OVERVIEW & ORIENTATION WORKSHOP FOR...

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THE STIC PROGRAM Sector-specific orientation, Terminology training, Information and Counselling FACILITATOR’S GUIDE TO THE OVERVIEW & ORIENTATION WORKSHOP FOR ACCOUNTANTS

Transcript of OVERVIEW & ORIENTATION WORKSHOP FOR...

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THE STIC PROGRAM Sector-specific orientation, Terminology training, Information and Counselling

FACILITATOR’S GUIDE TO THE

OVERVIEW & ORIENTATION WORKSHOP FOR ACCOUNTANTS

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STIC: Overview & Orientation to the Accounting Sector 1

TABLE OF CONTENTS

FACILITATOR’S INTRODUCTION...................................................................... 2

PARTICIPANT PROFILE.............................................................................................................2 METHODOLOGY ........................................................................................................................2 STRUCTURE...............................................................................................................................3 PREPARATION ...........................................................................................................................3 BUILDING YOUR RESOURCE PACKAGES..............................................................................4 GUEST SPEAKERS....................................................................................................................7

INTRODUCTION.................................................................................................. 8 INTRODUCTION INTERVIEWS..................................................................................................8 EXPLANATION -- WORKSHOP PURPOSE & OVERVIEW.....................................................10 HOW MUCH DO YOU KNOW? (QUIZ).....................................................................................13

SECTION ONE: THE LABOUR MARKET......................................................... 16 GENERAL OVERVIEW .............................................................................................................16 ACCOUNTING IN CANADA......................................................................................................21 RESEARCH SKILLS..................................................................................................................27 SKILLS IN DEMAND .................................................................................................................28 “EMPLOYABILITY SKILLS”.......................................................................................................29

THE LEGISLATIVE FRAMEWORK................................................................... 33

SECTION THREE: ............................................................................................. 41 INTRODUCTION .......................................................................................................................42 TERMINOLOGY ........................................................................................................................43 SELF-ASSESSMENT................................................................................................................46 PROFESSIONAL REGISTRATION:..........................................................................................47

THE WORKPLACE............................................................................................ 49 HIRING PROCEDURES AND WORKPLACE EXPECTATIONS..............................................50 TECHNOLOGY..........................................................................................................................51 SELF-EMPLOYMENT ...............................................................................................................52

NETWORKING................................................................................................... 54

RELATED OCCUPATIONS ............................................................................... 56

WRAP-UP .......................................................................................................... 58 WHO DOES WHAT? .................................................................................................................58 GOAL SETTING & EVALUATION.............................................................................................60

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STIC: Overview & Orientation to the Accounting Sector 2

FACILITATOR’S INTRODUCTION PARTICIPANT PROFILE This Overview and Orientation Workshop has been designed specifically for immigrants with international training, qualifications and experience in Professional accounting. Additional information is provided on the occupations of. If you intend to accept members of other occupations into the workshop, be aware that you may have to conduct further research and adapt the curriculum to meet your needs. Participants will benefit most from this program if they also meet one or more of the following criteria:

newcomers to Canada or have lived in Canada for some time, but have not been able to gain

access to employment in their field or lack awareness of the systems, supports, and resources available, or are seeking entry into their field.

METHODOLOGY This workshop has been developed so that it is:

interactive accommodates the different learning styles demonstrates principles of adult education methodology.

Strategies used in the workshop include short lectures, individual activities, pair work and group activities. Sources of information for the content of this curriculum include:

The Department of Human Resources and Skills Development (formerly Human Resources Development Canada (Job Futures)

Ontario Government (Ontario Futures) Industry Canada Where the Jobs Are, by Colin Campbell The STEPS to Employment Program, Citizenship and Immigration

Canada www.stepstoemployment.net Material from the Institute of Chartered Accountants of Ontario, Certified

Management Accountants of Ontario, and the Certified General Accountants Association of Ontario.

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STIC: Overview & Orientation to the Accounting Sector 3

STRUCTURE The Overview and Orientation Workshop is intended to be delivered over 30-35 hours, including time for discussion and breaks. It has been divided into six sections, with an introduction and wrap-up. The sections do not necessarily need to be delivered in the order presented; the activities within each section, however, should be delivered in order. In other words, you may choose to deal with Licensing before the Labour Market, but the activities within the Licensing Section should be delivered in order. It is recommended that facilitators begin each day with an open discussion of the labour market for members of the profession or trade you are working with. You might ask:

Was there anything in the news yesterday or this morning related to your profession/trade?

Was there anything in the business sections of the newspapers about major employers in your field?

Any job ads? Has anyone heard anything about job fairs or conventions coming up related

to the field? Discussion of this nature conveys to participants the importance of staying abreast of the field, of sharing information and of being aware of the trends in the industries that affect their job search. PREPARATION In order to deliver the Overview & Orientation Workshop for Accountants, you need:

The Facilitator’s Guide (this document), including the lecture notes, overheads, handouts and answer keys that are included with this guide

The Participant’s Workbook – which includes all activities. (One for each participant.

Resource Packages (see Building Your Resource Packages, pages 5-7) At least one Guest Speaker (see Guest Speakers, page 8)

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BUILDING YOUR RESOURCE PACKAGES The success of this program relies on relevant, up-to-date Resource Packages for each participant. The following detailed bibliography will help you develop these packages. Each resource package must contain:

Articles and other documents providing labour market information on accounting and related industries and occupations. This will entail visits to a library or employment resource centre as well as Internet access.

Sample job advertisements for different accounting occupations.

A copy of the Public Accounting Act. Order the Public Accounting Act from

Publications Ontario (416) 326-5300 or 1-800-668-9938. You can also obtain it through the Internet at

www.e-laws.gov.on.ca/DBLaws/Statutes/English/90p37_e.htm

Licensing/certification information (requirements and process) from the occupational regulatory bodies.

Articles relating to advances in technology in accounting.

Details on how to gather these materials follow.

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OCCUPATION-SPECIFIC RESOURCE PACKAGES: Suggested Contents 1. Labour Market Information

Future Focus Occupational Trends in the Greater Toronto Area 2001. Published by HRSD.

The Occupational Quarterly – published by HRSD Job Futures Canada http://www.jobfutures.ca/ Ontario Job Futures http://www.ontariojobfutures.net Conference Board of Canada http://www.conferenceboard.ca/ Statistics Canada http://www.statcan.ca/start.html Canada Prospects http://canadaprospects.com/ Labour Market Information http://lmi-imt.hrdc-drhc.gc.ca/ CMA Magazine CA Magazine CGA Magazine Business magazines e.g. Canadian Business, Report on Business.

Job Advertisements

The Globe and Mail Use the Internet to look up major employers such as Price-Waterhouse-

Coopers, Ernst & Young. HRSD job bank www.jobbank.gc.ca/ Public Service Commission of Canada, Jobs open to the public

http://jobs.gc.ca/menu/alljobs_e.htm Canada WorkInfoNet www.workinfonet.com Workopolis www.workopolis.com Monster Board www.monster.ca Yahoo Hot Jobs www.hotjobs.ca Job Bus www.jobbus.com/ All star jobs www.allstarjobs.ca/jobs/ Job Search www.jobsearch.ca/ Employment News www.employmentnews.com/ Canada Job http://www.canadajob.com/ Canadian Employment Search Network www.canjobs.com/ Career Builder www.careerbuilder.com/ CareerMag www.careermag.com/ New Canadian Program www.newcanadians.org/ Net Jobs http://www.netjobs.com/ Career Bookmarks Toronto Public Library

http://careerbookmarks.tpl.toronto.on.ca/

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Directories

Business Directory and Company Profiles http://www.bellzinc.ca/ Canadian Trade Index http://www.ctidirectory.com/ List of Professional Associations http://www.cicic.ca/ Community Information Centre of Toronto http://www.211toronto.ca/ The Blue Book of Canadian Business http://www.cbr.ca/ Canadian Ontario Business Centre www.cbsc.org/ontario Canadian National Business Directory www.canbd.com The Toronto Board of Trade www.bot.com Fraser’s CanadianTrade Directory www.frasers.com Thomas Register www.thomasregister.com Scott’s Directories http://www.scottsinfo.com/

E-Mentoring for foreign trained professionals http://www.canadainfonet.org/about%20us/default.asp?s=1 2. Acts and Regulations

Order the Public Accounting Act from Publications Ontario (416) 326-5300 or 1-800-668-9938. You can also obtain it through the Internet at www.e-laws.gov.on.ca/DBLaws/Statutes/English/90p37_e.htm

3. Licensing/Certification Packages

Request copies of the Occupational Fact Sheet for Internationally trained Accountants from: Institute of Chartered Accountants of Ontario (416) 962-1841 or 1-800-387-0735 / (416) 962-8900 (Fax) http://www.icao.on.ca

Request certification requirements and process from: Certified Management Accountants of Ontario (416) 977-7741 www.CMA-Ontario.org Certified General Accountants Association of Ontario (416) 322-6520 or 1-800-668-1454 / (416) 322-6481 (Fax) http://www.cga-ontario.org

4. Technology - Relevant articles from:

CMA Magazine CA Magazine CGA Magazine Business magazines such as Canadian Business, Report on Business. Job advertisements are also good sources of information about types of

technology used in the profession.

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GUEST SPEAKERS There is an opportunity within the structure of the Workshop to invite guest speakers in to address the class. The topic for the guest speaker is “workplace expectations and hiring procedures”; this may, of course, be tailored to suit the speaker’s expertise. You will have to secure your guest speaker from the local community. Some possible sources are: An Employment Agency If there is an employment agency in your community that regularly serves employers and job searchers in the profession or trade you are working with, ask them to come in to address such topics as:

needs of employers current hiring trends temporary work -- if any resumes - what works, what doesn't.

A Human Resource Professional from a Large Employer The speaker should address:

How are positions advertised? What kind of people are they looking for? What stands out in a resume? What are the working conditions, benefits, etc.?

"A Day in the Life of..." Participants generally enjoy listening to and asking questions of a practicing professional in their field. It is even more beneficial if the guest speaker is internationally trained and can address any challenges they encountered and "secrets" to success. One other option for a guest speaker is to integrate it into a field trip. In particular, staff at Human Resources and Skills Development (HRSD) Employment Resources Centres are often able to give very effective presentations in such topics as research tools, "The World of Work" computer program and tours of the Centre.

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INTRODUCTION INTRODUCTION INTERVIEWS TIME: 30 min. LEARNING OUTCOME: Participants will have practiced presentation skills and have learned the names and backgrounds of others in the workshop. DESCRIPTION:

Introduce yourself to the group.

In making your introduction, try to employ skills of self-marketing by emphasizing your strengths and articulating your goals clearly.

Have participants’ pair up with the person beside them.

Distribute handout #1 “INTRODUCTION INTERVIEW” and allow

10 minutes for pairs to interview each other.

Have each partner introduce the other. Comment on the introductions as needed.

When the introductions are complete, handout the Participant Workbooks for the workshop.

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Handout #1

Introduction Interview

Ask your partner the following questions. Record their answers. Be prepared to tell the rest of the class about your partner.

What is your name?

Where are you from?

How long have you been in Canada?

What is your accounting background (e.g. were you licensed in your country of origin? What kind of work did you do?)

What is your educational background?

How long have you practiced accounting?

Why are you taking this workshop?

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INTRODUCTION EXPLANATION -- WORKSHOP PURPOSE & OVERVIEW TIME: 15 min. LEARNING OUTCOME: Participants will understand the rationale for the workshop and its objectives. DESCRIPTION:

Explain the rationale behind the creation of the Workshop. Points you may wish to cover include:

Each year Ontario receives more than 100,000 immigrants, half of whom

are highly educated and trained. Many need to become licensed or certified in order to practice their profession in Ontario.

Government has an interest in ensuring that newcomers are able to work in their profession; this prevents unemployment and fulfills Canada’s human resource needs.

Many newcomers feel they have been unable to find work in their profession because they lack Canadian experience, lack the required language skills (both sector-specific terminology and general workplace communication skills) and/or lack information on professional licensing and Canada’s job market. This workshop was created to address these needs.

Instruct participants to open their Workbooks to page 1. Review the Workshop Goals with them (using the overhead provided) and outline the structure of the workshop.

You may wish to emphasize that this workshop is not a job search workshop (although job search resources are provided).

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Overhead 1

WORKSHOP GOALS In this workshop, you will… Learn about…

The labour market in general, and in industries where accountants and related occupations work.

The three accounting designations in Ontario and the

requirements for each.

The legislation related to the accounting profession in Ontario.

The impact of technology on the accounting profession in Ontario.

Opportunities and rules surrounding self-employment for

accountants.

Opportunities for networking with other members of your profession.

Opportunities in related occupations.

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Overhead 1 (cont’d)

WORKSHOP GOALS, CONTINUED In this workshop, you will… Practise how to…

Market your skills.

Discuss issues in your profession.

Network with peers.

Create a plan to…

Research the labour market.

Complete the licensing process for your profession.

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INTRODUCTION HOW MUCH DO YOU KNOW? (QUIZ) TIME: 30 min. LEARNING OUTCOME: Participants will understand:

What constitutes a regulated profession The role of regulatory bodies Which professions are regulated

DESCRIPTION:

Instruct participants to complete, on their own, the quiz on page 2 of their workbooks.

Take up answers as a whole class (use Answer Key provided).

Try to avoid getting into in-depth discussion of licensing issues. Explain that the exercise is intended to be a starting point for the next week and that by the end of the workshop participants will understand the legislative and licensing issues thoroughly.

You may wish to offer copies of the brochure “Access to

Professions in Ontario…” from the Ministry of Training, Colleges and Universities, to anyone who would like to look up a particular profession.

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STIC: Overview & Orientation to the Accounting Sector 14

REGULATED PROFESSIONS:

HOW MUCH DO YOU KNOW?

1. A profession is “regulated” when: A) Entry into the profession is controlled

by an organization. B) There is provincial legislation defining

who can practise the profession. C) There are standards of practice that

members of the profession must meet.

D) All of the above. E) None of the above.

2. You cannot work as a member of a

regulated profession without a license.

True False

3. Professional regulatory bodies have

responsibility for:

A) Setting entry and training requirements. B) Assessing qualifications and

credentials. C) Disciplining members of the

profession. D) All of the above. E) None of the above.

4. Professional regulatory bodies are

made-up of members of the profession they control.

True False (They are called “self-regulating” professions.)

5. Which of the following occupations

are not regulated professions? A) Architect B) Lawyer C) Computer programmer D) Engineering Technologist E) Chartered Accountant F) Massage Therapist

6. In most cases, people who have been

educated outside of Canada are not permitted to practise their profession in Ontario. True False (They will be expected to meet certain requirements but many foreign-trained professionals practise in Ontario.)

7. Most professional regulatory bodies

require new members of the profession to have: A) A degree from a Canadian

university or equivalent. B) Work experience in Canada. C) Acceptable English or French

language skills. D) All of the above. E) None of the above.

(Though not all of these are required by every profession.)

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STIC: Overview & Orientation to the Accounting Sector 15

SECTION ONE: THE LABOUR MARKET

In this section, participants will learn about: The labour market in Canada Major industries in which accountants are employed Labour market research techniques Skills in demand

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SECTION ONE: THE LABOUR MARKET GENERAL OVERVIEW Activity: Lecture, followed by group terminology activity and individual question/answer activity. TIME: 1 hour LEARNING OUTCOME: Participants will know:

The definition of labour market The five major forces that shape the labour market 14 terms commonly used to describe the labour market How economic and other trends will affect the industries where

accountants work. DESCRIPTION:

Use the lecture notes and overheads to guide your lecture.

When you have finished your lecture, organize the class into groups of 3-4. Instruct participants to complete the terminology exercise on page 5 of their workbooks.

Take up the answers using the answer key provided on page 20.

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THE LABOUR MARKET IN CANADA 1. Ask the class: When we talk about the Labour Market, what do we

mean? Responses might include:

The supply and demand of labour or work The marketplace for jobs and opportunities Trade between workers and employers

2. Why is it important to understand what is happening in the Labour

Market? Responses might include:

To know where the jobs are To know what skills are in demand so that you can get the skills

that employers need To know when to change careers

3. Place Overhead 2 on the overhead projector and read the quote

aloud. Points to make:

This is a time of dramatic change in the Canadian labour market. Although Canada has recovered from the recession of the early 1990s, some have called it a “jobless recovery” – meaning unemployment levels have remained high.

Unemployment is greatest amongst those with lower education levels.

Canada’s economy is also regional – which means that unemployment levels and skill shortages vary across the country. E.g.: The forest industry is strongest in British Columbia while Toronto is the centre of the financial services industry.

The key, then, is to understand where you fit in – in the context of these changes.

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Lecture notes, continued… 4. Explain to participants that what makes the labour market change

are “trends”. A trend can be defined as: “a long-term change in social direction, broad in scope, and identified by many sources.

You may wish to ask participants to come up with several trends they are aware of which are affecting the Canadian economy and the labour market. Answers should include: Globalization: Canadian business is affected by competitors around the world and must adapt to global trends and innovations, including technological changes and the trend toward less job security. Demographics: The Canadian population is aging. This means large-scale retirement and growth in occupations that serve the needs of the elderly. Technology: Expanding use of computers and telecommunications will continue to render some occupations obsolete while creating opportunity in other areas.

The Shift to a Service-based Economy: Resource-based industries, such as agriculture and forestry, are declining while service-based industries such as financial or business services are among the fastest growing industries. This growth has partly been the result of more women entering the labour force, the aging of the baby boomers, and an increase in disposable income amongst older workers.

Focus on Customer Service: As customers demand more for their dollar, the emphasis across all sectors has been on increasing efficiency in order to provide the best product or service at the most reasonable price.

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Overhead 2 “…Every change carries in its wake new employment opportunities. The trick during periods of change is to grasp the larger patterns emerging, while trying to find where the jobs are at any specific time. It is important to understand both the overall economic playing field and the evolving employment rules as they might apply to you and your future.”

— from Where the Jobs Are, by Colin Campbell

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LABOUR MARKET TERMS:

Attrition Vacancies due to retirement or death of the workers.

Baby Boomers The generation of people born between 1945 and 1966; because of its size, this generation has a profound effect on the economy and the labour market.

Benefits Additional incentives, beyond wages, provided by an employer to its employees.

Contract Work Usually refers to work secured for a specific period of time or for the completion of a specific project. Often does not include benefits.

Downsizing An attempt to improve efficiency by reducing the size of a company’s workforce.

Demography The study of population patterns which provides information such as statistics on birth, death, and age in the community.

Globalization

The sharing of labour, production, ideas, knowledge, products and services across borders.

Industry

A specific branch of manufacture and trade. Examples: Forestry, Financial Services.

Labour Force The part of the working-age population participating in work or actively job seeking.

Outsourcing

Occurs when one company has some of its work done by another company

Self-Employment When an individual markets his or her skills for hire on an “as-needed” basis to companies, organizations.

Standard Jobs Jobs that offer full-time, full-year work with a single employer. They usually provide benefits and some career prospects.

Underemployment Occurs when an individual works in a job for which he or she is overqualified (i.e. has significantly more education or skills than the job requires).

Union An organization that represents and negotiates on behalf of a group of workers.

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STIC: Overview & Orientation to the Accounting Sector 21

SECTION ONE: THE LABOUR MARKET

ACCOUNTING IN CANADA ACTIVITY: Small group activity TIME: 1 hour LEARNING OUTCOME: Participants will know how economic and other trends will affect the industries where accountants work. DESCRIPTION:

Use the lecture notes and overhead 3 to give an introduction to accounting in Canada

Organize participants into groups of 3-4.

Instruct participants to complete the exercises on pages 6-7 in

their workbooks.

Take up answers as a class using the Answer Key provided. When explaining Labour Market Information, it is important to explain the key factors that are taken into consideration in arriving at the employment prospect for each occupation. These are:

The rate of projected employment growth to the year 2007 for

the occupation as compared to the projected employment growth for all occupations in Ontario

Anticipated number of job openings for the occupation due to retirements

Reports by employers on difficulties in finding qualified workers to fill vacant positions.

Information about significant economic or business trends or technological developments affecting the demand for the particular occupation or the skills needed.

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THE LABOUR MARKET: ACCOUNTING IN CANADA:

There are several types of accountant in Canada. Informally, anyone who performs bookkeeping and other financial services is considered an accountant and they need not be licensed to do so. There are, however, three professional accounting designations that are highly valued in the Ontario labour market. They are

• Chartered Accountant (CA)

• Certified Management Accountant (CMA)

• Certified General Accountant (CGA) Use Overhead 3 to explain the differences between the three accounting designations.

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Overhead 3 The 3 Professional Accounting Designations

CHARTERED ACCOUNTANTS The largest and oldest professional accounting designation

Licensed by the Institute of Chartered Accountants of Ontario Also called a Public Accountant CAs work in industry, government, education, small businesses, large corporations They are the only accountants who can perform audits, issue and sign-off on an

auditor’s report A CA’s duties include: • Financial analysis services, consultation • Planning, setting up and administering accounting systems • Examining accounting records and preparing financial reports • Developing and maintaining cost-finding, reporting and internal control

procedures • Tax planning and preparing income tax returns • Acting as trustee in bankruptcy proceedings

CERTIFIED MANAGEMENT ACCOUNTANT

Certified by the Society of Certified Management Accountants of Ontario Can perform audits but cannot issue and sign-off an auditor’s report 95 per cent of CMAs work as employees of corporations; 35 per cent of those are

presidents, vice presidents, chief financial officers, controllers, and treasures. A small percentage work as self-employed consultants. Duties include: • Monitoring, interpreting and communicating operating results • Helping management to evaluate performance and control operations • Making decisions about product or service design

CERTIFIED GENERAL ACCOUNTANT

Certified by the Certified General Accountants Association of Ontario. Can perform audits but cannot issue and sign-off an auditor’s report Duties include: • Managing the process of measuring, interpreting and reporting on the financial

activities of an organization • Developing, executing and evaluation financial plans and policies • Financial planning, tax planning, business valuation, bankruptcy services, estate

execution and general management consulting for businesses and individuals.

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THE LABOUR MARKET: ACCOUNTING IN CANADA: 1. Name three industries where there is growth in employment opportunities for accountants. What factors are causing this growth?

Business services, including consulting. The trend toward outsourcing certain functions of a business is driving this growth.

Telecommunications – Certified Management Accountants in particular are needed to help develop and launch new products and improve customer service.

Manufacturing – generally good conditions in the industry and the need to remain competitive mean there are opportunities for financial experts.

2.Name three job titles which accountants typically hold:

Controller Financial Analyst Financial Manager Accountant Business Manager

3.How has the trend toward outsourcing business services affected the labour market for accountants? Though it has meant the loss of some in-house accountants, outsourcing has also led to the development and proliferation of consulting firms that provide financial services and expertise. 4.How is the role of the accountant within large companies changing? Accountants are taking on leadership roles, are often managers and are valued for their analytical skills and knowledge in finance and taxation. 5.What are some of the positive impacts that technological change is having on the accounting profession? It has reduced the need for tedious work; the emphasis is now more on the accountants planning, consulting and communication skills. 6.What is “forensic accounting”? Forensic accountants identify potential vulnerabilities to fraud and set-up systems to prevent it, such as internal control systems and procedures to prevent and detect fraudulent activity. It is a very high growth industry.

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THE LABOUR MARKET: ACCOUNTING IN CANADA:

Additional Information What is Forensic Accounting?

The integration of accounting, auditing and investigative skills yields the speciality known as Forensic Accounting.

"Forensic", according to the Webster's Dictionary means, "Belonging to, used in or suitable to courts of judicature or to public discussion and debate."

"Forensic Accounting", provides an accounting analysis that is suitable to the court that will form the basis for discussion, debate and ultimately dispute resolution.

Forensic Accounting encompasses both Litigation Support and Investigative Accounting.

As Forensic Accountants, we utilize accounting, auditing and investigative skills when conducting an investigation. Equally critical is our ability to respond immediately and to communicate financial information clearly and concisely in a courtroom setting.

Forensic Accountants are trained to look beyond the numbers and deal with the business reality of the situation.

Other Terminology

Forensic Investigation

The utilization of specialized investigative skills in carrying out an inquiry conducted in such a manner that the outcome will have application to a court of law. A Forensic Investigation may be grounded in accounting, medicine, engineering or some other discipline.

Forensic Audit

An examination of evidence regarding an assertion to determine its correspondence to established criteria carried out in a manner suitable to the court. An example would be a Forensic Audit of sales records to determine the quantum of rent owing under a lease agreement, which is the subject of litigation.

Internal Audit

An audit performed by an employee who examines operational evidence to determine whether prescribed operating procedures have been followed.

External Audit

An audit performed by an auditor engaged in public practice leading to the expression of a professional opinion that lends credibility to the assertion under examination.

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STIC: Overview & Orientation to the Accounting Sector 26

THE LABOUR MARKET: ACCOUNTING IN CANADA:

Additional Information What does a Forensic Accountant do?

A Forensic Accountant is often retained to analyze, interpret, summarize and present complex financial and business related issues in a manner that is both understandable and properly supported. Forensic Accountants can be engaged in public practice or employed by insurance companies, banks, police forces, government agencies and other organizations. A Forensic Accountant is often involved in the following:

• Investigating and analyzing financial evidence; • Developing computerized applications to assist in the analysis and presentation

of financial evidence; • Communicating their findings in the form of reports, exhibits and collections of

documents; and • Assisting in legal proceedings, including testifying in court as an expert witness

and preparing visual aids to support trial evidence. In order to properly perform these services a Forensic Accountant must be familiar with legal concepts and procedures. In addition, a Forensic Accountant must be able to identify substance over form when dealing with an issue. How do I become a Forensic Accountant?

The Canadian Institute of Chartered Accountants (CICA) has established The Alliance for Excellence in Investigative and Forensic Accounting (Alliance) to encourage and recognize excellence in the provision of Financial Investigation, Forensic Accounting and Financial Litigation Support services by Chartered Accountants.

One of the objectives of the Alliance is to develop and manage a specialist certification program. In Canada, CAs who wish to be designated as specialists in Investigative and Forensic Accounting must successfully complete a Diploma Program.

The Diploma Program is not restricted to Chartered Accountants. The Diploma in Investigative and Forensic Accounting (DIFA) is designed as a comprehensive program for someone who wishes to practice in the area of Investigative and Forensic Accounting.

In addition, an accountant can learn about Forensic Accounting by attending various seminars, courses and obtaining the Certified Fraud Examiner (CFE) designation offered by the Association of Certified Fraud Examiners.

The Forensic Accountant's prior audit and accounting experience will be of tremendous assistance. But ultimately, it is only through working with experienced Forensic Accountants on various cases that one can learn the skills necessary to become a capable Forensic Accountant.

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STIC: Overview & Orientation to the Accounting Sector 27

SECTION ONE: THE LABOUR MARKET RESEARCH SKILLS ACTIVITY: Brainstorming, Lecturette, individual activity TIME: 1hour LEARNING OUTCOME: Participants will understand how to conduct labour market research on their own using libraries and/or the Internet. DESCRIPTION:

Explain that in order to stay on top of what is happening in their field, participants should be able to gather information on their own.

Ask the class to brainstorm sources of information that would be

useful to accountants. Record responses on an overhead projector or flip chart.

Responses should include: The Internet Directories Government Magazines & Newspapers Employment Resource Centres “Information interviews” The Yellow Pages

Review the material on researching companies on pages

8-13 of the participant workbooks. Have them complete the worksheet on page 14. Circulate the room and comment on participants’ work plans with them.

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STIC: Overview & Orientation to the Accounting Sector 28

SECTION ONE: THE LABOUR MARKET SKILLS IN DEMAND ACTIVITY: Individual – Isolate requirements and complete checklist. TIME: 30 min. LEARNING OUTCOME: Participants will have gained practise in reading job ads, isolating the requirements and determining whether they meet the requirements. DESCRIPTION:

Instruct participants to use the Sample Job Ads in their Resource Package to complete the exercise on page 15 of their workbooks.

Circulate the room and provide support, answers as needed.

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SECTION ONE: THE LABOUR MARKET “EMPLOYABILITY SKILLS” ACTIVITY: Lecture, followed by Team Skills Group Activity and Pair Interviews. TIME: 1 hour LEARNING OUTCOME: Participants will understand the three categories of general skills in demand in the Canadian labour force and will have practised working as a team. DESCRIPTION:

Place the Employability Skills Profile on the overhead (Overhead 4, Participant Workbook page 18).

Explain to participants that while specific skills are needed for specific jobs, these are the skills that are deemed to be highly valued by most Canadian employers.

Go through the Employability Skills Profile with them. Explain that there are three categories: Academic Skills, Personal Management Skills and Teamwork Skills.

Explain that teamwork skills are considered very important yet are often the most difficult to acquire and articulate.

Ask participants to think about the qualities they believe a person must possess to be an effective team member. Give them three minutes to list these qualities on page 16 of their workbooks.

Each person then ranks the items on his/her list according to the perceived importance of each quality (with 1 representing the most important quality of an effective team member).

When the participants have finished their rankings, divide them into four groups.

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SECTION ONE: THE LABOUR MARKET “EMPLOYABILITY SKILLS” (CONT’D)

The members of each group share their lists and the rationales for their selections and then attempt to reach consensus on the five most important qualities of an effective team member. If consensus cannot be reached within ten minutes, the group members may vote to determine the group’s list of qualities.

A volunteer from each group reports on the group’s top five qualities. Facilitator records on flip chart.

Debrief: Can they identify anyone in their group who: took on a leadership role? said something that helped the group make a decision? expressed his/her opinion clearly and confidently? acted in a positive, constructive manner? asked someone else for his/her opinion? praised someone?

Place Overhead 5 – Characteristics of Effective Team Members – on the projector. Are the traits they chose on the list?

Organize participants into pairs for a role-playing exercise. Instruct participants to choose an interviewer and an interviewee. The interviewer should use the list of questions on page 17 of their workbooks. Explain that the person who is responding should try to use some of the characteristics of an effective team member that we have just identified in their responses – while remaining honest about their own skills. Instruct participants to reverse roles.

Debrief:

Was everyone able to describe at least one situation in which they worked effectively as a member of a team?

Did knowing the characteristics of effective team members help them to describe their role in a team situation?

Why are teamwork skills so important in accounting?

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Overhead 4

*The Employability Skills 2000+ Profile was created by the Conference Board of Canada

EMPLOYABILITY SKILLS 2000+ PROFILE*: Fundamental Skills

The skills needed as a base for further development

Communicate • read and understand information

presented in a variety of forms (e.g. words, graphs, charts, diagrams)

• write and speak so others pay attention and understand • listen and ask questions to

understand and appreciate the points of view of others • share information using a range of information and communication technologies ( e.g. voice, e-mail,

computers) • use relevant scientific, technological and mathematical knowledge and

skills to explain or clarify ideas Manage Information • locate, gather and organize

information using appropriate technology and information systems

• access, analyze and apply knowledge and skills from various disciplines (e.g. the arts, languages, science, technology, mathematics, social sciences, and the humanities)

Use Numbers • decide what needs to be measured or calculated • observe and record data using appropriate methods, tools and technology make estimates and verify calculations Think & Solve Problems • assess situations and identify

problems • seek different points of view and

evaluate them based on facts • recognize the human, interpersonal,

technical, scientific and mathematical dimensions of problem

• identify the root cause of a problem • be creative and innovative in exploring possible solutions • readily use science, technology and

mathematics as ways to think, • gain and share knowledge, solve problems and make decisions

• evaluate solutions to make

recommendations or decisions • implement solutions • check to see if a solution works and

act on opportunities for improvement Personal Management Skills

The personal skills, attitudes and behaviours that drive one’s potential for growth

Demonstrate Positive Attitudes & Behaviours

• feel good about yourself and be confident • deal with people, problems and

situations with honesty, integrity and personal ethics

• recognize your own and other people’s good efforts

• take care of your personal health • show interest, initiative and effort • be responsible • set goals and priorities balancing work

and personal life • plan and manage time, money and

other resources to achieve goals • assess, weigh and manage risk • be accountable for your actions and

the actions of your group • be socially responsible and contribute

to your community Be Adaptable • work independently or a part of a

team • carry out multiple tasks or projects • be innovative and resourceful: identify

and suggest alternative ways to achieve goals and get the job done

• be open and respond constructively to change

• learn from your mistakes and accept feedback

• cope with uncertainty Learn Continuously • be willing to continuously learn and

grow • assess personal strengths and areas

for development • set your own learning goals

• identify and assess learning sources

and opportunities • plan for and achieve your learning

goals Work Safely • be aware of personal and group

health and safety practices and procedures, and act in accordance with these

Teamwork Skills

The skills and attributes needed to contribute productively

Work with Others • understand and work within the

dynamics of a group • ensure that a team’s purpose and

objectives are clear • be flexible: respect, be open to and

supportive of the thoughts, opinions and contributions of others in group

• recognize and respect people’s diversity, individual differences and perspectives

• accept and provide feedback in a constructive and considerate manner

• contribute to a team by sharing information and expertise lead or support when appropriate, motivating a group for high performance

• understand the role of conflict in a group to reach solutions

• manage and resolve conflict when appropriate

Participate in Projects & Tasks • plan, design or carry out a project or

task from start to finish with well-defined objectives and outcomes

• develop a plan, seek feedback, test, revise and implement

• work to agreed quality standards and specifications

• select and use appropriate tools and technology for a task or a project • adapt to changing requirements and

information • continuously monitor the success of a

project or task and identify ways to improve

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Overhead 5 CHARACTERISTICS OF EFFECTIVE TEAM MEMBERS

Effective team members:

support, protect and defend both the team and the team leader

act in a positive, constructive manner

provide appropriate feedback

accept ownership for team decisions

participate voluntarily

express opinions, for and against

ask questions

encourage others to express their ideas fully

listen to the other team members

consider and build on other members’ ideas

state problems, along with alternative solutions/options

make their own needs known

maintain confidentiality

give praise and recognition when suitable

criticize ideas, not people

view criticism as an opportunity to learn

avoid defensiveness when fellow team members disagree with your ideas

stay focused on the team objectives

avoid disruptive behaviour such as side conversations and inside jokes

attend meetings regularly and promptly

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SECTION TWO: THE LEGISLATIVE FRAMEWORK

In this section, participants will learn about: The legislative environment for accountants The Public Accounting Act

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SECTION TWO: THE LEGISLATIVE FRAMEWORK ACTIVITY: Lecturette, followed by individual exercise TIME: 1 hour, 20 min. LEARNING OUTCOME: Participants will know what legislation affects them professionally, will have read and understood the Public Accountancy Act and will understand the two sides of the debate over control of licensing for public accountants. DESCRIPTION:

Use the lecture notes and overheads to guide your lecture.

Instruct participants to take out their copy of the Public Accountancy Act from their Resource Package and complete the exercise on pages 27. Take up answers as a class using the Answer Key provided.

Order the Public Accountancy Act from Publications Ontario (416) 326-5300 or 1-800-668-9938. You can also obtain it through the Internet at www.e-laws.gov.on.ca/DBLaws/Statutes/English/90p37_e.htm

Instruct participants to read the article “Accountants lock horns on control of licensing” on pages 28-29 and to answer the questions that follow on Page 30. Take up results as a class.

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THE LEGISLATIVE FRAMEWORK:

Introduction

Remind participants that being a member of a regulated profession means that there are laws governing the conduct and responsibilities of members of that profession. These laws are designed to protect the public.

Explain that it is the responsibility of members of a particular profession to

know and understand the laws that relate to that profession.

Place Overhead 6 on the projector.

Explain that there are two levels of government – federal and provincial – which have some role in the professions, especially with respect to the foreign-trained.

Review the overhead, explaining the roles of various ministries, as follows:

FEDERAL MINISTRIES

Citizenship & Immigration Canada (CIC) Responsible for legislation and policy governing immigration to Canada. Some potential immigrants are awarded “points” based on their occupation. The federal government is assuming that because your occupation is in demand here in Canada, you will integrate easily into the economy. The fact that this is not always true is being debated at the federal level and may result in changes to immigration policy. Note that some participants may have undergone an “assessment” of their professional status as part of the immigration process. Explain that this assessment is not binding – that is, it does not mean that you are guaranteed a license to practise in Ontario.

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STIC: Overview & Orientation Workshop (DRAFT) Facilitator’s Guide 36

THE LEGISLATIVE FRAMEWORK (cont’d): FEDERAL MINISTRIES (Cont’d)

Human Resources & Skills Development This is the ministry that deals with Employment Insurance and provides information and resources to jobseekers – most recently through Employment Resource Centres. Beyond that, however, HRSD has no direct role in the regulated professions.

PROVINCIAL MINISTRIES

Ministry of Training, Colleges & Universities: The Constitution Act gives exclusive authority to each province in Canada to make laws in relation to education. In Ontario, the Ministry of Education and the Ministry of Training, Colleges and Universities are responsible for the administration of laws relating to education and skills training. Among its responsibilities are:

developing policy directions for adult education and labour market training

setting standards for occupational training, particularly for trades under the Trades Qualification and Apprenticeship Act

managing provincial programs to support workplace training and

workplace preparation, including apprenticeship, career and employment preparation, and adult literacy and basic skills

undertaking labour market research and planning

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Attorney General The Ministry of the Attorney General holds responsibility for the Public Accountancy Act but it delegates responsibility for administering these regulations to the Public Accountants Council.

The Public Accountants Council is responsible for administering the provisions of the Act by:

ensuring that prospective members meet the qualifying requirements

considering matters of common interest and concern to public accountants and the submission of representations to any government ministry or public authority with reference to any such matters

granting or refusing licenses

maintaining and improving the standards of professional qualifications of

practising public accountants in Ontario

exercising disciplinary powers over licensees

prosecuting offences under the Act

revoking licenses

Individual Associations such as The Institute of Chartered Accountants of Ontario are responsible for:

Setting entry and training requirements

Registering qualified applicants

Setting standards of practice Disciplining members. Assessing qualifications and credentials

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THE LEGISLATIVE FRAMEWORK (cont’d): Explain that the Public Accountancy Act is not the only piece of legislation that affects Accountants. Other laws more specific to the practice of particular disciplines include:

Canadian Business Corporations Act Registered Pension Plan Act Income Tax Act Securities Act

In addition, the work of accountants is guided by certain standards of practise set by the regulatory bodies. These include:

Canadian Institute of Chartered Accountants Handbook CGA-Canada’s Public Practice Manuals Public Sector Accounting and Auditing Standards Handbook Certified Management Accountants Handbook CGA-Canada GAAP Guide – available to members only

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Overhead 6

THE LEGISLATIVE FRAMEWORK

FEDERAL LEVEL Citizenship and Immigration Canada

Human Resources and Skills Development

PROVINCIAL LEVEL Ministry of Training, Colleges & Universities

Attorney General

Public Accountancy Act

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THE LEGISLATIVE FRAMEWORK: THE PUBLIC ACCOUNTANCY ACT --

Find the definitions for “public accountant”: “a person who either alone or in partnership engages for reward in public practice” involving, among other things, the preparation of “any financial, accounting or related statement” (whether audited or unaudited) but does not include bookkeeping or management accounting. 1. Compare your qualifications and experience with those outlined in the definition. Would you be considered a “public accountant” as defined under this Act?

[ANSWERS WILL VARY] 2. In Section 14 of the Act, you will find the qualifications for a license. Who is eligible to be entered on The Roll of Public Accountants in Ontario?

• Anyone who is a member of the qualifying body or • Was licensed under the Act or a predecessor of the Act or • Is a member of the CGA-Ontario and has taken the course of

instruction and passed the final exams of the CGA-Ontario and has at least three years experience in public accountancy in Ontario and was a member or a student of CGA-Ontario on April 1st, 1962. In other words, this “grandfathering” clause allowing CGAs prior to 1962 to be considered public accountants.

3. For what length of time a license valid?

For as long as the Public Accountants Council states on the license. 4. What are the fines for:

• Obtaining a license by false representation: not more than $10,000 • Failing to surrender a license: not more than $2,000.00

5. What actions are considered “abuse of a license” and what is the penalty?

Using a license of another person; allowing a person to use your license; purporting to be licensed when you are not.

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SECTION THREE: LICENSING & CERTIFICATION

In this section, participants will learn about: The terminology associated with professional licensing The requirements and process for becoming a licensed or certified

accountant in Ontario

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SECTION THREE: LICENSING INTRODUCTION ACTIVITY: Lecturette & Discussion TIME: 10 minutes LEARNING OUTCOME: Participants will understand the relative advantages and disadvantages to becoming a licensed accountant as well as the basic requirements for the three designations. DESCRIPTION:

Explain to participants that, unlike many other regulated professions, accountants do not need to be licensed in order to work in the field in Ontario. There are disadvantages, however, to being an unlicensed accountant, rather than being a licensed CA or a CMA or CGA.

Engage participants in a discussion of the advantages and

disadvantages of attempting to gain a license. Answers may include:

Advantages Greater employment opportunities Higher salary expectations Prestige Allows self-employment

Disadvantages Costly Time-consuming

Explain that for many internationally trained accountants, a

license is an important asset in the job search. Because many employers are wary of foreign qualifications, they look for some indication that the applicant is qualified to work in Ontario. A license gives them that guarantee.

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SECTION THREE: LICENSING TERMINOLOGY ACTIVITY: Small Groups – Matching Game TIME: 1 hour LEARNING OUTCOME: Participants will learn 11 terms associated with the licensing process. DESCRIPTION:

Organize the class into groups of 4-5.

Instruct participants to complete the exercise on page 32 in their workbooks.

Take up answers as a class (use answer key provided).

In the same groups, instruct participants to complete the Acronym

exercise on page 33 of their workbooks.

Take up answers as a class (se answer key provided).

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LICENSING TERMINOLOGY:

Accreditation A process of reviewing and evaluating academic credentials and

other forms of qualification to determine whether an applicant has met entry requirements for education or occupational purposes.

Appeal Documented evidence of competency based on completion of a recognized program of study or training.

Assessment Occupations for which the standards of practice and competence are established by provincial law.

Credential A formal document that provides the holder the exclusive right to practice certain legally-defined functions.

Equivalency Recognition that a program or course or certificate from one country or institution is the same in content as a program or course or certificate from another country or institution.

Licence The process of identifying and measuring skills and knowledge for the purpose of recognizing and giving credit for learning that has been acquired from formal and informal education, training, work or other life experience.

Prior Learning Assessment Minimum guideline for certain tasks that are recommended, but not legally required, for a profession.

Protected Title Restricts the use on occupational title to those who are registered with the appropriate occupational body.

Registration Right of an unsuccessful applicant to challenge a decision of an occupational regulatory body in the occupational licensing/certification process.

Regulated Profession Process by which an agency or association grants public recognition to a training institution, program of study or service which meets certain pre-set standards.

Standards of Practice A formal recognition that a person has attained a standard of proficiency in the skills and knowledge required to practise in a profession. Often used interchangeably with “certification” or “licensing”, particularly in the regulated health professions.

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ACRONYMS –

Acronym Meaning Role/Purpose

ICAO

Institute of Chartered Accountants of Ontario

Regulatory body for public accounting.

CICA

Canadian Institute of Chartered Accountants

National professional association of chartered accountants; networking, professional development.

PAC

Public Accountants Council Provides license to public accountants in Ontario

CASAO

Chartered Accountants Student Association of Ontario

Serves chartered accounting students in Ontario

IQAB

International Qualifications Appraisal Board

Determines which accounting programs are equivalent to Canadian programs.

UFE

Uniform Final Examination An internationally recognized professional exam in accounting.

CARE

Chartered Accountant Reciprocity Examination

This examination is a measure of professional competency of those membership candidates who are seeking admission to a Canadian provincial or territorial institute of chartered accountants through the reciprocity provisions of the institutes.

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SECTION THREE: LICENSING SELF-ASSESSMENT ACTIVITY: Individual – Identifying requirements for registration and planning next steps. TIME: 1 hour LEARNING OUTCOME: Participants will understand:

The requirements for their profession The process for becoming licensed The time and financial resources required.

Participants will have developed a plan to complete the registration process. DESCRIPTION:

Instruct participants use the licensing materials from the three accounting regulatory bodies in their Resource Package to complete the worksheet on page 34-35 of the workbook. Note that participants should choose one of the designations to complete this exercise.

As participants are working, circulate through the room answering

questions as needed.

Have participants’ hand-in their work.

Review it, make comments, and return it the next day.

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PROFESSIONAL REGISTRATION: SELF-ASSESSMENT –ANSWER KEY

Using the registration information for your profession, complete the following plan.

What are the requirements for a licence for Public Accounting in Ontario? Indicate which requirements you believe you meet. Have Need

Meets the requirements and is a member of one of the three qualifying bodies (ICAO,CGA, CMA) or was previously licenced under the Act, or was a member of the Certified General Accountants of Ontario on April 1, 1962.

Was at any time licenced under this act or a predecessor act Be of good character Pay the required licensing fee -$130.00 What documents will you have to submit in order to have your credentials assessed?

1. Application to the Public Accountants Council 2. Two letters of reference- that indicate good character and relevant

competence from licencees under the Act 3. Ability to demonstrate superior levels of knowledge and experience in

business information systems, financial management, corporate finance, information technology, taxation.

4. Any other special circumstances that may have a bearing on the application for licensure.

5. Ability to demonstrate familiarity with and adherence to professional ethics and quality performance standards at a level comparable to that of Ontario

Do you meet the experience requirements as set out by the Public Accountants Council? Why or why not?

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PROFESSIONAL REGISTRATION: SELF-ASSESSMENT –ANSWER KEY

Outline the steps you will need to follow to complete the registration process. The first step has already been entered for you. List any fees you expect to pay for each step and indicate which steps, if any, you have already completed STEP FEES COMP? 1.

Contact the Public Accountants Council N/A

2.

Submit completed application form with two letters of reference and supporting documentation.

$130

Estimate how much it will cost you to complete the licensing process? $130 Estimate how long it will take you to complete the licensing process:

• This will depend on the circumstances of each applicant. Each applicant must first be a member of the ICAO, CGA, CMA prior to applying to the Public Accountants Council for a licence. Each applicant must have relevant experience and meet the requirements of their respective regulatory body. For more information visit their websites at:

Institute of Chartered Accountants of Ontario - www.icao.on.ca Certified Management Accountants of Ontario – www.cma-ontario.org Certified General Accountants Association of Ontario – www.cga-ontario.org

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SECTION FOUR: THE WORKPLACE

In this section, participants will learn about: Workplace expectations The impact of technology on the profession Opportunities for self-employment in the profession

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SECTION FOUR: THE WORKPLACE HIRING PROCEDURES AND WORKPLACE EXPECTATIONS ACTIVITY: Guest Speaker, with Q & A period. TIME: 1 hour LEARNING OUTCOME: Will depend on the guest speaker. Participants will have practised asking meaningful questions of an employer or other speaker. DESCRIPTION:

See Preparation, page 7.

The day before your guest is scheduled to speak, have participants prepare a list of questions they would like answered. Use the worksheet on page 38 of their workbook.

Instruct participants to fill in the answers to their questions during

the presentation and, if questions are not addressed during the presentation, to ask them in the question/answer session.

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SECTION FOUR: WORKPLACE TECHNOLOGY ACTIVITY: Reading, followed by Q&A TIME: 30 min. LEARNING OUTCOME: Participants will isolate 2-4 ways in which technology is affecting members of their profession. DESCRIPTION:

Instruct participants to use the Technology materials in their Resource Package to complete the exercise on page 39 of their workbook. Have them hand in their work and return it the next day.

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STIC: Overview & Orientation Workshop (DRAFT) Facilitator’s Guide 52

SECTION FOUR: THE WORKPLACE SELF-EMPLOYMENT ACTIVITY: Lecturette, followed by individual activity. TIME: 1 hour LEARNING OUTCOME: Participants will know whether self-employment is a viable option in their field, will have conducted a brief assessment of their own attributes with respect to self-employment and will have practised marketing skills in writing. DESCRIPTION:

Use the lecture notes provided to give a brief overview of self-employment, and contract work.

Explain that self-employment is not for everyone. It entails a great

deal of risk but the rewards can be higher pay and more flexibility in your work life.

Instruct participants to complete the exercises on page 40 of their

workbook (no answer key).

Choose a few participants to read their advertisement aloud and encourage the class to provide constructive criticism.

Instruct participants to complete the exercises on page 42 of their

workbook.

Take the answers up as a class (answer key page 53).

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STIC: Overview & Orientation Workshop (DRAFT) Facilitator’s Guide 53

SELF-EMPLOYMENT – Explain that there are several “non-traditional” work options for accountants in Ontario. Self-Employment:

You operate as a self-promoting business – either alone or in partnership or as a corporation.

Self-employment involves high risk. Business expenses may be deducted from income for tax purposes.

Contract Work

Similar to a traditional employer-employee relationship but is for a defined term.

Offers employers flexibility. Some benefits (eligibility for Employment Insurance, Canada Pension

Plan) are usually offered. Salaries are usually higher than for traditional jobs. Taxes are usually deducted. Some contract employees use an Employment Agency to market them to

corporate clients. This allows you the comfort of knowing you will have another assignment when the current one ends. The Agency is often paid by the corporation (employer).

Answer Key – Page 42 1. What are the advantages of self-employment?

• Business expenses are be deducted from income for tax purposes

• Flexible working hours

• Ability to work at home • Ability to choose different projects

2. What are the disadvantages of self-employment? • Uncertainty in finding another

assignment when the current one ends.

• Involves risks • Administrative requirements

3. What are the advantages of contract work? • Salaries are usually higher than for

traditional jobs • Flexible working hours • Ability to choose different projects

• Business expenses may or many not be deducted from income for tax purposes

4. What are the disadvantages of contract work? • Involves risks • Agency fee • Uncertainty in finding another assignment when the current one ends. Some contract

employees use an Employment Agency to market them to corporate clients. The agency is often paid by the corporation (employer)

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STIC: Overview & Orientation Workshop (DRAFT) Facilitator’s Guide 54

SECTION FIVE: NETWORKING

In this section, participants will learn about: Opportunities for networking in accounting The skills associated with networking

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STIC: Overview & Orientation Workshop (DRAFT) Facilitator’s Guide 55

SECTION FIVE: NETWORKING ACTIVITY: Lecturette, brainstorming, group activity. TIME: 1 hour LEARNING OUTCOMES: Participants will have identified 10-12 networking opportunities and will have practised networking skills. DESCRIPTION:

Review the material on page 45 of their workbooks. Ask participants to jot down some networking opportunities they are aware of. Record these on the overhead or flip chart.

Organize the class into groups of 3-4.

Instruct participants to complete the role-playing exercise on page

46.

Have each group report back to the class on how the “networker” handled the situation.

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STIC: Overview & Orientation Workshop (DRAFT) Facilitator’s Guide 56

SECTION SIX: RELATED OCCUPATIONS

In this section, you will learn about: The occupations of Bookkeeper, Financial Planner and Financial Consultant.

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SECTION SIX: RELATED OCCUPATIONS ACTIVITY: Lecturette, discussion & self-assessment TIME: 20 min. LEARNING OUTCOME: Participants will know what the requirements are for accountants. DESCRIPTION:

Review the material on pages 49-50 of the workbook. Has anyone applied for these types of positions? What has their experience been? How do people feel about possibly being underemployed? How do people feel about changing their resume to de-

emphasize the professional training & experience?

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STIC: Overview & Orientation Workshop (DRAFT) Facilitator’s Guide 58

WRAP-UP WHO DOES WHAT? ACTIVITY: Small Groups – Matching Game TIME: 20 min. LEARNING OUTCOME: Participants will understand the roles and responsibilities of 8 different stakeholders in the regulated professions. DESCRIPTION:

Organize the class into groups of 3-4.

Instruct participants to complete the exercise on page 51 in their Workbooks.

Take up answers as a class (answer key provided).

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STIC: Overview & Orientation Workshop (DRAFT) Facilitator’s Guide 59

WRAP-UP:

WHO DOES WHAT – Attorney General of Ontario Sets national policies for immigration.

Institute of Chartered Accountants of Ontario

Provides non-binding assessments of academic credentials.

Professional Association Sets standards for skills, knowledge and behaviour for their members.

Citizenship and Immigration Canada Provides labour market information on all occupations.

Human Resources and Skills Development

Provides upgrading and training opportunities.

Universities & Community Colleges Administers the laws that set out the requirements for becoming a Chartered Accountant.

Community-based Agencies Provides opportunities for English language and other training, as well as employment support.

Comparative Education Service Provides networking and professional development opportunities.

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WRAP-UP GOAL SETTING & EVALUATION ACTIVITY: Individual -- writing a goal statement TIME: 30 min. LEARNING OUTCOME: Participants will have created a short and long-term goal statement. DESCRIPTION:

Instruct participants to complete the exercise on page 52 in their workbooks.

Have participants read their goals and objective out loud.

Hand out the evaluation form for the workshop.

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WORKSHOP EVALUATION Overview and Orientation

Facilitator: Session # & Year: Your feedback is very important. Please be as honest and as specific as you can.

1. As a result of this workshop, do you feel you have:

Yes No a) Increased your knowledge of the labour

market in your field?

b) Increased your understanding of the laws that apply to your profession?

c) Increased your knowledge of the licensing and registration processes in Ontario?

d) A better understanding of your own status in the licensing process?

2. Were the materials/exercises you were given:

Easy to understand? Yes No Useful? Yes No Detailed enough? Yes No

3. How can we improve the materials/exercises?

4. Please complete the following sentences:

The most useful part of this workshop for me was … because …

The least useful part of this workshop for me was … because …

Thank You!