hours



Documents

MODULE: - ECO Canada · Web viewStudents will then learn and practice different technical writing skills including adapting for audience, narrowing the topic, drafting and editing