Support Services

Several of the support services that LBS college programs have in place for the ir learners have been mentioned in previous units. They include distribution of training support dollars and access to other college services such as special needs centres, health services and peer tutoring. One that deserves further discussion because it is an integral part of many larger LBS college programs is access to professional counselling. The role of the program counsellor (program or academic advisor) varies from program to program. In a large program, the counsellor might facilitate orientation courses and help students with training plan development. In smaller satellite programs, this role might be assumed by practitioners. The additional responsibility, however, is often offset by smaller classes. Smaller programs also might have an agreement with the main campus to provide specific counselling services.

In addition to academic and career counselling, a professional counsellor can provide personal counselling. While the classroom practitioner can provide a high level of personal support, there are occasions when a learner should be referred to the program counsellor. In extreme situations, the program counsellor may refer a learner to other agencies in the community.

This is the main reason why the learners are here…to take the next step. So it is imperative for a seamless “next step” through this knowledge.
— Experienced Practitioner

One of the key responsibilities of program counsellors is to help learners make good career and employment choices. To do this effectively, they must have adequate, relevant and up-to-date career and post secondary program information. Program counsellors must consider a number of external and personal factors in helping learners set realistic career and employment goals. Some of these include:

  • the current trends in local employment/job market
  • the length of time it will take the learner to achieve his/her long-term goal
  • the learner’s level of motivation
  • the learner’s cognitive ability and rate of progress in the program
  • the amount of family and community support the learner has

An effective system must be in place for information to flow smoothly between the practitioner and the program counsellor. Areas of responsibility therefore must be clearly defined.