LBS Practitioner Training

Professional development support for Literacy and Basic Skills educators in Ontario

LBS Manager Guide to Hiring and LBS Performance Reviews

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Introduction:

Managers of school board LBS programs are committed to serving the needs of their clients in the best ways possible. Their commitment is demonstrated in their efforts to provide learners with the best possible instruction and training. It begins with the interview and hiring process; it continues with the selection of effective initial and ongoing professional development training for practitioners and finally includes both informal and formal ways to evaluate program delivery. Some Managers have recently asked for information to help formulate a strategy for practitioner staff hiring, PD training and performance review.  A strong correlation of tools and approaches for hiring, for training and for performance review can be very beneficial in the pursuit of quality service delivery. This document illustrates that kind of correlation and provides the following:

  • an approach and tool for interviewing and hiring staff
  • a strategy for selecting initial and ongoing training
  • examples of approaches and methods for evaluating the effectiveness of program delivery and for conducting performance reviews.

This resource began with an invitation for LBS managers to share materials they find to be helpful in selecting the best candidates for hiring and for conducting performance reviews with staff. Not everyone was at liberty to share this information; however, the submissions we received were very helpful, and they revealed the wide variety of approaches and techniques that programs use.

The LBS Managers’ Resource Guide to Staff Hiring and Performance Review - 2012 is a synthesis, then, of promising practices currently followed in school board LBS programs, and it forms a body of knowledge with respect to criteria, approaches and tools for conducting interviews for hiring and for performance reviews. This material is intended to stimulate thinking and to serve as a reference for LBS Managers who are reviewing their agency’s tools and practices in the light of OALCF implementation.

NOTE: We do recognize and acknowledge that, in the school board sector, many LBS programs are required to follow policies and practices that have been established by their individual boards. In those cases, managers will naturally just pick and choose any information they can use.

A number of factors, both external and internal, contribute to the variety of approaches currently in use.

External factors:

  • program setting, i.e., on its own or operating in partnership with another institution or agency
  • location in relation to other continuing education programs
  • a unionized or non-unionized setting
  • geographic location, rural or urban

Internal factors:

  • internal politics; designation of authority
  • opportunity for input in developing policies and procedures
  • measure of autonomy under the broader board umbrella
  • standard operations as determined by the board
  • the manager’s contribution and/or role in final decisions
  • a manager’s own knowledge and experience re: hiring and performance evaluation

While some LBS agencies are bound by policies and practices set by the board, this is not the case for every program. With that in mind, this resource may be useful for the following purposes:

  • to support managers who are on their own and are responsible for interviewing and hiring practitioners
  • to raise awareness in the broader literacy community of school board challenges and opportunities
  • to serve as a reference if and when school board managers have opportunity for input in designing policies and procedures for staff hiring and performance review within their boards
  • to serve as a reference for managers who are responsible for annual performance review of staff
  • to serve as a reference when managers are planning professional development training

With the introduction of the Ontario Adult Literacy Curriculum Framework, (OALCF) the LBS program has undergone some significant changes that affect what we do and, therefore, how we evaluate service delivery and the day-to-day work of practitioners. While certain skills are always going to be important, in true OALCF fashion, a practitioner’s success is now viewed from the perspective of ability to successfully perform the various and particular tasks of the job. This re-situation (and expansion) of skills within the broader context of tasks brings the expectations of performance for the LBS practitioner into alignment with the task-based nature of the OALCF.

Downloads:

LBS Practitioner Core Requirements List 2012

The Revised LBS Managers' Guide to Staff Hiring and Performance Review (complete document)

Revised LBS Managers' Guide to Staff Hiring

Revised LBS Managers' Guide to Performance Review


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