Summary of the CYFAR Core Competencies

Summary of the CYFAR Core Competencies

Priority skill areas have been identified for each of the five CYFAR Core Competencies listed below. Supervisors are encouraged to work individually with their CYFAR “front-line” staff and volunteers to assess specific skills and training needs. By using the CYFAR Core Competency Self-Assessment and CYFAR CoreCompetencies: Professional Development Planning Tool, supervisors and staff can work together to plan professional development for any of the skills identified as needing improvement. 

Personal Readiness

I have the knowledge, skills, and/or ability to

A1. Understand how my viewpoint may impact and bias my work.

A2. Work with a variety of people including those of a different race, gender, or ability. 

A3. Identify environmental factors that can impact a person’s growth and development. 

A4. Identify factors in a person that can affect his/her growth and development.

A5. Understand how the availability of resources (social, financial, and political) can affect a person’s access to  community support services.

A6. Identify the professional development opportunities and trainings that I need. 

A7. Maintain a high level of professionalism and ethics in my work.

A8. Recognize the developmental milestones of the children and youth I serve.

A9. Recognize the predictors of risk behaviors among the children and youth I serve. 

Engagement with the Community

I have the knowledge, skills, and/or ability to

B1. Identify assets in the community.

B2. Build relationships in the community.

B3. Bring diverse stakeholders together to make complex decisions.

B4. Assess community change readiness and help track change in the community over time.

B5. Understand/appreciate cultural, religious, legal, and other issues that may affect a program or the people it serves.

Program Design

I have the knowledge, skills, and/or ability to

C1. Develop effective resources, materials, and curricula. 

C2. Support active learning and skill building.

C3. Create a safe and welcoming learning environment.

C4. Build learner confidence and self-worth.

C5. Develop guidelines and expectations for different types of learners. 

C6. Plan for ongoing program success and sustainability.

Program Implementation

I have the knowledge, skills, and/or ability to

D1. Help develop supportive relationships among program participants. 

D2. Incorporate child and youth development into program delivery.

D3. Promote effective communication among program participants.

D4. Use technology (video, social networking, and other tech tools) to improve program efficiency/effectiveness. 

D5. Help participants learn about community resources.

D6. Advocate for children, youth, families, and communities. 

D7. Manage the day-to-day operation of the program.

Program Evaluation

I have the knowledge, skills, and/or ability to

E1. Describe a program using a logic model.

E2. Understand the characteristics of a high quality program.

E3. Understand how to evaluate program outcomes.

E4. Understand how to evaluate program quality.

E5. Understand why it is important to evaluate program quality and program results. 

Author(s), Presenter(s): 
N/A
Year published or updated: 
2014
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