Program Development

Work-based Certification for Production Workers              

TheCanadian Labour Congress and Canadian Manufacturer’s and Exporters are Interviewing workers for their portfolioscollaborating on a certification program for managers, supervisors, lead hands, and production workers in the manufacturing sector. Regional Coordinators work with unions and companies to document evidence of the knowledge and experience that have been gained through shop-floor learning. The evidence (workplace documents, testimonials, interviews, photos, training certificates) is assembled in portfolios that reflect nationally-developed standards, and assessed by trained assessors who have themselves created portfolios.

  • Margerit Roger: Manitoba Coordinator and Production Worker Mentor
  • Outcome: Certified workers, workbook development, policy documents, training manuals and training delivery


TTJ and their training participants

TTJ and their training participants

Tourism Training Materials for Manitoba’s North

A tourism specialist was developing a training program for northern community-based entrepreneurs, and wanted a literacy/EAL perspective for the training guide and delivery. The draft guide was collaboratively edited for plain language and cultural sensitivity, and then feedback was provided for training delivery in Rankin Inlet.


Joint Program Development 

A new program was needed to create pathways between two post-secondary institutions, University of Winnipeg and Manitoba Institute of Trades and Technology. After initial research into programs conducive to collaboration at both institutions, two faculties – one from each institution – were identified as “bridging” partners. Teaching staff from the two faculties were brought together for a two-day strategic planning session to brainstorm innovative new programming ideas, and to analyze and map out program content to see where natural bridging may occur. Working groups were formed to dovetail admissions requirements and processes, to manage financial aspects of the project, to ensure consistent communication internal and external to the institutions, and to market the new program. At the end, a project report was generated to summarize research findings, provide a curriculum overview, and make implementation recommendations.

  • Margerit Roger: Project management, research, group formation and facilitation, program design, administrative systems recommendations, reporting and documentation
  • Timeframe: one year of part-time development
  • Sample resources: project lead, four committees with monthly meetings, behind-the-scenes IT and admin support, executive support
  • Outcome: an innovative, new program was launched in 2013
  • Broader impacts: both organizations had new products to market to new audiences, new lines of communication were opened between similar departments, new cross-institutional working teams were established

Strategic planning in China December 2014


Online Program Development

University of Winnipeg wished to move its nationally-certified EAL instructor training online. The project was to design an engaging, interactive four-course training program that would allow participants to become TESL certified EAL instructors. Research was conducted into international teacher training programs, key themes were extracted, and a curriculum framework was developed. Once the framework was approved, ten online modules were written for each of the four courses, complete with learner guides, instructional content, online videos and audio, readings, and assessment activities. The first pilot began in 2010.

In 2011, University of Winnipeg decided to add a second-level program to train English for Specific Purposes instructors. Four new courses were researched, written and moved online.

  • Margerit Roger: Project management, program design, curriculum design and development, online instructor
  • Timeframe: two years of half-time development, writing, and reviewing
  • Sample resources: Program planner/curriculum developer, teaching resources, access to IT personnel
  • Outcome: successful teacher training program with on-going registration starting 2011
  • Broader impacts: significant expansion of face-to-face and online course offerings, ability to move into international markets, opportunities are created for further expansion into specialized teacher training


Collaborative Curriculum Development

Opaskweyak Cree Nation was working with the Apprenticeship Branch and University College of the North to design and implement trades-related preparatory Essential Skills training for aspiring carpenters. Over the course of several meetings, the carpentry instructor, math instructor and literacy instructor collaboratively analyzed their respective curricula and identified opportunities for weaving together learning from each of the three areas, as well as integrating Aboriginal teachings. An integrated curriculum was developed to teach literacy and numeracy alongside introductory carpentry skills, and was used to guide one year of preparatory training for trades programming.

  • Margerit Roger: Project lead representing Apprenticeship Branch, strategic planning, curriculum guide, stakeholder communications, group facilitation, community development and communication
  • Timeframe: intermittent curriculum development and planning meetings over the course of a year
  • Sample resources: project lead, OCN educational authorities, UCN representatives, instructors, curriculum planner, Aboriginal elders
  • Outcome: an innovative preparatory program was launched in 2004 to prepare aspiring Aboriginal carpenters for technical training
  • Broader impacts: expertise is developed by OCN Training staff to lead future projects, new working relationships are created through collaborative program development approaches, instructors gain experience in teaching with interdisciplinary teams

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