What Makes a Good Candidate Handbook?

What Makes a Good Candidate Handbook?

We reviewed the Web sites of several NCCA accredited certification programs to see what common elements can be found in a quality Candidate Handbook. The following is a sample table of contents that includes the most commonly found elements.

Take a few minutes to see how your program compares. Is there information that you should add to your materials to better inform your candidates?

Program Overview (mission, purpose, nondiscrimination and confidentiality policies)

Eligibility Requirements

Fees

Application Process (overview, exam dates and locations, cancellations, refunds)

Examination (overview, description, preparation, site procedures and security, accommodations and special requests, scoring and result reporting, re-tests)

Content Outline

Certification Status (directory, verification, use of credential)

Recertification (requirements, verification, lapsed certifications)

Code of Ethics

Disciplinary Policy

Appeals

Address Changes

Application Forms

Contact Information

In addition the general outline above, here are some other common elements of quality candidate materials:

Updated frequently

Available online and in print

Well organized

Include flow charts or other representations of complex processes

Include organization’s contact information for additional questions

Tips for Teaching Adults

We are convinced that being a teacher, for any age, is a skill not everyone possesses. When you are teaching adults, as many professional associations and certification organizations do through a wide range of educational opportunities, the job takes on a whole new meaning.

Most school teachers are trained. Think about the presenters you had at your last conference or seminar. Did they have any training beyond just being an expert on the topic at hand? Keynote presenters and speakers are often professional speakers that have public speaking skills and are being paid for them (sometimes handsomely). Associations seek out volunteers to fill the remaining session spots who are less likely have had training in speaking and, more importantly, teaching an adult audience.

Here is a collection of tips that can help make any presentation more effective. Consider including a sheet of these and other guidelines in your next speaker packet.

We found a few good tips from these resources through a simple Google search.

How to Motivate Adult Learners, Kimeiko Hotta Dover (About.com)

Refer to learners by name.

Acknowledge the limitations of your own knowledge, skills and experience and draw upon the expertise of individuals in the class whenever possible.

Provide opportunities for participants to exchange ideas and learn from each other in pair and group work.

Understand that adult learners juggle multiple responsibilities, and excuse reasonable lateness and absences.


Principles of Adult Learning, Stephen Lieb (Arizona Dept. of Health Services)

Adults are goal-oriented. Upon enrolling in a course, they usually know what goal they want to attain. They, therefore, appreciate an educational program that is organized and has clearly defined elements. Instructors must show participants how this class will help them attain their goals. This classification of goals and course objectives must be done early in the course.

Adults are relevancy-oriented. They must see a reason for learning something.

Learning has to be applicable to their work or other responsibilities to be of value to them.

You might also want to review these articles:

Teaching Tips/Learner Strategies, Central Illinois Adult Education Service Center
Tips for Teaching Adult Learners Online, Rosemary F. Wolfe, Ph.D. (About.com)

The bottom line is that working adults seeking professional education have different needs that associations need to consider as they select speakers and prepare and educational program.

Dealing with Difficult Members

At least one thing that every association has in common is the need to communicate with members or certificants in a polite and professional way. We have all had to deal with contact from difficult constituents that test our patience. The ability to handle these calls and/or emails in the most positive way possible is important not only to maintain good member relations, but also to maintain staff morale.

Learning how to effectively diffuse an angry member or deal with a bullying or condescending person can reduce workplace stress significantly. To help, we’ve put together the following list of online resources for dealing with difficult people.

They all seem to point to one thing—it’s pointless to try to change them. Instead, we should focus on controlling our own reaction to their bad behavior. This is turn can influence the person’s response to us.

Dealing with Difficult People, Paddy Kutz, Executive Director, Mental Health Association of Licking County

Dealing with Difficult People, Association Management

How to Deal With Difficult People Part 2 - The Bully, Dr. Tony Fiore, EzineArticles

Focusing on the “Problem” Person, We Have Always Done It That Way blog

Don’t Be Afraid of Conflict, We Have Always Done It That Way blog