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Employment & Training Programs and Services

Published Date: August 01, 2017
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Training for Work

Integrated Training

AUTHORITY

Income and Employment Supports Act, Part 3 Section 20
Training Provider Regulation Section 2

INTENT

Integrated Training is a program element under the Training for Work program. It is a competency-based occupation-related training program intended to provide unemployed or marginally employed adult Albertans with a unique blend of occupation-related skills, work experience placement(s), employability and/or essential skills and applied academics and/or English as a Second Language (ESL). Integrated Training is based on the assumption that learning is more effective and meaningful when individuals can see the connection between various parts of their training program and apply their learning to real-work situations.

The intent of Integrated Training is to:

  • provide individuals with applied/hands-on learning experiences including one or more work experience placements, so that learning becomes more meaningful and relevant to them,
  • support the acquisition of competencies (knowledge, skills and behaviors),
  • forge close linkages between training providers and employers,
  • build a common understanding about the specific skills, knowledge and behaviors that individuals will master as a result of their learning experiences, and
  • address local labour market demand for skills training.


Integrated Training is NOT intended to replace or duplicate Occupational Training certificate or diploma programs.

The objectives of Integrated Training are to:

  • enable unemployed or marginally employed adult Albertans to secure and maintain employment, and
  • provide training and occupation-related skills recognized by industry/employers.


Immigrant Bridging Programs

The Immigrant Bridging program is a sub-component of Integrated Training.

Integrated Training programs that focus on training skilled immigrants with prior education and/or experience in a specific occupation, so they can bridge gaps in knowledge or skills in order to gain employment in that occupation or a related occupation, are referred to as Immigrant Bridging Programs. Even though Immigrant Bridging Programs usually have a language component, the focus of the program is on skills training.

POLICY

Eligible Individuals Specific to Integrated Training

Individuals are expected to:

  • define a realistic training and/or employment goal,
  • have the educational or pre-requisite skills, and
  • identify limitations or obstacles and strategies to support success.


Where applicable, individuals should undergo an Employability Assessment to ensure that the following requirements have been satisfied:

  • eligible to work in Canada 
  • meet the program age requirement
  • a plan has been established 
  • limitations or obstacles have been identified and strategies determined to support success


Individuals approved to participate should commit to:

  • attend regularly
  • actively participate and make progress
  • seek and accept employment after completion
  • participate in the evaluation process (may include surveys, focus groups, etc.)


For more information on individual eligibility as it relates to Full Time Learners see Eligibility Criteria Full Time Learner

Eligible Individuals Specific to Immigrant Bridging Programs

To enter an Immigrant Bridging Program, individuals have to provide proof of their English language proficiency. That proof can be one of the three documents specified below. Educational institutions delivering the Bridging Program will determine the language proficiency requirement of an individual by reviewing and accepting one of the three proofs:

  1. LINC Certificate issued by Immigration and Refugees, and Citizenship Canada (IRCC) which specifies scores in all four CLB competency areas, OR
  2. Language proficiency assessment completed by Language Assessment Centre(s) in Alberta which also specifies scores in each of the CLB competency areas, OR
  3. Language proficiency assessment completed by the educational institution at which they are applying for training, which also specifies scores in CLB equivalency for each competency.


Individuals who do not meet the minimum CLB competency requirements should be referred to upgrade their English language skills by attending either:

  • LINC program (if appropriate and if they are eligible), OR
  • ESL program.


Employment Insurance (EI) Reporting Instructions

Instructions outlining the required procedure for EI recipients to complete their EI reports can be accessed through the Tools section of the Manual.

Methods of Delivery

Integrated Training programs may be delivered to individuals by classroom or synchronous e-learning delivery.

Program Components

The following training components must be incorporated into all contract-based and tuition-based Integrated Training programs:

  • occupation-related skills, 
  • one or more work experience placement(s), 
  • employability and/or essential skills

and when necessary:

  • Academic competencies relevant to the occupation/occupational outcome, and/or
  • Workplace English as a Second Language.


While it is recognized that the design and delivery of Integrated Training will vary to meet the needs of the individuals and labour market demand, it is strongly recommended that a minimum of 60% of the training occurs in the classroom, or by synchronous e-learning and a maximum of 40% of the training occurs during one or more work experience placements. If more than 40% of work experience is required for a specific individual group, the training provider must provide rationale for the length of the work experience. Program approval or the award of a contract will be granted upon satisfaction with the documentation.

Work experience competencies for each individual will vary for each work experience placement. Training providers will consult with each employer to specify the competencies that an individual will be expected to demonstrate as a result of the work experience placement.

Program Requirements

During the design of contract-based and tuition-based Integrated Training programs, training providers are expected to demonstrate the following four program requirements:

  1. Validated labour market need
    Validation documentation may include local/regional labour market data such as government occupational projections, employer statements of projections and/or conclusions from an industry/employer focus group.

     

  2. Demonstrated employer involvement
    Demonstrated by a letter showing the employer’s/professional associations’ willingness to: a) participate in the design of the program, b) accept individuals on work experience placements, and c) consider hiring individuals upon completion of the program.

     

  3. Development of an integrated competency profile
    Training provider will submit a performance-based integrated competency profile as part of the approval process to the Government of Alberta. These profiles will be accepted by relevant employers and include an outline of all training components that specify in measurable terms, the knowledge, skills and behaviors individuals are expected to demonstrate to secure and maintain employment. A sample of an Integrated Training competency profile is provided in Appendix A.

     

  4. Integrated delivery strategies
    Integrated delivery strategies are considered to be essential to the success of Integrated Training. Proposed delivery strategies will be indicated as part of the submission of an Integrated Training application/proposal to the Government of Alberta.


In designing and delivering Integrated Training, training providers will deliver the content using integrated delivery strategies. These strategies may include integrated unit plans within each part of the program, projects/tasks that incorporate two or more of the training components, the integration of content areas to address each individual’s unique interests and abilities, and/or work experience training plans that integrate workplace practices with related theory. This approach can be delivered in a variety of ways (linear or synchronous – see definitions below), as long as the training material for each training component is relevant to the occupation/occupational area being taught and meaningful to the learner.

Delivery Approach

A linear delivery approach is the delivery of program training components where each module is self-contained. Typically, ESL or academic components are offered as an initial self-contained module, followed by modules of either occupational skills training or employability skills training.

A synchronous delivery approach is the simultaneous delivery of integrated training modules. The goal is to blend/weave together all training components (i.e. occupation-related skills, applied academics, work experience placements and employability and/or essential skills) into a single program.

Duration/Enrollment

Integrated Training must be provided on a full-time basis up to a maximum of 52-weeks. Full-time is defined as not less than 25 hours of training per week. An exception to this full-time requirement is made for persons with disabilities.

Procurement Method

The Integrated Training and Immigrant Bridging programs are provided through:

  • contract-based training, and
  • tuition-based training.


Contract-based Integrated Training and Immigrant Bridging is approved by Alberta Labour.

Tuition-based Integrated Training and Immigrant Bridging is approved by Alberta Advanced Education.

PROCEDURE

Assessing Successful Completion

Assessing the successful completion of Integrated Training requires a variety of tools and approaches. It will include the assessment of competencies (i.e. knowledge, skills and behaviors) and address not only what was taught but also the individual’s ability to transfer what was learned to a variety of different but related situations. A sample of an integrated assessment tool for work experience is provided in Appendix B.

APPENDICES

Appendix A – Sample of an Integrated Training Competency Profile

Notes:

  • Each competency profile will be developed with significant input from employers representing occupations that are the focus of the integrated training program.
  • Each competency statement will be singular, specific and readily measurable.

 

1: SAFETY
1.1: WHMIS
  • Describe the purpose of WHMIS legislation
  • List and explain the purpose of the three key components of WHMIS.
  • Demonstrate ability to handle workplace-related hazardous material(s).
1.2: Transportation of Dangerous Goods
  • Describe the purpose of the TDG legislation.
  • List the key components of the TDG system.
  • Demonstrate ability to read and interpret TDG labels and symbols the TDG system.
1.3: First Aid and CPR
  • Complete a Standard First Aid course delivered by a certified trainer
  • Earn a Standard First Aid & CPR credential from a certifying authority
1.4: Safe Work Habits
  • List the features of safe work practices.
  • Follow workplace-specified safety procedures.
  • Analyze an unsafe work situation and recommend a safe, practical situation.
2: ACADEMIC COMPETENCIES
2.1: Mathematics
  • Determine calculations necessary to perform selected mathematical tasks.
  • Perform workplace-related calculations, e.g. addition, subtraction, multiplication, division of whole numbers, decimal and fractions.
  • Estimate the correctness of a mathematics problem.
2.2: Language
  • Read and follow industry-related instruction and safety manuals.
  • Read and understand work-related forms and reports.
  • Accurately complete forms commonly in use in the related occupations.
2.3: Science
  • Explain the physical properties of selected solids, liquids and gases used in the workplace.
  • Measure the physical properties of selected solids, liquids, gases used in the workplace.
  • Demonstrate concern for the environment, e.g. waste management and recycling.
3: EMPLOYABILITY SKILLS
3.1: Work Responsibilities
  • Demonstrate punctual, reliable, trustworthy and responsible work behaviours.
  • Adhere to employer’s appearance, attendance and performance policies
3.2: Teamwork and Cooperation
  • List the factors that contribute to effective teamwork.
  • Demonstrate ability to cooperate and work as a member of a team.
3.3: Work-Camp Living Skills
  • Identify the issues related to camp living.
  • Develop and demonstrate personal strategies for camp survival.
3.4: Time Management
  • Demonstrate effective time management in completing one or more tasks.
  • Analyze a task and list the steps and time needed to complete each step of the task.
3.5: Communication
  • Communicate effectively with employer, supervisor and co-workers.
  • Demonstrate respect and courtesy to others.
4: DECISION-MAKING/PROBLEM SOLVING SKILLS
4.1: Learning to Learn
  • Demonstrate strategies used to make decisions, learn and solve problems.
  • Demonstrate problem solving ability.
  • Demonstrate confidence in personal ability to learn new skills.
4.2: Community and Cultural
  • Prepare and share a brief history of peoples in the area.
  • Describe own identity and current roles in the community.
4.3: Goal Setting
  • Set personal goals and indicate when and how each goal will be measured.
  • Set career goals and indicate when and how each goal will be measured.
5: OCCUPATIONAL COMPETENCIES
5.1: Measuring Tools
  • Demonstrate appropriate selection, safe use and care of common hand and power tools used to complete selected tasks.
  • Demonstrate accurate use of measuring tools appropriate for selected tasks.
5.2: Computer Operations
  • Boot-up a computer.
  • Demonstrate ability to use a word processing program:

    i. Word process a letter of application for
    employment,
    ii. Word process a resume.
  • Use the Internet to conduct research on related occupations.
  • Access, read and respond/send e-mails.
5.3: Basic Mechanics
  • Operate occupation-related mechanical devices.
  • Conduct basic operation/maintenance checks and take appropriate action.
6: WORK EXPERIENCE
The following headings are a guide to the types of work experience competencies that might be specified.
6.1 Workplace Safety  
6.2 Time Management  
6.3 Task Management  
6.4 Interpersonal Management  
6.5 Customer Service  
6.6 Equipment Operation  
6.7 Supply Management  
6.8 Housekeeping  
6.9 Responding to Emergencies  



Appendix B – Sample of Work Experience Learning and Assessment Template

 

EMPLOYABILITY SKILL SETS

  Assessment
Safety:
  • Identifies potential health and safety hazard in workplace
  • Assures personal safety
  • Uses correct safety equipment
  • Reports injuries
  • Maintains safe workplace environment
 
Personal Management:
  • Dresses appropriately
  • Accepts responsibility
  • Makes informed decisions
  • Applies risk management strategies
 
Working with Others:
  • Communicates effectively
  • Works as a member of one or more teams
  • Demonstrates tolerance and understanding
  • Reacts appropriately to uncertainty
 
Thinking, Planning and Organizing:
  • Solves problems and makes decisions
  • Demonstrates planning abilities
  • Organizes time/work
 
Managing Transitions:
  • Takes responsibility for own leaning
  • Is able to adapt to change
  • Understands career opportunities in related occupations
 
Managing Change:
  • Demonstrates flexibility
  • Accepts praise and criticism
 

 

WORKPLACE SKILL SETS

  Assessment
Knowledge:
  • Has knowledge appropriate to task
  • Identifies materials appropriate for task
  • Selects correct tools, equipment
  • Has knowledge of Safety Standard Codes
 
Skills:
  • Uses correct techniques
  • Demonstrates appropriate behaviours
  • Provides appropriate service
  • Demonstrates safe practices
  • Task specific skills
 
Attitudes:
  • Appreciates opportunity to learn
  • Is aware of importance of safety
  • Is on time and demonstrates work ethic
 

 

Employability Skills: ________%
Workplace Competencies ________%
Final Mark: ________%


Sample of Assessment Guide

    The Learner:
 4  85% – 100%
  • Exceeds defined outcome.
  • Plans and solves problems effectively and creatively in a self-directed manner.
  • Uses tools, materials and/or processes efficiently, effectively and with confidence.
  • Meets workplace quality and productivity standards.
  • Leads others to contribute to workplace goals.
  • Demonstrates consistency and willingness to learn.
 3  70% – 84%
  • Meets defined outcomes.
  • Plans and solves problems in a self-directed manner.
  • Uses tools, materials and/or processes efficiently and effectively.
  • Understands Safety Standard Codes.
  • Meets workplace quality and productivity standards on a consistent basis.
  • Demonstrates willingness to improve.
 2  60% – 69%
  • Meets defined outcomes.
  • Plans and solves problems with limited assistance.
  • Uses tools, materials and/or processes appropriately.
  • Knowledge of Safety Standard Codes.
  • Generally meets workplace quality and productivity standards.
  • Works cooperatively.
  • Demonstrates some willingness to improve.
 1  50%59%
  • Meets defined outcomes.
  • Follows instructions.
  • Uses a limited range of tool, materials and/or processes.
  • Experiences some difficulty in meeting selected quality and productivity standards.
  • Has skills/ability to improve.
 0  Less than 50%
  • Has not completed outcomes.
  • Uses materials and/or processes inappropriately.
  • Is not able to conform to workplace standards.
  • Does not work as a team member.