24.1 – Contribute to the Development of Public Policy

Purpose & Context

Career Development Professionals (CDPs) participate in the development of public policies to guide decisions and achieve better outcomes for their clients. Policy development is an iterative process that involves collaboration with stakeholders and influencers.CDPs have a unique position in the community, working with and for multiple stakeholders. CDPs are aware of the impact of changing economic, social, and political factors on access to employment, education and social services. Matters such as poverty and unemployment, community capacity building, changing work patterns, increased scrutiny on measuring impacts of programs used, and much more are all informed by public policy and programs that CDPs may be able to influence.

Effective Performance

Competent career development professionals must be able to:

P1. Identify subject or problem to be addressed
P2. Conduct situational assessment, for example:
- Conduct literature review:
  - Produce summary of previous research on topic
  - Identify how policy decisions have resolved similar issues
- Gather data on public opinion, e.g. survey, petition
- Gather information on different viewpoints from interest groups, e.g. hold public consultation
- Identify factors contributing to the issue, e.g. political, economic, sociocultural
- Analyze existing policy, regulation, or legislation, where applicable
- Determine possible social and economic costs of current situation
- Determine possible social and economic outcomes of addressing situation
  - Identify influencers, e.g. potential allies and opponents of the policy effort
P3. Summarize policy issue, for example:
- State problem
- Describe current situation
- Summarize considerations
- Describe options
- Make recommendations
- Generate policy solutions, e.g. laws and ordinances, regulatory policies, executive order, business
  policies, organizational rules and bylaws
- Provide comparative information, best practices
P4. Draft policy, considering:
- Background statement, e.g. historical context, context, research outcomes
- Policy Title
- Operation of policy, e.g. planning, management and operational activities
- Statement of intent and scope
- Policy objectives
- Procedures on how to carry out the intent of the policy
- Plan for maintenance and periodic review of policy
- Related policies, procedures, documents
P5. Seek input on draft policy:
- Consult stakeholders
- Get opinion from subject matter experts, where needed
P6. Assess readiness for policy development, for example:
- Determine level of awareness
- Review factors that impact policy, where relevant, e.g. regulations, fiscal measures, systemic issues
- Identify constraints and barriers to implementation and mitigation strategies
P7. Revise policy based on consultation and collaboration
P8. Schedule periodic review of policy

Knowledge & Understanding

Competent career development professionals must know and understand:

K1. Current policy debates on the issues to be addressed

Contextual Variables

Competent career development professionals must be able to perform this competency in the following range of contexts:

CDPs may contribute to the development of a range of types and forms of policies, including broad policies formulating government-wide direction, specific policy to address a sector or an issue, or operational policies to guide decisions on programs or project selection.

Glossary & Key References

Terms

Industry-specific terms contained in the standard defined here, where applicable.

None

Information Sources and Resources for Consideration

Cohen, D. et al. United Nations Children’s Fund (UNICEF)Advocacy Toolkit: a guide to influencing decisions that improve children’s lives. First edition. New York, 2010

Context Rating Scales

Criticality

Q: What is the consequence of a professional being unable to perform this skill according to the standard?

Minimal risk: SOMEWHAT CRITICAL

Frequency

Q: How frequent and under what conditions is this skill performed?

Circumstantially, e.g. per project, when a specific event arises

Level of Difficulty

Q: Under routine circumstances, how would you rate the level of difficulty in performing this skill?

Very hard or challenging

Time Required to Gain Proficiency

Q: What is the average length of time or number of repeated events that are minimally necessary for an individual to become proficient in performing the skill to the standard?

A career development professional must have participated in a supporting role in the development process of at least two public policies.

Autonomy

Practitioners typically perform this competency without supervision, and alone.

Automation

It is unlikely that this competency will automate.

Requisite Work Aids, Tools, Equipment or Materials

None