Bridging Success

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A Learning Day

about Bridging Programsin Regulated Professions

BRIDGING TO SUCCESS:BRIDGING TO SUCCESS:

Prepared for the Ontario Regulators for Access ConsortiumFunded by the Government of Ontario

A Learning Day

about Bridging Programsin Regulated Professions


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Funded by the Government of Ontario

Bridging to Success:Introductory Comments

On November 17, 2007, the Ontario Regulators for Access Consortium (ORAC) and theGovernment of Ontarios Ministry of Citizenship and Immigration (MCI) hosted a learning dayabout bridging programs in regulated professions and trades. The objective of this event wasto allow those involved in bridging programs to share their experiences, promising practices,lessons learned and ideas for enhancing the integration of internationally educated individualsinto the Ontario and Canadian labour markets. This manual was developed to summarizeexperiences with bridging programs in Ontario and to assist bridging educators in continuingto develop and enhance the quality of their programs.

About the author

Zubin Austin (BScPhm, MBA, MISc, PhD) has been Associate Professor at the Leslie DanFaculty of Pharmacy, University of Toronto, and Principal Investigator in the InternationalPharmacy Graduate Program at the University of Toronto since 2000. He has published over55 peer-reviewed papers in the area of health professions and bridging education. He wasawarded the Province of Ontarios Leadership in Faculty Teaching (LIFT) award in 2007 andwas appointed to the University of Torontos Presidents Teaching Academy in 2008.

Thanks to Phil Schalm (Ryerson University) and Elizabeth McIsaac (Toronto RegionImmigrant Employment Council) for their review and comments.

Prepared for the Ontario Regulators for Access Consortium, 2008www.regulators4access.ca

Photo Credits: All photos JUPITERIMAGES, 2008

This manual, and all the text herein, is copyrighted by the Ontario Regulators for AccessConsortium (ORAC) and is not to be used, distributed or copied without the express permissionof ORAC.


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Bridging to Success:Table of Contents

1. Overview & Introduction

2. Building Partnerships for Success

3. Getting Started

4. Designing a Bridging Program

5. Mentorship

6. Language Issues

7. Intake

8. Employer Engagement

9. Structures & Sustainability

10. Program Evaluation, Research

& Knowledge Dissemination


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1Funded by the Government of Ontario

The integration of internationally educated individuals into the Canadian workforcehas been a major public-policy issue for many years. While it is clear that the Canadianworkforce and our future economic prosperity will increasingly depend on the contributionof internationally educated individuals, it is sometimes less clear what pathways theseindividuals should take to find employment commensurate with their experience andeducation.

In November 2007, the Ontario Regulators for Access Consortium (ORAC) and theGovernment of Ontarios Ministry of Citizenship and Immigration (MCI) hosted a learningday about bridging programs in regulated professions. In attendance were representatives

from colleges, universities, community agencies and other bridging program providers.The goal of this learning day was to provide an overview of promising practices and lessonslearned in integrating internationally educated individuals into the Ontario and Canadianeconomies. This report summarizes the event and draws upon other resources to providea comprehensive overview of best practices and learning drawn from a variety of bridgingprograms in a variety of regulated and non-regulated fields.

1Overview & Introduction

The Office of the Fairness Commissioner of Ontario has reported that the professionswith the highest proportion of internationally educated members in Ontario include thefollowing: Pharmacists(35%);

Architects(27%);

Physicians/Surgeons(27%);

DentalSurgeons(26%);

DentalTechnologists(24%);

Engineers(24%);

Chiropodists(23%); Midwives(22%);

Optometrists(20%);

EngineeringTechnicians/Technologists(19%);and

Geoscientists(19%).

(Source: 2007-8 Annual Report of the Office of the Fairness Commissioner of Ontario)


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Bridging to Success 1: Overview & Introduction2

What are bridging programs?

[A bridging program is] any program that helps immigrants fill education gaps or otherprofessionalrequirements,providesimmigrantswithculturaland/orworkplaceorientation,

and/orhelpsimmigrantsfindworkthatmakesuseoftheirskillsetandformertraining.

(Source: Public Policy Forum, 2007)

Bridging programs assess a newcomers skills and provide targeted training that addressesonly what a newcomer needs to meet requirements for licensure and employment in Ontario.Bridging programs provide newcomers with academic training, language training, workexperience and other occupation-specific services to help them join the labour market quickly

injobsmatchingtheirskills,educationandexperience.(Source: Labour Market Integration Unit, Ministry of Citizenship and Immigration,

Government of Ontario, 2008)

While profession- or occupation-specific language training may be an important component ofa bridging program, such language training by itself is not generally considered to be a bridgingprogram.

Why is there a need for bridging programs?

Between1991and2001,morethan70%ofthegrowthintheCanadianlabour

forcewasaresultofimmigration;

By2011,itisprojectedthatcloseto100%ofgrowthintheCanadianlabour

forcewillbearesultofimmigration,asthebabyboomgenerationbeginsto

exit the workforce in large numbers.(Source: Statistics Canada, 2001)

In2001,16%ofCanadianswereinfieldsthatrequiredauniversityeducation, a33%increaseoverthepreviousdecade;

By2011,itisprojectedthatcloseto40%ofalljobs(andcloseto75%ofall

newly created positions) will require postsecondary education.(Source: Industry Canada, 2007)


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Bridging to Success 1: Overview & Introduction 3

In2002,59%ofallimmigrantshadpost-secondaryeducation;

In2001,65.8%ofimmigrantswereemployedcomparedto81.8%ofCanadian-

bornindividuals;

Economicoutcomessuchasthese,whileundesirableforimmigrantsthemselves,

also represent a significant cost for the Canadian economy as a whole.(Source: Conference Board of Canada)

Withoutahealthyflowofforeignworkers,Canadawillbeginsufferingserious

occupational shortages.(Source: Public Policy Forum, 2007)

What barriers to employment in regulated and unregulatedprofessions and trades exist for internationally educatedindividuals?

The reasons behind Canadas underutilization of internationally educated individuals are di-verse, but include the following:

Theneedforthemtoenhanctheiroccupation-appropriatelanguageskills;

Thelackofawareness/understandingonthepartofemployersonhowbestto

interpret and assess an internationally educated individuals education and previous workexperience;

Thelackofaneducationalbackgroundthatisdirectlyapplicableto/suitedforthe

Canadianworkplace;

The inability for them to transfer previous knowledge and skills to a Canadian work placecontext;and

Theneedforthemtobetterunderstandthecultureandpracticeofaprofession/

trade in Canada so as to apply experience and education in another country to theCanadian context. (Source: Alboim, et al. 2005)


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What is currently being done to assist internationallyeducated individuals in accessing employment in regulated

professions and trades?

Many organizations (governments, regulatory bodies, community agencies, employers andeducational institutions) offer a variety of supports and services to address employment barriers.These supports include the following:

Information Programs are generally web-based portals that provide prospectiveinternationally educated individuals with general information on immigration,employment, licensure/registration and community integration. Such portals are

widely available and readily accessible but may not contain up-to-date information,may not adequately differentiate between federal and provincial requirements andmay not provide sufficient opportunity for individuals to ask questions based on theirpersonalcircumstances;

Pre-Arrival Programs have been developed in targeted fields to assist potentialimmigrants in understanding their options and the process for gaining employment(includinglicensure/registrationinaparticularfield)andaretypicallyheldinthe

country of origin prior to emigration. Such programs provide greater occupation-specific information and some (though limited) opportunities for individualizedcounselingpriortomovingtoCanada;

Assessment Programs have been developed in a variety of fields that give inter-nationally educated individuals an opportunity to evaluate their own skill set andreadiness for employment based on occupation-specific criteria. Such programs areincreasingly web-based and typically include formal examinations designed to evaluatecomparabilityofacademicpreparationand/orexperiencetoCanadianstandards.There

is increasing emphasis on offering some portions of such programs in an internationallyeducatedindividualscountryoforigin,wherepossible;and

Bridging Programs have been developed in a variety of professions and tradesaimed at filling gaps in education, experience or context that internationally educatedindividuals may experience once they arrive in Canada. Such programs are usuallyoccupation-specific, linked to an educational institution involved in that occupationand built around formalized competency standards including formal assessment oflearning.


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Currently, many professions and trades are working to ensure continuity and consistencybetween all four types of programs to ensure a common message is conveyed and communicatedto internationally educated individuals. In the past, lack of consistency has lead to significantfrustration and delays in accessing meaningful, relevant employment.

What sorts of bridging programs currently exist?

Areassociatedwithaspecific

profession/tradeoraneconomic

sector;

Arelinkedwithaneducationalinstitutionand/orregulatorybodyand/or

professionalassociation;

Areassociatedwithlocalcommunityand/orsettlementagencies;

Providedirectconnectionswithemployers;

Provideemployment-specificlearningopportunities(suchasshadowing,internships,

mentorships and so on).

Within Ontario, there are numerousexamples of bridging programs, bothoccupation-specific and sector-specific(such as health, financial services andinformation technology). Since 2003,

the Government of Ontario has fundedover 145 bridging projects in over 100professions and trades. In most cases,these programs


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What has been learned about bridging programs?

Formalbridgingprogramshavebeenrecognizedsince2000;however,informalbridgingeducation has been in existence for decades. Successful bridging programs Involvepartnershipsbetweenemployers,educators,regulators,professional

associations,governmentsandcommunity/settlementagencies;

Focusonequippinginternationallyeducatedindividualswithskillsforalife-time

of learning and practice in the fieldnot simply preparing individuals for todays job;

Integratelanguagesupport/trainingwithtechnical/professionalskillsand competencies;

Provideavehicleforinternationallyeducatedindividualstolearnnotonlythe

contentandcompetenciesofaprofession/tradebutalsothecontextandculture

ofhowtheseareappliedinCanada;and

Engageemployersthroughouttheprogramtooptimizepost-programconnections.


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For further information

2007-8 Report of the Office of the Fairness Commissioner of Ontario.Website:http://www.fairnesscommissioner.ca/pdfs/ofc_annual_report_2007-2008_

english_online.pdf

AssociationofCanadianCommunityColleges.ProgramsandServicesforImmigrants.

Website:http://www.accc.ca/english/services/i-services/bt_programs.htm

Global Experience Ontario: An access and resource centre for the internationally trained.Website:http://www.ontarioimmigration.ca/English/geo.asp

GovernmentofOntario.Workinyourprofession:bridgetrainingprograms.

Website:http://www.ontarioimmigration.ca/english/bridge.asp

GovernmentofOntario.AboutOntariosBridgeTrainingPrograms.

Website:http://www.citizenship.gov.on.ca/english/working/experience/

HealthForceOntario (Government of Ontarios health human resource strategy for interna-tionally educated health professionals)

Website:http://www.healthforceontario.ca

Public Policy Forum. Improving bridging programs: Compiling best practices from a surveyofCanadianbridgingprograms.January2008.

Ryerson University. Gateway for International Professionals: An array of programs and ser-vicesforimmigrantprofessionals.

Website:http://www.ryerson.ca/ce/gateway.

Settlement.Org. What are bridging programs for internationally trained individuals inOntario?

Website:http://www.settlement.org/sys/faqs_detail.asp?faq_id=4000685

TorontoRegionalImmigrantEmploymentCentre.Hireimmigrants.ca:aTRIECprogram.

Website:http://www.hireimmigrants.ca/how/6/


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This manual and all the text herein is copyrighted by Ontario Regulators for Access Consortium(ORAC) and is not to be used, distributed or copied without the express permission of ORAC.



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Funded by the Government of Ontario 1

2Building Partnerships for Success

Participants at the learning day highlighted the value and importance of strong partnershipsin successful bridging programs. Key roles for partners that were identified includedrecruiting students, engaging mentors and employers and facilitating long-term sustain-ability of bridging programs. In particular, funders of bridging programs indicated thatstrong partnerships with regulators are critical to success; those applying for funding

for bridging programs are strongly recommended to document the depth and nature ofrelationships with regulatory bodies in their field. Other partners are also important for thesuccess of bridging programs. Participants at the learning day highlighted the importance of

dialogue and communication between all partners as crucial to ensuring that these relation-ships can flourish and form the foundation for successful bridging programs.

An important component of successful bridging programs involves partnerships among differentorganizations. Bridging education is a pan-professional process involving stakeholders fromdifferent sectors within a profession or trade.

It is helpful to identify cham-pions within partner organiza-tions who can provide supportand resources to assist in thedevelopment and implemen-tation of bridging programs.Experience from a variety ofbridging programs suggeststhe partners indicated on thenext two pages should be en-gaged and involved through-out the process to optimizesuccessful outcomes.


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Bridging to Success 2: Building Partnerships for Success2

Type ofPartner

Partner Roles/Responsibilities

Profession- ortrade-specific

Employer and employerassociations;

Sectorcouncils;

Industry associations

Jobshadowing/placements;

Internships;

Mentorships;

Scholarshipsforbridgingprograms;

Advocacyforgovernmentfunding;

Barrier-freerecruitment/hiring

processes.

Regulator (for regulatedprofessions/trades)

Policy/procedurechangestoenable/

facilitate/encouragebridging;

Information for prospective candidates aboutbridgingprograms;Ensure fairness and transparencyof processes and requirements forregistration/licensure.

Academic/Traininginstitutions

(e.g., universities and communitycolleges

Deliveryofbridgingprograms;

Assessment of competencies based onstandardsofprofession/trade.

Professional advocacy Information for prospective candidatesaboutbridgingprograms;

Mentorshipandnetwork-building;Links to employers.

Community-based Communityand/orSettlement agencies

Logistics of community integration(housing,educationandsoon);

Deliveryofbridgingprograms;

Referrals to profession-specificprograms.

Immigrant advocacy groups Supportforbridgingprograms;Advocacy at government level for inter-

nationally educated individuals.


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Bridging to Success 2: Building Partnerships for Success 3

Type ofPartner

Partner Roles/Responsibilities

Community-based(continued)

Cultural groups On-going support and peer mentorshipduring integration process and professionalnetworkdevelopment;

Referrals to profession-specific programs.

General language training ESL to support occupation-specific languagetraining and assessment.

Governmental Provincial Seed funding for development of bridgingprograms and occupation-specific language

training;Information (through provincial portals suchasHealthForceOntario);

Studentloans(suchasOSAP);

Sustaining funding at levels consistent withsupport provided for other programmingoffered by institutions (particularly collegesanduniversities);

AdultESLandFSLprograms(credit/non-

credit) to help newcomers increase their lan-

guage proficiency in order to access bridgingprograms.

Federal Immigrationpolicies/practices;Seed funding for development of bridgingprograms;

ESL/FSLtraining(LINC),enhancedlanguage

trainingprograms;

Seed funding for development of inter-professional programs.

Municipal Community-basedintegration;

Advocacy for internationally educatedindividualsneeds;

Employer- and sector-specific advocacy(e.g.,TRIEC);

Information (through municipal portals).


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Depending upon the particular needs of the profession or trade, additional partners may needto be engaged: Credentialassessmentservices,suchasWorldEducationalServicesortheCanadian

Information Centre for International Credentials, provide services to assist inter-nationally educated individuals, employers, regulators and educators in assessing the

comparabilityofpreviouseducationand/orexperiencetoCanadianstandards.

Insomefields,unionsmayalsoplayanimportantroleinbridgingprogramsby

assisting in the identification of mentors, management of placement sites as part ofeducationalprogramsandprovidingsupportduringtheregistration/licensure

process.

Internationallyeducatedindividualsare,ofcourse,akeypartner.Insomefields,

it may be possible to access advocacy or support groups within immigrant commun- itieswithspecificlinkstoaprofessionortrade;inotherfields,moregeneral

organizations may exist. In either case, it is important to ensure that the inter-nationally educated individuals whom bridging programs serve are part of thepartners group.


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How can partners be engaged?

Based on experiences from successful bridging programs, it is clear that partnerships must beformednotonlywithintheprofession/tradeitselfbutbeyondit.Fewprofessions/tradeshave

all the resources required to develop a successful program by themselves, and so engagementof external partners must occur simultaneously.

Key success factors for profession-specific partnership include the following:The equal partnership between two or three organizations to take the lead andchampionthecauseofbridgingeducationwithinaprofession/trade.Mostsuccessful

programs involve collaboration between an academic institution and a regulatory body

and/oraprofessionalassociationortradeunion;

Theengagementofanemployerfromtheoutset.Insomeprofessions/trades,itmay

bedifficulttoidentifyindividualsororganizationswhocanspeakasrepresentatives

ofemployerswithintheprofession/trade.Inthissituation,itishelpfultoidentify

employers with interests in bridging education who may serve as champions withinthe broader professional community. While employers may or may not be actively in-volved in administration of bridging programs, they have resources (including sites forplacements,mentors/preceptorsandpotentialaccesstofinancialsupportforstudents

enrolledinbridgingprograms)thatareinvaluable.Insomeprofessions/trades,itmaybepossibletoidentifyspecificgroupsororganizationsthatrepresentemployers;in

such cases, bridging educators should consider strategies for engaging them from theoutset.Infieldswheresuchgroups/organizationsdonotexist,alternativemethods

forelicitinginputandsupportfromemployersshouldbedeveloped;and

The involvement of professional advocacy organizations that broadly representthe profession/trade should be involved. In some fields, internationally educated

individuals may be perceived by some practitioners as a threat to employment,standards, livelihood or remuneration. Engagement with professional advocacy groupswill facilitate dissemination of clear and correct information within the professionto minimize misunderstanding or distrust of bridging programs. Such organizationsare also useful in the recruitment of potential employers, mentors and preceptors,the provision of training sites and for advocacy with government and other externalstakeholders on behalf of bridging programs.


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Key success factors for external partnerships include the following:Engagement of English-as-a-second-language (ESL) training service providers tosupport (but not replace) occupation-specific language training embedded within abridgingprogramorEnglish-for-specific-purposes(ESP)programs;

Engagement of settlement agencies that provide services related to communityintegration. It is important to remember that, for most internationally educatedindividuals,accessingaprofession/tradeandseekingemploymentisonlyoneaspect

of the complexities they are facing. Finding housing, child care, appropriate schooling

options for children, learning how to use transit systems, acquiring a telephone,setting up a bank account and so on, are all difficult, time consuming tasks. Feelingsecure in these activities is important to success in bridging programs, but bridgingprograms should not focus on these activities. Community-based settlement agenciesprovide comprehensive one-stop services to assist the integration of internationallyeducatedindividualsintotheirlocalcommunities;and

Involvement of immigrant advocacy organizations that provide a variety of supports.These supports include facilitating access to low-interest student loans for those en-

rolled in bridging programs as well as advocating for bridging education at the high-est levels of government and media.

Previous experience suggests that all levels of governments play an important role in bridgingeducation. In many cases, provincial governments provide seed funding to groups to developbridging programs. It is important to recognize the specific areas in which a level of governmentis best able to contribute to successful outcomes in bridging education.

Provincial governments will periodically announce calls for funding proposals for thedevelopment and implementation of bridging programs or occupation-specific language-

training programs. Funding of this sort is meant to be short-term and developmental, with amid-term goal of financial independence and sustainability. Provincial governments can alsoprovideresources,informationandlinkagestootherprograms;thisfacilitatesthesharingof

curriculum, assessments and learning.


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The federal government will periodically announce calls for funding proposals to develop andimplement programs that may be somewhat more interdisciplinary or collaborative in nature.For example, the federal government recently supported development of an Orientation totheCanadianHealthCareSystemprogramforinternationallyeducatedpharmacists,nurses,

physiotherapists, occupational therapists, medical laboratory technicians and medical radiationtechnologists.

It is important to recognize the importance of identifying sustainable funding sources to ensurethat bridging programs are capable of moving from simple project status to a more sustained,

systemized status within an institution.

It is also important to recognize the constitutionally-mandated division of powers among fed-eral and provincial governments. Previous experience suggests that provincial governments

How can bridging programs establish partnerships?

For most successful bridging programs, an advisory board structure has facilitated developmentand nurturing of partnerships. Sample terms of reference for an advisory board are providedon the following page.

whose mandates include educationand trainingare better able torespond to questions and calls forseed funding; the federal govern

ment is better able to respond to

questions related to immigrationpolicy, pre-immigration informationand pre-arrival screening.


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Terms of Reference

The Advisory Board will be constituted to provide support and guidance for the bridgingprogram, and to advocate on behalf of the program with diverse stakeholders. The Board willnot direct the day-to-day operations of the bridging program but will serve in a supportive,advisory and facilitative (such as arranging placements, mentors and so on) context.

Membership of the Advisory Board shall consist of

Chair:achampionfromoneleadpartnerorganization,usuallyeducationalorregulatory;Secretary: a champion from another lead partner organization, usually educational orregulatory;

Representatives from Employergroups;

Professionaladvocacygroups;

Settlementagenciesorcommunitygroups;

Immigrantadvocacygroups;

ProvincialGovernment;

Students (one or two) of the bridging program itself.

The Advisory Board will meet at least twice annually. Reasonable meeting-relatedexpenses for travel and accommodation will be reimbursed through the bridging program,where possible, or through the partner organization if agreed upon in advance.

The Advisory Board will provide, as necessary, strategic advice and input on all aspects ofthebridgingprogramincludinglabourmarketinformation,emergingtrendsinthepractice/

managementoftheprofession/trade,employmentandregulatorytrendsandtheeducational

needsofinternationallyeducatedindividualsandtheirmentors/preceptors.

The Advisory Board will review and revise terms of reference as necessary every two years.


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For further reading

2007-8 Annual Report of the Office of the Fairness Commissioner of Ontario.Website:http://www.fairnesscommissioner.ca/pdfs/ofc_annual_report_2007-2008_

english_online.pdf

Austin, Z., and Croteau, D. (2007). Intersectoral collaboration to enable bridging educationforpharmacists:theInternationalPharmacyGraduatePrograminOntario,Canada.

Pharmacy Education7(1);61-68.

Canadian Information Centre for International Credentials.Website:http://www.cicic.ca/

Centre for Internationally Educated Nurses.Website:http://www.care4nurses.org

Going to Canada Information Portal.Website:http://www.goingtocanada.gc.ca

Health Force Ontario Information Portal.Website:http://www.healthforceontario.ca/

Skills for Change (a non-profit organization providing learning and training opportunities toimmigrants and refugees).Website:http://www.skillsforchange.org

Toronto Region Immigrant Employment Council (TRIEC).Website:http://www.triec.ca

World Education Services.Website:http://www.wes.org/ca/


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3Getting Started

Participants at the learning day highlighted the challenges and rewards of starting new bridg-

ing initiatives. While enthusiasm for the work is clearly important, a systematic approach toplanningisessential.Understandingtheenvironmentandidentifyingquickwinprioritiesis

essentialinordertoraisetheprofileofbridgingprogramswithintheprofession/trade.The

importance of engaging the professional community in a sustainable manner was emphasizedby most participants as was the value of balancing and respecting diverse perspectives andpoints of view regarding the structure and function of bridging programs.

Most effective bridging programs require partnerships and planning in order to succeed.Project planning for bridging programs requires a careful, step-by-step approach to building

relationships, securing resources (human and financial), accessing in-service training, developingprogramming (curriculum, mentorship and internships) and incorporating on-going qualityassuranceandprogramevaluation.Whileeachprofession/trade,programandsituationare

different,commonstepshaveemergedonhowtogetstartedwithbridgingprograms.

Step1:Scantheenvironment;

Step2:Developthepartnerships;

Step3:Identifytheneed;

Step4:Understandthelearnersandtheiruniqueneeds;

Step5:Developtheprogram;

Step6:Engagetheprofessionalcommunity(includingemployers);

Step7:Identifysourcesofsupport,financialandhuman;

Step 8: Evaluate and sustain the program.

While these steps are presented here in a sequential format, real-world experience suggests thatactivities within each step often occur in concurrent and iterative manners. Flexibility basedupon the environment and circumstances is essential to ensure that all objectives are achieved.


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Bridging to Success 3: Getting Started2

Step 1: Scan the environment

in the field. This must be based on best-available data and best-practice employment models.Environmental scans may consist of the following:

Ad-hoc scanning: This is a short-term assessment of environmental conditions, usually trig-geredbyaproblemoracrisis;

Periodic scanning: This is a mid-term assessment of environmental conditions, usually under-takenonanannualbasis;and

Continuous scanning: Thisison-goingassessmentusingsystematic/structureddatacollec-tion.

While continuous scanning is generally regarded as best-practice, it may not be feasible for avariety of reasons. Periodic scanning should be undertaken, with ad-hoc scanning as necessary.

An environmental scan could contain the following:Quantitative data regarding the current workforce of the profession/trade including

demographics,education,careerpatterns,salaries/benefits,employmentprospects,em -ployer information and so on. While some of this data may be obtained from governmentof Canada databases (see http://www.statcan.ca/english/Subjects/Labour/LFS/lfs-en.

htm) additional data may be obtained from regulatory bodies, employer groups, educa-tional institutions and professional advocacy organizations. If available, sector councils andlocal economic development offices may also provide important quantitative data for theenvironmental scan.

As the workplace becomes more complex, sotoo do demands for well qualified personnel.Those initiating bridging programs must con-tinuously scan the environment within theirprofession/tradetoensuretheyunderstand

the needs of the workplace and the contextwithinwhichtheprofession/tradeoperates.

A critical component of this environmentalscanning is a clear understanding of present

and projected labour market demands with-


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Bridging to Success 3: Getting Started 3

Other components in an environmental scan include the following:Summary of current trends within the profession/trade.This includes changes in scopes/

standards of practice, employment conditions and employer status, as well as an analysis ofhowthesetrendsmayimpactonfuturehumanresourcesneeds;

Qualitative assessments from key opinion leaders within the field, including those fromacademic,regulatory,employment,practiceandprofessionaladvocacygroups;

Qualitative and quantitative data regarding the experiences of immigrants within the contextofbridgingeducation.Itisalsousefultoprovidebothdatawithintheprofession/trade

both those who are licensed and practicing and those who are attempting to becomelicensedcontext. General data regarding immigrants may be accessed at the StatisticsCanadawebsiteathttp://www.statcan.ca/and,inparticular,datafromtheLongitudinal

StudyofImmigrantstoCanada(LSIC);and

Executive summary of all data to allow for widespread distribution of results. This should beone-to-two pages in length.

Step 2: Develop the partnerships

Partnerships are integral to success in bridging programs. Key partners will include academic,regulatory,employer,professionaladvocacy,community/settlementagenciesandgovernments

Mostsuccessfulprogramshaveestablishedadvisoryboards/committeestoprovidestrategic

not day-to-dayguidance and suggestions. A thorough environmental scan should assist inidentifying organizations and individual champions who may be most effective on such a board.It is important to recognize and promote the notion that bridging initiatives are of use andvalue to the partners themselves, in that they develop a well-prepared workforce. The reciprocalnature of the partnership should be emphasized by outlining the role bridging programs mayplay,forexample,inassistinginrecruiting/hiringpractices,ofsourcinginternationally

educated individuals talent and designing in-house training initiatives.


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Step 3: Identify the need

While environmental scans are useful at establishing a context for understanding theprofession/trade,bridgingprogramsrequirespecificeducational-needsassessmentresearch

to ensure that programming is fit-for-purpose. The ultimate goal of this step is to identify andprioritize essential content (technical knowledge, skills, values, training and so on) for thebridging program, as well as develop a mechanism for ensuring continuous curricular updatingin the future. Sources of data for educational needs assessment include the following:

Performance results onprofession/trade-specificlicensingexaminationsandemploymentout-comes that identify specific areas of strength and weakness for internationally educatedindividuals;

Complaints/discipline records review within a profession that identify challenges faced byinternationallyeducatedindividualsinpractice;

Credential assessment/review and tests/processes result summaries that identify gaps in academicqualificationscommontointernationallyeducatedindividuals;

Reports from preceptors/mentors outlining observed performance gaps in internationallyeducatedindividualspractice;and

Interviews with employers and other key opinion leaders that identify areas of growth for interna-tionally educated individuals.

This data needs tobematchedorcomparedwithexistingstandards/practice, competency

statements or other documents outlining performance expectations within the specificprofession/trade.Understandingwhatknowledge,skills,attitudesandjudgmentarerequired

within a fieldand comparing this to learner needs assessment datawill facilitate developmentof curriculum, assessment and teaching methodologies within a bridging program.


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Step 4: Understand the learners & their unique needs

Internationally educated individuals are nota homogenous group. There are significantdifferences in practice, education and cultureacross different parts of the world. Evenwithin one cultural group there are significantdifferences between individuals. While somegeneralizations about background educationand the nature of professional practice in aninternationally educated individuals country of

origin, for example, may be useful in framingdiscussions regarding bridging programs, it isessential not to stereotype individual learnersand instead develop systems which will identifyeach individuals learning needs.

Many professions and trades have developedcompetency assessment matching tools whichallow individuals to self-assess their current skill

set against those identified as critical for theprofession/trade.Thesecanprovideausefulstartingpointforindividualizedcounselingand

support.Wherethesedonotexist,fundingfromprovincialand/orfederalgovernmentsmay

beavailableto createandmaintainsuch tools(seehttp://www.citizenship.gov.on.ca/eng-lish/orhttp://www.cic.gc.ca/english/index.asp_).Suchmatchingtoolsmaybeuseful,but

they do require individuals to demonstrate a high degree of language fluency and self-assess-ment skills. When interpreting results from competency assessment tools, it is essential tounderstand the learners level of proficiency and understanding.

A key component in understanding internationally educated individuals is ensuring adequateEnglish (or French) language-fluency skills that meet occupation-specific requirements. TheCanadianCentreforLanguageBenchmarks(http://www.language.ca/)offersusefultools/

resources for assessment of language-specific competencies.


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Bridgingprogramswillvarysignificantly,dependingonthenature/needofindividualsandspecific professions and trades. In general, most programs consist of the following elements:

Prior learning assessment and recognition processes: These ensures a more customized learningenvironmentforindividualsbasedontheirownexperienceandbackground;

Academic coursework: Thesearebenchmarkedtorelevant academicandprofessional/trade

standardsincluding authentic assessmentand foster development of knowledge andskillswithintheCanadiancontext;

Distance learning opportunities (where available and appropriate): These reduce geographical andotherbarrierstoparticipation;

Mentorship opportunities: These connect learnerswith their profession/trade andprovide

importantculturallearningandopportunitiesforprofessionalnetworking;

I n-service training opportunities (including internships and studentships): These provide Canadianworkplaceexperience,in-serviceassessmentandmeetlicensure/regulatoryrequirements

insomefields;

Peer-networking: These give learners an opportunity to develop a support network ofindividualswithsimilarexperiences/situations;

Employment linkages (including employer links, resume preparation, employer and employee readiness

training):Thesefacilitatetransitionintotheworkplace;and

Employer engagement: This ensures employers are supportive of the program and willsponsor internationally educated individuals in the workplace and will hire bridging

program graduates.

Each bridging program will emphasize certain elements, based on the professions or tradesuniquerequirements;however,inordertobeeffective,mostbridgingprogramswillhaveall

elements outlined above.

Step 5: Develop the program


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Step 6: Engage the professional community(including employers)

It is important to engage the professional community to dispel any misconceptions about therole of internationally educated individuals in the community or any notions that preferentialor special treatment is being given to those enrolled in bridging programs. Since individualpractitioners will serve as instructors, mentors and preceptors within the bridging program atvarious times, such engagement is also important: It will also ensure that a pool of informedpractitioners is available, though this requires a focused effort on behalf of the bridgingprogram.

Employer engagement is also an important component of success in bridging programs. Such

engagement can lead toemployers supporting/sponsoring learnerswithinprogramsinex-change for agreements to work following successful completion of the program and thelicensure process.


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Step 7: Identify sources of support, nancial & human

Development funding for bridging programs may be somewhat distinct from funding for thedeliveryand/orsustainabilityofsuchprograms.Developmentalcostsarefrequentlysignificant

since new curriculum, materials, assessments and training costs for instructors, mentors andpreceptors takes time and resources. Sources of funding for developmental costs may includethe following:

The profession/trade : Professional advocacy groups, recognizing the value of and need forbridgingprograms,maycontributefinanciallyand/orin-kindtodevelopmentofprograms.

Employers may also be willing to contribute and should be approached for their financialandin-kindsupport;

Regulatory bodies: In the context of public protection, regulatory bodies have, in the past,contributedsignificantfinancialandin-kindresourcestodevelopbridgingprograms;

Academic institutions: Since many bridging programs are housed within universities,

community colleges or other academic centres, institutions may contribute financially andin-kind in order to establish themselves as the primary organization responsible for deliveryofaprogram;

Settlement agencies: Though not generally able to contribute financially, settlement agenciesmay be able to contribute curricular resources (particularly related to employment skills,language training and settlement issues) and, in some instances, classroom space andcomputersupport.Thevalueofthiscontributioncanbesignificant;

Provincial governments: The Government of Ontario, through its Ministry of Citizenship andImmigration (MCI) has issued periodic calls for project-development funding proposals.Detailed instructions for these calls are provided by MCI; proponents are strongly

encouraged to assemble a partnership and follow instructions closely to optimize success

in grant writing. MCI works in partnership with its federal counterpart, Citizenship andImmigration Canada, to optimize available funding for eligible components of MCI-fundedbridginginitiatives,undertheCanadaOntarioImmigrationAgreement;andthe


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Federal government: Owing to the constitutional division of responsibilities in Canada, theFederal Government does not generally fund provincial bridging programs but may fundcertain eligible components. However, funding for language training, environmentalscanning, and other supports for bridging programs may be available through Health Canada,Citizenship and Immigration Canada and Human Resources and Social DevelopmentCanada.

In order to ensure that they meet funding requirements, those programs interested in apply-ing for external funding should consult with the relevant government or department prior to

submitting a formal application.

Since many programs receive significant financial support for development, the sustainability ofbridging programs is critical. Most fundersincluding government, employers, professionalassociations and so onrecognize the need to support one-time development costs, but believe

that on-going operational costs should be covered through a combination of student tuition(which may include access to low-interest professional loans, bursaries or other student-specificsources of funding) and other supports. It is critical during the development phase to ensure thaton-going environmental scanning is undertaken to identify potential funding sources that wouldallow sustainability. Integral to this process is program evaluation, a process by which data isgathered to ensure the bridging program is indeed meeting its objectives. Successful bridgingprogramshavesuccessfulgraduateswhoareemployedandcontributingtotheirfield;suchpro-grams subsequently attract new students, employer interest and additional revenue sources. Insomecircumstances,bridgingprogramshavebeenintegratedintothestandard/coreofferings

ofeducationalinstitutions;thisrecognizesthefactthatbridgetrainingisnotmerelyatemporaryphenomenonbutanemergingtrendwithinhigher/post-secondaryeducation.

Step 8: Evaluate & sustain the program


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2007-8 Annual Report of the Office of the Fairness Commissioner of Ontario.Website:http://www.fairnesscommissioner.ca/pdfs/ofc_annual_report_2007-2008_

english_online.pdf

Canadian Centre for Language BenchmarksWebsite:http://www.language.ca/

Lopes, S., and Y. Poisson. Integrating Immigrants: Building partnerships that work.ConferenceReport.Public Policy Forum,2006.

Maytree FoundationWebsite: www.maytree.com

Policy Roundtable Mobilizing Professions and Trades (PROMPT)Website:www.promptinfo.ca/index.asp

Statistics CanadaWebsite: www.statcan.ca



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4Designing a Bridging Program

Designing a bridging program is a collaborative process and involves input from manypartners. Participants at the learning day highlighted the value of this collaboration as a wayof ensuring programs meet learners, regulators and workplace (including employers)needs. Participants also shared their experiences using the different components of bridgingeducation, including Prior Learning Assessment and Recognition (PLAR), distance learningand mentorship. While each bridging program will vary in its emphasis on these components,most comprehensive programs incorporate all these components in some way in order toeffectively prepare internationally educated individuals for the workplace.

An inventory of Canadian bridging programs compiled by Public Policy Forum in 2008 identifieda variety of different approaches to bridging education for internationally educated individuals.Sincefirstbeingformallydescribedanddefinedinthe1990s,animpressivearrayofbridging

programs has been developed throughout Canada in a variety of regulated and non-regulatedprofessions and trades.

Each profession and trade must develop a bridging program consistent with needs of the field,employersandinternationallyeducatedindividualsthemselves.Inaddition,regulatory/legal

requirements and associated professional issues must be addressed. Consequently, there is noone-size-fits-all model for bridging education. Instead, each program must select and emphasizecertain aspects in order to be responsive to constituents needs. A key philosophical issue inbridging education, however, should remain: Bridging programs are not simply about exampreparation or employment skills. Instead, bridging programs should equip internationallyeducated individuals with the competencies required for a lifetime of practiceincludingcontinuous professional developmentin their field.


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Bridging to Success 4: Designing a Bridging Program2

While the emphasis may vary from program to program, most successful bridging programscontain the following eight core elements:

Prior Learning Assessment and Recognition (PLAR) processes: These help internationally educatedindividuals describe and document previous experience, education and practice within thecontextofCanadianpracticeandstandards;

Academiccourseworkbenchmarked toan appropriatestandardin theeld: Such coursework alsoshould include a meaningful assessment system, one that is similarly aligned with generalassessmentinthefield;

Distance learning opportunities: Where feasible and available, these opportunities reduce po-tential geographic or time barriers to access. Such opportunities may include synchronousandasynchronousprograms;

In-service training: This allows internationally educated individuals an opportunity to applytheir learning directly in the field under the guidance of a practitioner. In many fields,structured workplace experience (such as internship) is a requirement for licensure/

registrationandthereisasummativeassessmentcomponent;

Peer-support networks: These give internationally educated individuals an opportunity to con-nect with others having the same experience in navigating the Canadian workplace. Formaland informal peer-networking systems allow for sharing, venting and exchanging stories, allofwhichareessentialcomponentsofsupportduringthispotentiallystressfultime;

Mentorship: Thisallowsforthedevelopmentofprofessionalnetworksandprofession/trade-

specificculturallearning;

Employment linkages: These linkages, often with settlement, community support and employ-ment agencies, facilitate workplace-based life-skills training and support such as resume

preparation, interviewguidance,employmentreadinessandgeneralsettlement/integra-tionissues;and

Employer engagement: This provides direct opportunities for employers to recruit and hiregraduates of bridging programs and enables employers to gain insight into the appropriate-ness of their own recruitment and hiring practices.


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Bridging to Success 4: Designing a Bridging Program 3

Prior Learning Assessment and Recognition (PLAR)

A key finding of most bridging programs has been the heterogeneity of internationallyeducated individuals learning needs when involved in a program. Individual needs may rangefrom general and occupation-specific English-language needs to cultural learning, to specificcontent/technicalskills,tointerpersonalskills.Noone-size-fits-allprogramistrulyappropriate

for all learners.

Most successful programs have developed some form of objective prior learning assessmentand recognition. Successful types of PLAR include use of the following:

Self-assessment and competency matching instruments which allow internationally educatedindividualstoidentifyforthemselveswhatlearningneedsexist;

Objectiveoccupation-speciclanguagetests (usually built around the Canadian Language Bench-marks) which benchmark language skills against field-specific requirements. Results canbe used to identify learning gaps which may be addressed through occupation-specific orgenerallanguagetrainingprograms;

External agencies that undertake document evaluation to ascertain comparability of edu-cationalpreparation/practiceexperiencetotheCanadiancontext;

O bjective written tests of technical knowledgeidentify specific gaps which may beaddressedthroughabridgingprogram;

Objective performance-based tests (such asobjective structured clinical examinations[OSCEs] and other structured meansfor assessment and documentation ofcompetencies) to assess internationally

educated individuals abilities to applyknowledge within a practical context.Results of such tests can then be used toidentify specific learning needs.


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The role of PLAR within bridging programs continues to evolve. For example, RyersonUniversity and its partners in the nursing profession are undertaking formal research relatedto the evaluation and recognition of prior learning for internationally educated nurses, utilizinga competency-based approach designed to be equally useful for regulators, employers andacademic institutions. Work such as this may serve as a template for other professions andtrades engaged in PLAR.

Some programs have identified the importance of occupation-specific language competencyand have developed tools and resources aimed at measuring this as a proxy for more

generalized PLAR. Results from such language assessments, coupled with self-assessmentsand competency matching can serve as a reasonable (albeit imprecise) form of PLAR that isfeasible and sustainable.

Most bridging programs have a formal affiliation with, or are hosted by, academic institutionsresponsible foreducating/trainingpractitionersinthefield.This alignmentis advantageous

since it allows for use of common resources and ensures comparability in standards between

bridging programs and academic preparation for Canadian practitioners.

Most bridging educators agree that it is important that academic standards in bridging pro-grams not be diluted or reduced, since all practitioners (whether Canadian educated or not)are required to meet the same standards in practice. As far as possible, similar curricula, teach-ing methods, and assessments should be used for Canadian students and for internationallyeducated individuals enrolled in bridging programs. Such an approach will enhance the validityand acceptability of the program to the professional community and the public.

While similar materials and methods are ideal, they must also be contextualized for the learnerwho is not familiar with the Canadian workplace and for whom English may be a second, thirdorsixthlanguage.Anecdotally,bridgingeducatorshavesuggestedthatonehourofreading/

activities/lectureinatypicaluniversity/communitycollegeclassroomenvironmentrequires

one-and-a-half to two hours in a bridging program to account for additional questions, clarifi-cations and so on.

Academic programs


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Academic programs must also incorporate both summative and formative assessments. Suchassessments should be consistent with principles of effective and aligned teaching, learning andassessment(seehttp://www.mcmaster.ca/stlhe/fortheSocietyforTeachingandLearningin

Higher Education website).

Distance learning opportunities

In most cases, bridging programs appear to be centralized in large urban centres and affiliatedwith higher education institutions. This can inadvertently result in a geographic-access barrier.Distance learning models have been piloted by some programs to address this barrier. Threemodels of distance learning are

Asynchronous e-courses: These allow internationally educated individuals to access courses attheir own pace, in their own time. Asynchronous e-courses typically involve pre-recordedorpre-developededucationalmaterialthatisaccessibleatthelearnersdiscretion;

Synchronous e-courses: These utilize technol-ogy, such as web-casting or pod-casting, inwhich real-time distance interaction with aninstructor is possible. Synchronous e-courses

typically involve a pre-scheduled meeting timewhen internationally educated individuals andinstructors log-in to a specified web-site andengage electronically in a manner similar to aclassroomsetting;and

Satellite campus models: These host some

components (such as clinical placements,mentoring and specific learning activities) or all

of a bridging program in a smaller community,utilizing the same curriculum, assessmentsand teaching methods, but use trained, localfacilitators/instructorsratherthanuniversity/

community-collegebased ones.


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The role of distance learning in bridging programs continues to evolve. The cost of devel-opment and maintenance of e-courses is significant, and there are questions as to whethere-courses are an effective medium for teaching and assessment of certain critical competenciesrelated to communication and interpersonal skills. Several surveys of internationally educatedindividuals have indicated, while they appreciate the convenience of e-learning, a preferencefor a face-to-face classroom environment for the social support it provides. Blended learningmethods that utilize some face-to-face classes and some e-courses are growing in popularity.

Satellite campus models have been attempted in some fields. Where implemented, this modelhas been generally successful when the centre in which the satellite is hosted is itself relativelylarge and has access to appropriate resources and personnel. In such a circumstance, central-ized policies and procedures may be helpful to ensure consistency between the programs.

Manyfieldsrequirecandidates forlicensure/registration tocompletearequirednumberof

in-service training hours. This can be frustrating since, without previous Canadian experience,some employers hesitate to accept an internationally educated individual. Bridging programs

are able to facilitate access to in-service training positions by:Developingemployer/preceptoroutreach/marketingprograms;

Delivering preceptor training programs that assist preceptors in teaching internationallyeducatedindividuals;

Providing trouble-shooting services to support preceptors who have accepted inter-

nationallyeducatedindividuals;

Providing matching programs that allow internationally educated individuals an opportunitytomatch their interests/backgroundswiththeneeds/wantsofpreceptors andtraining

sites;and

Using summative and formative assessments to facilitate delivery of feedback frompreceptors to internationally educated individuals in a consistent, fair and transparentmanner.

In-service training


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Peer-support networks

Formanyinternationallyeducatedindividuals,theprocessofgaininglicensure/registrationandemployment in a field (regulated or unregulated) is stressful and lonely. A key finding from mostbridging programs is the importance of the support provided by other internationally educatedindividuals in theprogram.More thanmentorship, different than preceptorship/in-service

training, peer-support networks provide a collegial environment that supports individualsthrough this stressful period of life. The nature of most bridging programs means that individualsproceed through a program as a cohort and, as a result, social relationships are formed.

Mentorship

Many bridging programs gofurther and have developed

alumni associations, internationalstudent associations and othernetworking organizations thatgive internationally educatedindividuals an opportunity tomeet, share and interact with oneanother in a peer-to-peer manner.Such networks are consistentlyidentified by participants as a highpointoftheirbridgingeducation

experience and should be designedinto most bridging programs.

The value of mentorship as part of the design of bridging programs is now almost universallyaccepted. For a full discussion on mentorship, please refer to section 5 ofBridging for Success:A Learning Day about Bridging Programs in Regulated Professions.


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Employment linkages

While bridging programs may focus on the communicative and technical aspects of practice,it is equally important to ensure that internationally educated individuals are able to integrateeffectively into the workplace. Settlement agencies, community support agencies and profes-sional associations may be particularly helpful in providing staff, resources or materials to assistwith job searching skills, resume preparation, interview skills, introduction to the Canadianworkplace, computer literacy and settlement issues (such as housing, education, transport-ation, setting up bank accounts and so on).

Such everyday topics may not necessarily be part of a formal bridging curriculum but should

bemadeavailabletoallbridgingstudents;theselife-skillsareofcriticalimportanceinsuccess-ful transition to the workforce.

Employer engagement

Bridging programs must ensure that they have well-developed and nurtured links to employersin the field. Not only do these employers potentially provide mentors, preceptors andinstructors for the bridging program, they may also assist in recruitment of internationallyeducated individuals and provide training sites, provide support across the field for the bridgingprogram and, importantly, hire graduates from the program.

In some fields, employers will actually pay for internationally educated individuals to completea program, with the understanding that the individual will then work for the employer fora period of time. Such arrangements can be very advantageous for both parties: There issome guarantee of a position for an internationally educated individual upon completion ofrequirements, and an employer will have the services of a well-trained employee. Care, of

course, must be taken to ensure that the rights of both internationally educated individuals andemployers are clear and respected in all cases.


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Canadian Association of Prior Learning Assessment (non-profit organization promotingrecognition and credentialing of prior learning)Website: www.capla.ca

Career Bridge (provides internship opportunities to internationally eductaed individuals toaddress the issue of gaining Canadian work experience)Website:http://www.careerbridge.ca/

Duncan, D., and Y. Poisson. Improving Bridging Programs: Compiling Best Practices from asurveyofCanadianBridgingPrograms. Public Policy Forum, January 2008.Available at: www.ppforum.ca.

Ontario Public Service (OPS) Internship Program (provides internationally trainedprofessionals with internship opportunities in the OPS)Website:http://www.citizenship.gov.on.ca/english/working/internship/

Society for Teaching and Learning in Higher EducationWebsite:http://www.mcmaster.ca/stlhe/index.html

Starting and Maintaining Mentoring: A peer resource.Website:www.mentors.ca/mentor.html


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5Mentorship

The learning day participants agreed that mentorship programs are integral to the success ofbridging education. A variety of different models and methods of mentorship were presented.Algonquin College presented its experience with an on-line training course for mentorsthat connects with the general content of the bridging program so that mentors can provideinsight and assist with the program itself. CARE for Nurses offers an on-line support systemthat helps to match internationally educated nurses with mentors. Several groups indicatedthat recruitment of mentors was facilitated by the inclusion of mentoring as an accepted partof their professional associations or regulatory bodys professional development plan. TheProfessional Access and Integration to Employment Program for environmental professionalsincorporates diversity training for its mentors, employers and participants. The learning dayparticipants noted the variety of different strategies that have been used to enable mentorshipand that, while each profession and trade must identify its priorities and needs, understandingthe incentives that motivate mentors and mentees to engage with one another is crucial.Developing mentoring programs that meet the needs of both mentors and mentees isimportant for sustainability and success.

The process of professional enculturation and socialization is critical to success in many fields.Individuals must learn the technical competencies of their profession or trade but must also

learntobecomeapractitioner.Socializationintoanyfieldiscomplexandreliesheavilyuponexposure to practitioners and practice settings.

For internationally educated individuals, the process of enculturation can be somewhat morecomplexbecause,insomesituations,learningaboutpracticeinCanadamayrequireunlearning

customs and traditions from their countries of origin. In the profession of nursing, for example,Canadian nurses are expected to apply their own professional judgment and expertise ininterpreting physicians orders: In other countries, however, nurses may be trained not toquestion a physicians authority and may face punishment if they do.

Learning the cultural conventions of professional practice is usually more complex than learningthe technical skills of a field. Cultural conventions of practice do not necessarily lend themselvestodescriptionintextbooksormanuals;instead,individuals learntheseconventionsthrough

observation, reflection and discussion.


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Bridging to Success 5: Mentorship2

Mentorship is increasingly seen as a crucial tool for assisting internationally educated individualsin learning the cultural conventions of professional practice for facilitating professional social-ization and for connecting with their peers in the field. Within bridging programs, mentorshipsystems have been gaining prominence as an integral part of educating internationally educatedindividuals;itisonparwithacademiccourseworkandin-servicetraininginassistingindividuals

to meet Canadian expectations for practice.

What is mentorship?

Mentorship is well-established within the education and socialization processes of mostprofessionsandtrades.Traditionallyseenasinformalteaching,theimportanceofmentorship

in assisting professionals to develop within their fieldand as individualsis growing. Withinmany fields, mentorship is becoming a more formal part of curriculum and training, andstudents are encouraged to engage with mentors as a complement to traditional education.Mentorship of internationally educated individuals has grown out of this context, with therecognition that the mentor-mentee relationship can provide significant benefits throughout anindividuals career. Whether formal or informal, structured or unstructured, mentorship canprovide a flexible opportunity for the development of professional networks, cultural learning

and workplace skills.


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Bridging to Success 5: Mentorship 3

Many models of mentorship have been proposed. In the context of bridging education, mostmentorship programs can be defined as a purposeful matching of an experienced practitionerwith an understanding of the Canadian context of practice with internationally educatedindividuals who are developing their skills.

Key attributes of mentors include the following: Aninterestandwillingnesstosharetheirpracticeandexperience;

Anabilitytocommunicateeffectively,usingavarietyofteachingstylesand

approachesbasedonthementeesneeds;

Anengagementinthelifeandactivitiesoftheprofessionbeyond

day-to-daywork;

Anabilitytocommitaminimumamountoftimetothementee(usually

4-6hours/monthovera4-6monthperiod,butthisvaries);

Anindividualwithnocurrentconstraintsontheirpracticeimposed

byaregulatorybody;and

Adesiretoassistaninternationallyeducatedindividualintheir

professional development.

Mentoring relationships have been identified by many individuals as pivotal in professionadevelopment. Each mentor-mentee pair will have different objectives and goals for therelationship, based on an individuals specific circumstances. Examples of such objectives andgoals may include a mentor who: Providesafriendlyearforguidanceandsupportduringthebridgingprogram;

Introducesthementeetotheday-to-dayworkingoftheprofession;

Facilitatesintroductionstopotentialemployersandthe

professionalcommunity;

Introducesthementeetoculturalconventionswithinthefield;

Providesfeedbackontheappropriatenessofprofessionalbehaviour;

Givesguidanceonresumepreparation,interviewingskills

andjob-searchtechniques;and

Introducesthementeetothecommunitybeyondtheprofessionortrade.

What does mentorship accomplish?


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For most individuals (internationally educated or not), supportive mentors have played acrucial role in professional development. Mentors may play a variety of different roles, basedon the needs of the mentee, the preferences of the mentor and the requirements of a specificcircumstance. In general mentors can be seen as:

Colleagues/Associates: Mentors who define themselves in this role usually display a somewhatprofessional detachment from their mentee. Rather than immerse themselves in the day-to-day personal struggles of the mentee, they focus on the professional development andprofession-specific learning needs of the individual. Mentors in this capacity will frequentlymeet mentees in the workplace or at professional events and will steer the relationship

towardsspecific,technicalorproceduralratherthanpersonallearninggoals;

Teachers: Mentors who define themselves in this way usually demonstrate a more activeinvolvement/engagementwiththeoverallpersonalandprofessionaldevelopmentofthe

individual and tend to use more traditional didactic means of accomplishing their objectives.In this capacity, mentors will frequently provide readings to mentees, invite them to lecturesor other formal learning events, then use these as opportunities to explore and discussprofession-specificissueswithinthecontextofpersonaldevelopment;

Coaches: Mentors who self-identify as coaches frequently see themselves as someone whoneeds to motivate and inspire mentees to achieve their full potential. Coaches may rely ona variety of different tactics but frequently utilize their emotional and personal attachmentto the individual as an important vehicle for encouraging positive behavioural changes.Coaches usually believe there are right and wrong ways of approaching a situation and willworkwiththementeetohelpthemdiscoverthisforthemselves;and

Friends: Mentors who see themselves as friends tend to be less concerned with professionaldevelopment and more interested in the day-to-day personal struggles of the mentees. Such

mentors will likely meet with their mentees in coffee shops and restaurants rather than inan office or professional setting, and they will focus on allowing the mentees to tell theirown story and answer their own questions rather than provide facile solutions. Friendstend to be relatively less judgement-oriented, focusing instead on providing relativelyunconditional support.

What roles do mentors play?


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Clearly, a mentoring relationship is complex, and few mentors fully identify with only one ofthese roles. In most cases, mentors assume each of these roles at different times and in differentways, depending on the context and the need of the mentee.

What are the models of mentorship?

Withinbridgingprograms,avarietyofdifferentmentoringmodelshavebeenutilized;while

there is no one-size-fits-all model that is applicable within a specific field, or across professions,

several key elements have emerged that must be considered when designing a mentorshipprogram.

1:1 vs. 1:many mentorship models

Mentoring programs require a significant commitment of time on the part of both mentorsand mentees. In the vast majority of cases, mentors are volunteers who generously give of theirown time to contribute back to their field. Consequently, recruitment of mentors may notkeep pace with demand from mentees.

The literature on mentorship is unclear as to whether the best learning environment occurswhen there is a 1:1 relationship between mentors and mentees or whether matching one mentorwith multiple mentees affects outcomes. In large part, this may be a function of the number ofmentors available, the needs of mentees and whether mentors and mentees feel comfortablewithin a group mentoring framework. Experience within most bridging programs suggeststhat, for new mentors, a 1:1 relationship may be preferred but for experienced mentors it maybe possible to utilize a 1:many model.


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Structured vs. unstructured mentorship models

Many new (and some experienced) mentors may express concern about what their role is andwhat specific activities they are required to undertake with mentees. Structured mentorshipsprovide mentor-mentee pairs with a series of pre-defined activities, usually beginning withgeneral ice-breaking (getting to know you) activities, thenmoving to profession-specific

technical/proceduralactivities(suchasjobshadowingorattendanceatacontinuingeducation

event), and eventually moving towards more ambiguous events (such as ethical decision makingusing case studies). Particularly for inexperienced mentors, structured mentorships mayprovide a much-needed support system to assist them in their role. More experienced mentors,however, may find that an unstructured approach provides greater flexibility in identifyingand addressing mentee-specific needs. Many bridging programs provide a hybrid modelstructured activities for those mentor-mentee pairs who would like to use them without anyrequirement that they be used by those preferring unstructured mentoring models.

Face-to-face vs. distance mentorship models

Within most bridging programs, there is recognition of the value of introducing internationallyeducated individuals to the world of professional practice beyond large urban centres. For thoseoutside big cities, human-resource needs may be even greater: Encouraging internationallyeducated individuals to move to these areas is a priority. Distance mentoring programs provideanopportunitytousetelephone,Skype/video-conferencingorothermechanismstoconnect

mentor-mentee pairs in ways that are different than traditional face-to-face mentoring.

The success of distance mentoring has been mixed, but important lessons have been learnedwithin the context of bridging education. First, where distance mentoring has been successful,it is built upon a foundation of initial face-to-face contact and interaction. It is essential thatmentors and mentees have some opportunity to initially bond with one another in person,before relying upon distance technologies. Secondly, distance mentoring may benefit morefrom a structured rather than unstructured approach: This provides a context for activities

and contact that seems to be more important than in face-to-face relationships where meetingcasually for a coffee may be all that is required. Third, distance mentoring may benefit from a1:many model: Mentees are geographically co-located and can connect with one another. Inmost cases, distance mentoring appears most suitable for experienced mentors who are abletodevelopaninitialbond/connectionwithmenteesandwhoarecomfortablewithandableto

access telecommunication tools such as Skype, video-conferencing and e-mail.


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Matched vs. unmatched relationshipsIn many fields, the drive towards specialization has raised questions as to whether mentorsand mentees should be matched to one another based on specific professional, demographicor personal characteristics. Experience in most bridging programs suggests there is onlylimited value in doing this. Most internationally educated individuals are attempting to learnthecontextandcultureofgeneralistpracticeinCanada;consequently,thereislittleneedfor

mentorship based on professional characteristics. Secondly, it is important for internationaleducated individuals to be comfortable with the diverse nature of the Canadian workforce andpopulation;therefore,thereislittlevalueinmentorshipbasedondemographiccharacteristics.

Thirdly, mentorship works best when individuals are able to explore a variety of differentideasandpossibilities;mentorshipbasedonpersonalcharacteristicsmayresultin toomuch

homogeneity which may frustrate this goal.


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How can mentors be recruited and trained?

The success of mentorship is a function of the commitment and engagement of mentors. Mostbridging programs have developed formal mentor training programs to provide mentors withthe confidence and skills necessary to fulfill their mandate. While such training programs mayincludeprofession/trade-specifictopics,generic contentrelated toteachingandlearningis

usually more important to mentors. Examples of topics discussed in mentor training programsinclude the following:

Understanding cultural differences: A session on the concept of culture, including an explorationof Canadian culture, values, norms and customs is usually an important part of mentortraining. Such a session can explore concepts of culture at the individual, group and societal

levels, discuss issues related to language and culture and how to help internationally educatedindividuals understand andnavigateCanadian culturalnorms; forexample, the role of

womeninsocietyandtheideaofclient-centerednessandautonomousdecisionmaking;

Teaching using learning styles theory: Recognizing that mentees are a heterogeneous group, andthat different teaching and learning styles may result in different outcomes for individuals,providing a session for mentors to discuss how inter-individual learning-style differences canaffect mentorship is essential. Such a session usually begins with mentors self-identifyingtheir own biases and preconceptions related to teaching, mentorship, learning style and

moves to a discussion of how to adapt ones own teaching style to meet the needs of dif-ferentkindsofmentees;

Evaluating, giving feedback and teaching self-assessment skills: Most practitioners have little or noformal training in these areas, yet they are integral to success in any mentoring or teachingrelationship. A session on these topics can provide a very useful series of tools to promoteeffectivementoring;and

Analyzing,managingandresolvingconict: Providing mentors with the skills and confidence

necessary to address disagreements and the training on how to model, mentor or teachthese skills to mentees has been identified by many mentors as a key learning need.


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In order to ensure that (where applicable) mentors receive professional credit for the timeand commitment they are demonstrating in attending these sessions, the format of mentortraining models varies considerably, but it most frequently functions as part of a continuingeducation program within a profession or trade. In some cases, certificates or other documentsare provided to allow mentors to include participation in such events within a profession-specific learning portfolio.

It is important to understand and respond to the incentives that motivate mentors to vol-unteer in this role, beyond their altruism. The Toronto Region Immigrant Employment

Council (TRIEC) mentoring partnership has identified several critical factors that motivatementors to participate, including the development of cross-cultural competencies, leadershipdevelopment and the opportunity to deepen their understanding of the issues faced by newlyarrived internationally educated individuals. Recognizing what motivates mentors to freelygive of their time and expertise is important for their recruitment and retention and for thesuccess of mentorship programs.

Mentorship is increasingly seen as an invaluable component of professional socialization and animportant part of a bridging program. Developing a pool of trained, committed mentorsandproviding them with the resources and support necessary to allow them to effectively interactwiththeirmenteescanbeachallengingprocess;thebenefits,however,aresignificant.

Mentorship, whether formal or informal, should be part of most bridging programs. A men-toringprogrammaytakeyearstodevelopandputintooperation;inmostcases,suchprograms

grow and evolve over time. Incorporating mentorship into a bridging program, rather thangrafting it on as an after-thought, ensures that it will be recognized and regarded as an essential

component of the program, one that will assist in professional socialization and enculturation.


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Ensher, E., and S. Murphy. Power Mentoring: How successful mentors and protges get the most out oftheir relationship. San Francisco: Jossey-Bass, 2005.

Johnson, W. B., and C. R. Ridley. The Elements of Mentoring. New York: Palgrave Macmillan2004.

Law Society of Upper Canada Mentorship InitiativesWebsite:http://rc.lsuc.on.ca/jsp/mentorship/index.jsp

Lombardi, M. Induction and Mentoring: A lifeline for the next generation of teachers.Website:http://slc.educ.ubc.ca/Downloads/JoiningHands/InductionandMentoring_

MikeLombardi.pdf

Mentoring CanadaWebsite:http://www.mentoringcanada.ca

The Mentoring Partnership: A mentoring program offered by TRIECWebsite:http://www.thementoringpartnership.com/

Preceptorship and Mentorship in NursingWebsite:http://rc.lsuc.on.ca/jsp/mentorship/index.jsp

St. Michaels Hospital Mentorship Program (Best Employers for New Canadians)Website:http://www.canadastop100.com/immigrants/chapters/StMichaels.pdf

For more information


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6Language Issues

At the learning day, participants noted the central role that language skills play in most

workplaces. Mindful of this, participants also illustrated the ways in which bridging programscan assist internationally educated individuals in acquiring both communicative competencyand technical/procedural skills. There was discussion around the appropriate role of

standardized language testing as well as the value of enforcing strict admission criteria forlanguage proficiency, since many students language proficiency improved during the bridgingprogram itself. There was agreement that regulators, educators, employers and professionalassociations need to have a clearer understanding of the communicative competencyrequirements in the workforce and that the process of identifying these requirements mustbe fair, transparent and objective. The learning day participants strongly endorsed the value

of sharing materials related to communicative competency with one another. For example,the College of Physicians and Surgeons of Ontario has developed a Communications andCultural Competence program that may serve as a template for other health-related fields.

In most professions and trades, communicative competency is integral to workplace success.Being able to appropriately use and interpret verbal and non-verbal cues, effectively uselanguage to communicate and demonstrate culturally appropriate interpersonal skills is not onlyimportant in gaining meaningful employment but in keeping it and in thriving professionally.ThetermcommunicativecompetencewasoriginallyintroducedbyD.H.Hymesinthe1970s

and incorporated many concepts, including linguistic aspects such as grammar, vocabulary,pronunciation and pragmatic aspects such as culturally-appropriate social interactions, non-verbal communication skills and empathic responses.

Within many fields, employers, educators and regulators have noted that internationallyeducated individuals may have greater difficulty in demonstrating communicative competencythan their North-American educated peers. It is important to note that even internationallyeducated individuals whose first language is English, or who have had their professional trainingin English, the conventions of Canadian culture, society and language may be quite differentthan in their country of origin. Indeed, many linguists now refer to the notion of multipleEnglishesthe idea that the English used in the Caribbean, the Indian subcontinent or in


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Bridging to Success 6: Language Issues2

Eastern Asia may be qualitatively different than what some Canadian patients, customers orclients expect. It is also important to note that the increasing diversity within Canadian societymeans that provision of services in a culturally and linguistically relevant and sensitive way alsorequires flexibility on the part of practitioners.

Across all bridging programs in Ontario, there is recognition that communicative competency(generally in English, but also in French) is important. While a baseline level of English or Frenchlanguage proficiency is required prior to entry into a bridging programin order to allowindividuals to access and learn the content and curriculum of the programsuch programscan also assist internationally educated individuals to learn the language of professional practice

in Canada. It also allows them to apply a variety of Englishesor Frenchesto the Canadianworkplace context. For the purposes of this discussion, the focus will be on English-languagefluency.

Assessing commu

Bridging Success

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