Career Development Practices

Unit - 1

Career Development

Career Development is defined as the lifelong process of managing living, learning, earning, work,

leisure and transitions in order to where you want to be (to move toward a personally determined

and evolving preferred future).

Career development is much more than the jobs you pursue - it is about how you want to live your

life. There are several noteworthy elements in this definition:

Lifelong career development is not summed up in a single decision. A simplistic view of career

order to achieve that end of story. The real story, however, generally involves multiple chapters,

with distinct goals, tasks, outcomes and transitions across the lifespan. In early childhood, career

development is largely about exploration, developing a sense of self in the future and expanding

horizons with respect to what that future self could encompass. Later in adolescence, career

development is about exposure, experience, reflection and the development of personal/career

management and employability skills. Throughout adulthood, those skills are refined, expanded and

deployed to navigate an ever changing labour market. The Life/Work Designs articulates the

life/work competencies Indians need to proactively manage their career development from

kindergarten to adulthood.

Managing career development will happen whether it is managed or not. The question is the

extent to which you want to influence your career direction versus leaving it to chance. Current

levels of youth unemployment and underemployment, job dissatisfaction and mental health claims

in the workplace would suggest that leaving it to chance, more often than not, does not pan out.

Learning, work and transitions career development is the mechanism by which learning (formal

and informal), work (paid and unpaid) and the transitions between are navigated.

Personally determined career development is about intentionality. Done well, it ensures that the

decisions we make about learning and work are grounded in knowledge of self (personal interests,

attributes, values and skills), and knowledge of educational/labour market realities (conditions,

finances, prospects, entry requirements, progression and pathways). Done well, it ensures you are

prepared for the realities of your choices, have the skills and supports to manage and, importantly,

are clear about why the choice is right for you, fuelling your motivation, focus and success.

Evolving preferred future career development recognizes that both we and our labour market

change over time. What we want and what is possible are not static. Whether we are employed

with one company long term, pursue entrepreneurial ventures or piece together our living through

multiple contract, project-based and portfolio work, we will need to adjust and adapt, re-conceive

and re-create our careers. This demands vigilance and career management and employability skills.

What do Career Development Professionals do?

Career Development Professionals work with people of all ages to help them to manage their

learning, work, leisure and transitions. The goal of career services is to help people to pursue

learning and to find work which is personally meaningful and to learn how to manage transitions in

-evolving labour market.

Career Development Professionals provide direct services in the areas of:

Career education

Career guidance

Employment counselling

Human resource development

Career management

Training in employment skills

Training in work-related areas

Vocational rehabilitation

Career services may be found in many different places: school guidance centres, colleges/university

career centres, community-based agencies, government service centres, outplacement

organizations, workplaces and/or through private career service firms and independent

practitioners.

Career Development Professionals have the skills, knowledge, and experience required to assist a

to create a meaningful life.

Standards and Guidelines for Career Development Professionals

The Standards & Guidelines outline a specific set of competencies required for Career Development

Professionals based upon job practices. The three competency clusters are:

Core Competencies: Professional behaviours, interpersonal competence, career development

knowledge, and needs assessment and referral.

Areas of Specialization: Assessment, facilitated individual and group learning, career counselling,

information and resource management, work development, and community capacity building.

Common Skills and Knowledge: Work search strategies and group facilitation

The purposes of developing national standards and guidelines for career development professionals

are to:

Provide a foundation for designing career development professional training.

Provide quality assurance to the public.

Recognize and validate the diverse skill sets of professionals working in the field.

Create a common voice and vocabulary for career development.

The main goal of the Standards and Guidelines for Career Development initiative is to spell out the

competencies that professionals need in order to deliver comprehensive career education services

to clients across the lifespan. Taken as a whole, the Standards and Guidelines map out the

knowledge, skills, and attitudes that professionals need in order to deliver quality career

development services to clients. It is hoped that associations will use them, in conjunction with their

own professional codes, to describe more clearly the career development aspect of the work they

do.

Core Competencies

Core Competencies are the skills, knowledge and attitudes common to all career development

professionals, regardless of their employment setting. Individual education advisor could however

differ in their specialty areas.

1. Advisors working as career development professional need to demonstrate certain

attitudes. They need to be:

(a) insightful

(b) honest

(c) open-minded

(d) results-oriented

2. People working in career development practice need to have certain skills. They need to:

(a) document client interactions and progress

(b) accommodate diversity

(c) collect, analyse and use information

(d) convey information clearly when speaking and writing

3. People working in career development practice need to have certain knowledge. They need

to know:

(a) career development models and theories

(b) the change process, transition stages, and career cycles

(c) components of the career planning process

(d) the major organizations and resources for career development and community services

4. People working in career development practice need to be guided by a code of ethical

behaviour.

C1 Professional Behaviour

C1.1 Adhere to the Code of Ethics and the Ethical Decision-Making Model

C1.1.1 Follow the Code of Ethics and apply the Ethical Decision-Making Model

Why is this competency important?

to provide a practical guide for professional behaviour for those who provide direct service

to assist the career development professional in making thoughtful decisions when resolving

ethical dilemmas

To demonstrate this competency, career development professionals must:

Follow the Code of Ethics and the Ethical Decision-Making Model, Standards and Guidelines for

Career Development as presented in Appendix A.

Notes

The Code of Ethics found in Appendix A is pertinent to the Core Competencies. Detailed and focused

ethical guidelines would be useful for each of the specialization areas. These specialized guidelines

would be considered as an adjunct to the Code of Ethics, not a replacement.

C1.1.2 Demonstrate professional attributes


to help career development professionals create and maintain a high level of credibility

to help career development professionals act as a role model

to help career development professionals ensure consistency of service to all clients

to enable career development professionals to work with a variety of people with diverse

needs and backgrounds

to show respect to others

to act responsibly

to offer quality service to clients

To demonstrate this competency, career development professionals must be:

(a) accurate: deliver information as dictated by assessment tools

(b) adaptable: adjust to new ways of doing things, react positively to change

(c) assertive: direct, honest, and appropriate self-expression

(d) attentive: listen to others

(e) collaborative: work with clients and colleagues to produce solutions

(f) confident: willing to take calculated risks

(g) conscious of their own values, beliefs, strengths, biases and limitations: make clear

distinctions between own values and those of others to avoid projection

(h) consistent: maintain congruency between practice and theory, provide high quality service

to all clients

(i) curious: seek information

(j) determined: work through difficult situations

(k) empathetic: respond to the feelings, attitudes, values and concerns of others

(l) empowering: act as a facilitator, be non-directive

(m) genuine: respond sincerely to others

(n) honest: express their opinions truthfully and appropriately

(o) innovative: develop imaginative solutions, present new ways of thinking and/or behaving

(p) insightful: identify the relationship between key issues, be aware of their own values

(q) motivating: empower and encourage people to believe in their own abilities to make

changes successfully

(r) non-judgmental

(s) open-minded: give due consideration to different perspectives and new information,

examine new trends before making judgements, value diversity

(t) optimistic: promote hope and a positive outlook, provide encouragement

(u) outcome-oriented: facilitate problem solving; generate options with clients and offer

choices

(v) patient

(w) positive: present strengths of the situation and people

(x) proactive: anticipate the future, e.g. plan for future events, trends, problems and

opportunities; act as an agent for productive change; interpret trends and global thinking

(y) respectful of the diversity of clients, colleagues, communities and cultures

(z) responsible: follow through with commitments; recognize professional boundaries

(i) self-motivated: work without supervision; take independent action within the

parameters of the workplace; rise to challenges

(ii) self-reflective: evaluate their own beliefs, philosophies and actions

(iii) sensitive to cultural, regional and geographical differences

(iv) supportive

make changes successfully

(v) trustworthy

Notes

It is important to recognize that career development professionals are human and have

strengths in some areas more than others.

The development of these competencies is an on-going process.

C1.2 Demonstrate a Commitment to Professional Development

C1.2.1 Develop relationships with other professionals


to broaden experience

to realize and respect the boundaries and limitations of their roles

to keep up-to-date in the field and share ideas and techniques that positively impact clients

to work co-operatively with:

- colleagues

- other agency staff

- partners

- employers

- funders

- the community

to enhance the working environment

to plan for own professional development


(a) create a climate of trust, e.g.

- work to meet both their own needs and the needs of others

- consult with colleagues on a regular basis, formally or informally

- give others opportunities to participate in decision making

(b) share knowledge and skills, e.g.

- act as or seek a mentor or coach

- take time to observe, discuss and share the work of others

- exercise skill and care in providing guidance and constructive feedback

(c) network locally, regionally, nationally and internationally, e.g.

- attend information sessions

- participate in professional conferences, seminars, workshops and career fairs

- participate in professional associations and community events

- develop relationships with other community agencies

- share resources and information

- familiarize themselves with cultures and groups in the community

C1.2.2 Demonstrate a commitment to lifelong learning


to continue professional development

to focus on own career path

to act as a role model

to maintain work/life balance

to attend to self-care

to retain current and relevant knowledge and skills

to improve services to clients

to demonstrate alliance with the values of the career development profession by continuing

to develop as individuals and professionals


(a) pursue personal or professional development, either formally or informally

(b) establish a personal and/or professional plan:

assess how practices, behaviours and areas could be improved:

- engage in self-reflection/assessment

-

include specific career and personal development activities, e.g.

- read current resources and journals

- learn from clients and colleagues in other cultures

- use technological learning resources

- access career development web sites

- participate in formal training/in-service

- develop personal and professional portfolios

- join professional associations

- participate in professional conferences

- learn from colleagues

- act as coaches or mentors

C1.2.3 Keep up-to-date with technology


to increase access for clients to services and information

to remain current and relevant in practice and services offered

to help clients use relevant computer resources and tools

to recognize the impact that e-commerce and diverse technologies are having on the world

of work


(a) access and use:

various computer-based resources and tools, e.g. occupational details; career planning and

assessment tools, etc.

information about technology, e.g. books, articles

Internet and other available services, e.g. interactive learning

(b) review and select computer-based resources, tools and Internet services:

(c) offer input in the development of technology-based tools, when possible

Notes

It is important to be aware of other technologies related to specialized client groups such as

the physically disabled.

While it is the responsibility of the career development professional to keep up to date with

technology to support their role, it is recognized that access to technology may be

dependent on the work environment.

C1.3 Deliver Career Development Services

C1.3.1 Apply a solution-focused framework


to assist self and clients in analysing situations, identifying and developing alternatives and

establishing a plan of action

to develop a collaborative relationship with clients


(a) develop a solution-focused orientation:

frame problems as:

- opportunities for learning and growth

- having an historical, political, economic, cultural, geographical and philosophical context

- opportunities for personal growth, for self-improvement and for using self-control

- opportunities to understand that time, energy and commitment are required to solve

problems

believe that the skills for problem solving can be acquired

use an approach that is broad, encompassing and client-driven

consider the differences between individual styles for solving issues or concerns

(b) use a solution-focused framework, e.g.

define the issue or concern

analyse the issue or concern

set goals

generate a number of alternative(s)

select the alternative(s) to be applied

implement the alternative(s)

evaluate the effectiveness of the alternative(s)

repeat the steps in the solution-focused framework as necessary

(c) respect diverse client approaches to developing solutions

(d) explore with clients the impacts of diversity on their career lives in a way that respects their

reality and worldview

(e) support clients to seek appropriate workplace/educational accommodations

Notes

assessed.

It is critical to take the time to carefully analyse the issues or concerns before jumping into a

process of generating solutions.

The examples presented in (b) reflect a traditional approach. Other approaches focus more

on taking advantage of opportunities or risk-taking.

Career development professionals need to recognize and choose the appropriate solution-

focused framework based on the client and the situation.

C1.3.2 Collect, analyse and use information


to identify trends and opportunities

to remain up-to-date in the career development field

to be able to maintain and retrieve information effectively

to assist clients

to develop information management strategies


(a) identify the information needed, considering:

services provided

current events that impact the labour market, community, and clients and their futures, e.g.

politics, public policy, economics, demographics

(b) identify sources of information in various formats, e.g.

professional journals

business publications

community-based agencies/groups

newspapers

employment services

their own experiences

consultations with experts, e.g. statisticians, economists, sociologists

the Internet

colleagues

government databases

chambers of commerce

libraries

(c) collect and compile the information:

ensure credit is given to sources of information:

- be aware of copyright laws

(d) analyse the information:

evaluate its:

- accuracy

- relevance

- quality, e.g. gender biases, promotion of equal opportunities

use statistical concepts to interpret data

(e) organize the relevant data into a useful format for further work:

draw conclusions

synthesize the information

(f) take appropriate action, e.g.

provide clients with the findings

make recommendations

adjust programs

critique career development concepts and practices

Notes

An understanding of basic statistics is particularly important to effectively interpret labour

market information.

A career development professional may need to develop information management

strategies to deal with information overload and to filter questionable and contradictory

information.

C1.4 Manage Work

C1.4.1 Use planning and time management skills


to be efficient and effective in fulfilling responsibilities to clients, colleagues, employers and

self

to understand own limitations and boundaries


(a) establish goals:

refer to the mission of an organization or the purpose of a project

consider the needs and values of individuals involved

(b) prioritize the goals, considering:

their importance to the mission/purpose and values

(c) outline the objectives to be achieved for each goal

(d) identify the tasks that need to be completed to meet each objective:

rank the tasks according to importance and urgency

identify tasks that can be carried out simultaneously

state the performance measures to be used to assess task completion or success

determine the amount of time each task will take, considering:

- previous experience

- the resources available

- other projects that compete for time

- possible delays

(e) create timelines:

identify critical dates

schedule tasks

(f) monitor progress:

review and update timelines regularly

identify incomplete tasks and make adjustments as required, e.g. adjust time lines, critical

dates and appointments

ensure deadlines are met

(g) review goals and objectives regularly:

remain flexible

make adjustments as required

Notes

The extent to which all tasks can be regularly completed may be somewhat dependent on

the work environment.

Planning and time management are not always sequential processes.

C1.4.2 Follow case and project management procedures


to allow for program evaluation and accountability

to give client feedback that is supportive and of interest

to co-ordinate services that may enhance the employability of the client, where more than

one service provider is involved

to assist in ensuring accountability

to identify how co-ordination and co-operation may be further enhanced due to

program/service inter-relatedness and inter-dependence at the intra- and inter-agency

levels


(a) follow organizational procedures adapted to the context of work

(b) review case files and project management files involved in cases as per legislation and policy

protocol:

make files comprehensible and accessible to other professionals involved in cases

update as required

(c) assist clients in understanding services provided by agencies

(d) consult with other agencies to define case management responsibilities for each agency

(e) consult with staff in their own agencies to clarify case management responsibilities

(f) case conference with peers:

present and integrate information

receive and assess information from peers for the benefit of clients

(g) work on alternative action plans with clients

Notes

It is important to be aware of issues surrounding confidentiality as described in the Code of

Ethics, and outlined in relevant legislation and policies.

A career development professional is required to report anyone who is in imminent danger,

e.g., child, as noted in the Code of Ethics

C1.4.3 Document client interactions and progress


to have information that can be easily retrieved for decisions or future needs

to maintain client confidentiality

to highlight the importance of record keeping in case management documentation

to be aware of the implications of record-keeping


(a) identify types of records required, e.g.

client assessments

case notes

client meetings

identification forms

authorizations

rsums/portfolios

(b) complete records and notes/logs as required, e.g. daily, monthly, annually

(c) ensure the recorded information is accurate, complete and objective, e.g. date, calculations,

counts:

ensure information is protected and secure, when necessary

information should be non-judgmental and behaviour-based

(d) file copies and back-up data

(e) keep the records current, e.g. store old information as per legislation, policy or guidelines

(f) close the files upon service completion

(g) be aware of legal issues associated with record keeping, e.g. freedom of information,

confidentiality, protection of privacy, how long records need to be kept:

follow laws or guidelines relevant to issues

Notes

It is a good idea to keep recorded information in chronological order.

Clients should be made aware of the record-keeping process and be advised about their own

ability to access records.

Systems need to be in place in order to facilitate this competency.

C1.4.4 Evaluate the service provided to clients


to improve practice and accountability

to improve client satisfaction

to identify new services

to measure client satisfaction

to provide evidence to assist in service promotion

to identify inequities in service delivery


(a) promote the use of quality indicators and service standards:

develop evaluation criteria for all stakeholder groups, if necessary and appropriate

(b) review services, considering:

context

objectives:

- compare current service objectives to feedback from clients

process:

- reflect on their own service-provision process and outcomes

- reflect on the need for advocacy with other parties

(c) conduct ongoing evaluations:

use appropriate evaluation methods, i.e. qualitative, quantitative or a combination

use appropriate data collection methods, e.g. questionnaire

(d) collect the data

(e) compile the data

(f) analyse the data, e.g.

distinguish qualitative and quantitative information

apply statistical analysis to quantitative data

promote value and application of qualitative data

(g) draw conclusions:

reflect on evaluation results

incorporate advocacy practices

follow up as necessary, e.g. revise approach, seek professional development

Notes

This may be implemented differently in different situations and organizations, e.g. a

supervisor may be responsible for this competency.

Specific information about gathering information and determining information needs is

available in S4.

Service providers should be aware of their ability and responsibility to influence

management practices, policies, procedures etc.

C2 Interpersonal Competence

C2.1 Respect Diversity

C2.1.1 Demonstrate awareness and knowledge about diversity


to work effectively, appropriately and ethically with a diverse client group

to appreciate that and accept clients may not share career development professional

personal or professional perspectives

to understand that clients are unique individuals and to accept and respect each individual

for who they are

to provide an inclusive environment when working with clients

to understand the influence of diversity on career development

to promote access and/or referral to services for diverse clients


(a) and beliefs that

are relevant to their career issues

physical ability

mental ability

disabilities

self-image/concept

educational background

language

social barriers

spirituality/religion

motivations

aspirations

race

age

ethnicity

gender

sexual orientation/preference

socio-economic status

culture

(b) work and environment context, e.g.

roles

expectations

physical environment

employment history

systemic barriers

composition of workforce

equity practices

(c) how client characteristics and beliefs and work and environment context can interact to

affect:

values and beliefs about work and productive roles

career development needs

employment expectations

economic, social and political issues

learning styles

willingness to engage in career-related practices

Notes

The continuous acquisition of knowledge and self-awareness is necessary to work with

diverse clients.

Interpersonal competence is affected by system and organizational policies and procedures,

which career development professionals may influence.

It is important that career development professionals recognize that their personal

characteristics influence their perceptions of others.

It is important that career development professionals recognize that the importance placed

on diversity by clients will vary across their life contexts and have different implications for

their career development, for example, a gay person in or out in some life contexts but not

others.

C2.1.2 Demonstrate respect for diversity with all clients


to work responsibly and respectfully with clients by accepting, understanding and respecting

individual uniqueness

to ensure pre-judgment and biases are not affecting service delivery

to identify and work to overcome systemic biases that limit peo


(a) be sensitive to the intra- and interpersonal dynamics of people from diverse populations:

accept and seek to understand responses that may occur, e.g., body language cues;

(b) respond to the career development needs unique to individuals of diverse populations:

recognize and consider the issues unique to diverse populations

recognize and consider the various physical/mental/emotional conditions that may present

barriers:

- determine any assistance or solutions necessary based on individual needs, e.g.,

adaptive technology

be prepared to adjust service delivery to meet the needs of diverse clients

(c) access appropriate methods or resources to communicate with clients with specific needs,

e.g., interpreter for client with limited proficiency in local language; include significant

others or community members in career decision-making processes

(d) work with colleagues, other professionals and community members including individuals

from diverse backgrounds to:

facilitate understanding of the needs of clients with diverse characteristics in the areas of:

- career exploration and education

- employment expectations

- economic and social issues

eliminate discriminatory practices in employment, education and training as per legislation,

e.g. Human Rights

promote open and honest feedback

contribute to the elimination of prejudices

clearly distinguish between individual and systemic barriers

(e) recognize and manage areas with respect to diversity in which they may carry assumption,

are personally uncomfortable or lack sufficient knowledge.

Notes

It is important that career development professionals view diversity as critical to fully

understanding any individual or group.

It may not be practical or realistic to work effectively with all clients, e.g. those with

language barriers or emotional barriers. Some individuals need to be referred to an agency

that can assist them more effectively.

It is expected that career development professionals will become familiar with the diverse

populations living in their communities. This can be fostered through establishing both

informal and formal relationships with diverse members of communities.

C2.2 Communicate Effectively

C2.2.1 Work with climate and context to enhance communication


to identify and overcome barriers to communication

to build rapport and relationships with the audience

to encourage effective communication


(a) consider themselves:

self-reflect about perceptions of the audience

(b)

(c) consider the level of language required to suit the audience, e.g. vocabulary, sentence

structure

(d) consider the impact of the environment

(e) consider the medium to be used, e.g. telephone, face to face, written, electronic

(f) adjust themselves, the environment and the medium to promote comfort, safety, rapport

and access

Notes

ons receiving the message, e.g. client,

employer, institution.

C2.2.2 Use a framework for verbal communication


to allow for the transfer of required information

to promote a co-operative and productive work environment

to save time and reduce confusion and error

es and opinions


(a) arrange an appropriate space to facilitate open communication

(b) provide an overview:

create a sense of common purpose

describe:

- the agenda of the session

- why the session is important

(c) state the goals and objectives:

use them to clarify the purpose

(d) provide a scenario:

refer to a situation, (e.g. past experience, video, newspaper clipping) to which the individual

can apply new information

(e) summarize or review:

incorporate summary or review during or at the end of a session

(f) provide transitions:

signal a change of topic

make transitions explicit to avoid confusing the audience

(g) provide verbal markers of importance:

use words or phrases to highlight the most important elements of

(h) attend to word use and different ways of communicating that are specific to the cultural

context

Notes

This can apply to one-on-one or group situations and can be done formally or informally.

Career development professionals need to be aware of the vast number of skills necessary

to facilitate and communicate proactively. (See C2.2.4)

C2.2.3 Use a framework for written communication


to facilitate an accurate assessment

to allow for the transfer of required information

to save time and reduce confusion and error

to reduce stress


(a) identify the purpose of communication:

set goals to promote effective and relevant exchange of information

(b) use the medium (e.g. email, memo, report, newsletters, web site) and style appropriate to

the audience:

clarify the main idea of the communication

show respect for varying literacy levels, e.g. provide material in written and alternative

formats

break the information into parts that are precise and clear

give examples to illustrate points

(c) organize the information into a meaningful structure

(d) use plain language that is easy to understand

(e) check with the audience to ensure the message is understood, if appropriate

Notes

Maintaining clear notes and documentation is important, as a career development

professional must often pass materials on to other professionals.

C2.2.4 Use effective listening skills


to create a climate of confidence, openness and comfort

to improve co-operation and teamwork

to encourage clients to contribute to solutions

to respect the pace and rhythm of the audience

to demonstrate respect


(a) use listening skills, including:

attending:

- note verbal and non-verbal behaviours

paraphrasing:

- reflect basic messages

clarifying:

- use self-disclosures, when appropriate

- focus discussions

perception checking:

- determine the accuracy of understanding

focusing:

- redirect clients

questioning:

- ask open and closed questions

- use declarative probes

reframing:

- help clients to see alternative perspectives

(b) use reflecting skills:

reflect feelings:

- let clients know that they understand how clients feel about the situation

reflect meaning:

- ensure that their perception of what is being said is the same as what the client

intends

(c) use summarizing skills:

pull themes together

(d) use prompts and leads:

help clients to find answers

seek consistency between questions and responses

Notes

Techniques need to be changed to adapt to the

C2.2.5 Clarify and provide feedback


-assess and to support them in growth and development

impacts on others


(a) support clients in self-assessing performances and behaviours

(b) provide des

appropriate:

discuss strengths and areas needing improvement

(c) describe inconsistencies and ask clients to clarify them:

Notes

A career development professional cannot force a client to change.

C2.2.6 Establish and maintain collaborative work relationships


to develop client, colleague, agency and community relationships that facilitate gathering

and sharing of information

to maximize trust and understanding so that further communication can be clear, direct and

effective

to enable one to work effectively with others in order to create a healthy and productive

work environment

to promote and market services to clients, employers, institutes and other agencies


(a) build rapport

(b) give other individuals their undivided attention

(c) establish the purpose of the relationship:

mutually determine expectations, needs and goals

(d) facilitate the exchange of information:

encourage participation

invite input from other individuals

promote and market services

(e) be sensitive to the needs and receptiveness of other individuals:

observe other individuals

check perceptions

respond to barriers and defences in a respectful manner

C2.3 Develop Productive Interactions with Clients

C2.3.1 Foster client self-reliance and self-management


-confidence

to understand and agree on possible outcomes

to work out steps needed to implement a decision so clients achieve goals


(a) use a client-centred approach

(b) establish rapport

(c) educate clients about their own roles, responsibilities and choices in the career development

process

(d) generate options with clients and offer choices

(e)

practice self-appraisal and introspection

seek information, e.g. identify resources, conduct information gathering interviews

investigate information

evaluate options

select the most appropriate options

(f) help clients to establish and commit to action plans

(g) conduct periodic reviews of action plans, e.g. meet one-on-one, telephone, email

update plans, as appropriate

Notes

In some cases, it may be necessary for a career development professional to provide

direction to a client when fostering self-reliance.

C2.3.2 Deal with reluctant clients


to assist clients in learning to manage change in their lives

to engage clients in the career planning process


(a) listen to clients:

encourage clients to voice their concerns

concerns

(b)

(c) inform clients of possible benefits of the process

(d) let clients know the options and potential results

(e) seek agreement on plans:

ask for commitment to continue:

- if the client agrees, develop a plan

- if agreement cannot be reached, advise others or refer client, as appropriate

Notes

A career development professional must understand the difference between a reluctant

client and one who is simply not yet ready to take the appropriate steps.

It is crucial to realize that reluctance may stem from a cultural perception of the role and

value of career development.

Not all clients will be enthusiastic about engaging in the career development process.

Recognize that reluctance may not be obvious and that roadblocks may be placed by the

client.

Career development professionals should realize that inaction is sometimes seen as a

benefit by the client, and the career development professional will need to help the client

examine this.

It is important to have buy-in on the part of the client in order for the process to be

successful. The career development professional should not force a situation when

confronted with significant resistance.

This competency does not apply to abusive clients. A career development professional will

abusive clients will vary.

C3 Career Development Knowledge

C3.1 Possess Career Development Knowledge

C3.1.1 Describe how human development models relate to career development


to establish an informed basis for practice

to broaden the understanding of career development


(a) describe how common human development models may relate to career development,

which include but are not limited to:

Humanistic e.g. Maslow

- move on to higher levels, e.g.

recognize that a client, who is the only income source for a family, may need to find

a temporary job first, and then participate in a longer term, focussed, career

decision-making group

Behaviourist e.g. Skinner

- use positive reinforcement to encourage desirable behaviour, e.g. use verbal praise

on the three interviews that you have arranged.

Developmental e.g. Erickson

- people go through various stages and each stage has different issues to resolve, e.g.

adolescents may not have a fully-developed identity

(b) describe human development models as they relate to your client groups, e.g. cognitive and

emotional development level of clients

Notes

These theories are not absolute and serve only as guidelines. Other interpretations and

theories are also valid.

C3.1.2 Describe major career development theories


to provide the context to work with clients

to understand client behaviours

to provide a rationale for suggestions, approaches and strategies

to provide a meaningful information base for your interactions with clients


Describe major career development theories, which include but are not limited to:

(a) Trait-Factor Theory

people have well defined patterns of traits, e.g. interests, values, abilities, personality

characteristics

jobs can be analysed and factors can be well defined

different jobs require different sets of traits

the best career choices are made by

(b)

personalities tend to fall into six broad categories:

- realistic

- investigative

- artistic

- social

- enterprising

- conventional

work and social environments can also be clustered into six similar populations:

- people are more satisfied in an environment that is congruent with their own

personality type

personalities tend to be characterized predominantly by three of the six personality factors,

e.g. RIA (realistic, investigative, artistic)

personalities can be matched with similar combinations of work environments:

- the most satisfying work situations occur when there is a close match between the

personality factors and the environmental characteristics

(c) -Span/Life-Space Career Developmental Theory:

people have multiple talents and interests:

- jobs require multiple talents and abilities

- any individual is qualified for a number of occupations

people tend to impose their self-concepts onto their work choices:

- typically, there is increased job sa -view includes a

view of the working self as being integrated with the other roles the person engages

in

career development tends to occur in developmental stages:

- growth

- exploration

- establishment

- maintenance

- decline

people tend to cycle through the stages when they are involved in career transitions

(d)

modelling creates a powerful influence on the career choices that people make:

- observational learning stemming from significant role models (e.g. parents, favourite

aunts or uncles, television stars) make some occupations more attractive than

others

in the process of learning how to understand the world, people develop various beliefs

about the nature of careers and their roles in life:

- these beliefs may or may not be founded in reality

- -

-

was much good at math and never will be, so I better steer away from any career

(e) Constructivist Theory/Models of Career Development, e.g. Savickas, Mahoney, Peavy:

there are no fixed meanings in the world:

- people construct their own meanings from the experiences they have

two people may be in the same situation, yet have very different perceptions of their

experiences:

- results from people attaching different meaning to various elements of a situation

career planning is about:

- creating meaning

-

- taking steps to help make the vision a reality

Notes

Career development professionals can use a combination of theories and philosophies

(including psychological, spiritual and vocational) to present a holistic approach to clients.

Most theories have more than one central component. Any one of the bullets for each

theory would demonstrate some familiarity with the constructs of the theory.

No one theory is comprehensive.

Theories need to be integrated into a career development professional

It is important to recognize the bias inherent in many theories, such as gender, class, culture,

race, age and religion.

The level of detail provided in this section is indicative of the level of knowledge required by

a career development professional.

C3.1.3 Describe how change and transition affect clients moving through the career

process


to help clients adapt to and manage change and transition

to help clients understand and accept that change and transition are normal parts of life


(a) describe types of change and transition, e.g.

school to work

work to school

school to post-secondary college/institute

immigration from one country to another

employee to self-employed

employment to unemployment or under-employment

aging

single to married

married to single

able-bodied person to a person with a disability

long-term full time parenting to reintegration into the workforce

paid employment to other life roles, e.g. parenthood, volunteer

(b) recognize that change and transition are parts of life:

identify that there are expected and unexpected changes

identify that some changes are planned and some are forced

identify that change occurs at many levels, e.g. personal, societal, economic, political,

cultural

identify that change and transition can have both positive and negative components

(c) recognize that the role of the career development professional is to help clients to learn to

manage transitions and to guide clients through career-related changes

(d) describe how models and theories can:

assist clients in identifying their own change and transition processes

encourage clients

Notes

Most adult workers will change occupations several times in their career lives.

Change is often why a client contacts a career development professional.

Some clients cannot move through the change process until they understand it.

C3.1.4 Describe how life roles and values impact career development


to understand and integrate into practice that making a living is only one component of

to understand that individuals, their values and the environment are interdependent


(a) identify life roles and responsibilities that affect career development, e.g. child, spouse,

community leader

(b) describe appropriate intervention options

(c) assist clients with the integration of career development within life roles

Notes

While career development has an impact on work, it also impacts other roles assumed by

individuals.

C3.1.5 Identify major components of the career planning process


to help clients develop and implement personal career plans that are clear, relevant and

attainable

to help clients understand that career planning is a life-long process

to help clients understand how societal trends play a major role in career planning


Identify the major components of the career planning process, which include, but are not limited to:

(a) needs assessment

(b) self-assessment, e.g. interests, personality, ability, skills, values

(c) opportunity awareness, e.g. training, education, labour market, funding

(d) planning techniques, e.g. research, decision making, action planning, goal setting, work

search

(e) planned follow up, e.g. re-evaluation plan

Notes

It is important for the career development professional to have an understanding of the

implications of barriers and limitations.

Although the career planning process is a life-long process, clients should be made aware

that this process includes short-term and long-term goals.

C3.1.6 Identify the major organizations, resources and community-based services for

career development


to promote life-long learning

to address the needs of those clients with unique needs

to identify service gaps in the community


(a) identify organizations, resources and community-based services relevant to their client

groups, e.g.

boards of education

corporate intra-organizational resources

directories

government programs

mentorship programs

secondary and post-secondary institutions

social services

Internet

(b) know how to access information pertaining to organizations, resources and services relevant

to their client groups

(c) describe services offered by each organization:

identify types of clients eligible for the services offered

describe how the services can be accessed:

- identify the referral process, if applicable

identify the information available

Notes

The role of the career development professional is to identify resources available for career

development and to empower people to access and use them.

It is important to be aware of sources of information for all types of people, including people

with disabilities, aboriginal people, members of visible minorities and women.

C3.1.7 Explain components of labour market information


to help clients understand and apply labour market information to their work search and

career objectives

to comprehend the local, regional, national and international labour markets

to access information on past and present labour market needs and future labour market

trends

to use career resource information

to understand the labour market

to be aware of others in this specialized field and to provide referrals


(a) access and explain components affecting the labour market, including:

historical perspective of the labour market

structure of the labour market, e.g.

- types and sizes of organizations

- industrial classifications

- National Classification of Occupations

basic language of the labour market:

- employment rates

- participation rates

- statistics

trends in, e.g.

- business conditions, needs and practices

- changing job requirements

- education

- employment

emerging and declining occupations

- marketable skills

- organizational development

- unpaid work

- work alternatives, e.g. work sharing, contracting, entrepreneurship, consulting,

working out of the home

- the workforce

rights, responsibilities and expectations of employers and employees:

- identify relevant legislation

(b) possess an understanding of primary, secondary and tertiary economies

Notes

Accessing labour market information can be very time consuming. Career development

professionals can increase their efficiency by working with colleagues to share this

information.

It is important to be able to use labour market information in interactions with clients as

well as in program planning, priority setting, etc.

C3.1.8 Keep up-to-date about the labour market


versa

to provide accurate labour market information to clients

to assist clients in using current labour market information for career planning

to assist clients in networking effectively in the community


K

(a) job search resources, e.g. Internet, newspapers, employment services

(b) demographic data

(c) employers and the skills they require

(d) placement data

(e) updates of local labour market surveys

(f) funding sources

(g) training opportunities

(h) local government economic development plans and forecasts

(i) activities of companies and any diversification, e.g.

openings

closings

relocations

expansions

C3.1.9 Keep current about diversity issues


to be able to work effectively, appropriately and ethically with a diverse client group

to provide an inclusive environment when working with clients

to promote access to services by diverse clients


(a) be aware of the demographics of their community

(b) describe diversity issues in their community

(c) identify community resources/services available to diverse clients

(d) describe relevant legislation which may affect diverse clients

C3.1.10 Describe how diversity issues can impact career development


ces


be aware of systemic biases which may impact peoples career development

elements of career development exploration, planning, decision-making choices and action

C4 Needs Assessment and Referral

C4.1 Refer Clients to the Appropriate Sources

C4.1.1 R


to assist clients in selecting services to meet their needs

to help clients to develop skills for research

to assist clients in obtaining services outside the boundaries of the career development

professional


(a) use a variety of methods and/or models to help clients identify their needs on an ongoing

basis, e.g.

ask questions, e.g. verbally, by questionnaire

complete needs assessments with clients

(b) collaborate with clients to determine the most appropriate action t

access services, information and/or training to help clients make informed decisions

(c) initiate next steps with clients:

refer clients to other resources when issues are outside the boundaries of the career

development professional xpertise, organizational mandate or boundaries of career

development

Notes

professional

of expertise, there may be situations where the career development professional will refer

the clients to other career development professionals whose approach would benefit the

client more.

As part of this process, a career development professional may recognize client barriers that

will have a significant effect on the career development process, for example, learning

disabilities or psychological/social/neurological difficulties. In these cases, the career

development professional may need to refer the clients to recognized specialists.

C4.1.2 Develop and maintain a referral network


to assist clients in connecting with appropriate resources

to send clients to the appropriate referral agency


(a) access or organize an information system for referral sources, e.g., a database, a portfolio

(b) liaise with others to exchange referral information about available and current resources

(c) establish community linkages between clients with special needs and community resources

C4.1.3 Make appropriate referrals


to inform clients of services that are most relevant to their needs


(a) collaborate with clients to choose the most appropriate referrals

(b) assist clients as needed and appropriate:

follow the procedures of the referral sources, if applicable

(c) complete all necessary documentation, e.g. client consent forms

(d) confirm with other agencies that referrals are appropriate:

take corrective measures, if necessary

(e) follow up on referrals:

document outcomes

refer clients to additional referral sources, if required

Notes

to proceeding. For example, a social assistance recipient should not proceed with training

without prior approval.

It may be important to conduct ongoing follow-up to ensure a client does not become

stalled or lost within the system.

Areas of Specialization

S1. Assessment

S2. Facilitated and individual group learning

S3. Career counselling

S4. Information and resource management

S5. Work development

S6. Community capacity building

The areas of specialization are competencies needed to provide specific career education services

that clients may need. These competencies vary according to the nature of the specific service.

Career Development Professional may have the competencies and therefore meet the standards in

one, or more areas of specialization, depending on the nature of their duties and the services they

provide.

S1 Assessment

S1.1 Client Assessment

S1.1.1 Describe assessment tools and methods


to understand that assessment is an ongoing process

to know what assessment methods are available and current

to know what assessment methods can and cannot do

to be able to tailor the use of a method to the target clients


(a) describe the difference between standardized and non-standardized assessment:

standardized assessments are normed and non-standardized assessments are not

(b) identify areas that can be assessed, e.g.

interest

multiple intelligence

ability

work value

learning style, etc.

(c) identify tools and methods used to assess these areas:

Dermatoglyphics

Aptitude assessment tool

Attitude assessment tool

Ability assessment tool

Learning style tool

Learning motivation tool

(d) keep up to date with new assessment methods

Notes

Assessment methods are continually being created and updated. It is important for a career

development professional to be aware of changes in the field.

Assessment methods complement the career development process; they do not replace it.

It is a good idea for clients to have an opportunity to retest if they are dissatisfied with the

results of assessments.

S1.1.2 Identify standardized career assessment tools appropriate for your client


to facilitate appropriate selection of career assessment methods

to address important factors not covered by standardized tools

to enable professionals to use a broad range of assessment methods


(a) determine goals of assessments

(b) determine the appropriateness and limitations of standardized career assessment tools,

educational levels

functional literacy levels

base vocabularies

ages

primary languages

physical capabilities/limitations

cognitive capabilities

(c) be aware of the:

validity and reliability of standardized career assessment tools

trustworthiness and meaningfulness of informal assessment methods

(d) determine the career assessment tool applicability to individual and group assessments

Notes

It is important to recognize the limits of self-administered assessments (computerized and

Internet testing) and to realize that career development professionals have to interpret

results from these assessments.

Career development professionals must recognize that different clients require different

assessment methods.

Assessment tools and methods that are used should be culturally sensitive and appropriate

for clients.

S1.1.3 Explore appropriate tools and procedures with clients


to deliver the appropriate interventions to clients

to promote client ownership, involvement, trust and commitment

to build collaborative relationships

to gain a holistic view of clients

to begin the career development process with the


(a)

(b) discuss with clients:

how assessment processes fit within the career planning process

limitations of assessments

distribution of results, including informed consent and release of information

how assessme needs

(c) help clients identify, clarify and examine the effects of assumptions and beliefs

(d)

(e) help clients identify and clarify goals

(f) identify relevant client characteristics, e.g.

educational backgrounds

work values

interests

literacy levels

personalities

skills

(g) assist clients in assessing their presenting strengths and barriers, considering the:

cognitive domain, e.g. potential, learning styles

affective domain, e.g. self-concepts, personality traits, interests, values, work environment

preferences

behavioural domain, e.g. achievements, work histories

contextual domain, e.g. ethnicity, culture, life roles, career maturity, spirituality

(h) generate options for assessment:

use a decision-making process with clients

Notes

In a group setting other factors may have to be addressed, including consent to share

results.

Facilitation techniques are important in a group setting.

S1.1.4 Use standardized career assessment tools


to gather more information for the career development process


(a) explain steps of the chosen assessment

(b) administer the selected tools

(c) follow the proper procedure

(d) score the results

(e) interpret the data from the results

(f) communicate findings in a format suited to clients needs, e.g., create report, discuss with

clients

Notes

Certification is necessary for individuals administering some standardized tools. If a career

development professional is not qualified to administer an assessment the client must be

referred to an appropriate individual or agency.

Scoring of standardized career assessment tools may be done externally. The tools may also

be administered and scored by a certified individual other than the career development

professional.

S1.1.5 Review and evaluate results with clients


to ensure clients understand their results

to assist clients in determining the next steps in the career development process


(a) clarify who will receive copies of the results

(b) ensure results are valid, e.g.

check for consistency with profiles

use validity scales

of performances

(c) discuss the results with clients:

include information about the limitations of the assessments and the results

confirm with clients that they understand their results

(d) identify further assessment needs, if necessary

(e) collaborate with clients to identify next steps, e.g. research:

(f)

(g) revise action plans, if necessary

Notes

In a group setting, a career development professional should give clients the right to disclose

or not to disclose results. A professional should set group norms around confidentiality and

disclosure.

In some cases, clients may have had negative experiences with tests and assessment tools. It

therefore may be important to frame results in a nonthreatening way.

Facilitation techniques are important in a group setting.

If a consent form is involved, a career development professional should confirm with the

client the implications of signing the consent form, i.e. where information will be stored and

who will have access to it.

S2 Facilitated Learning

S2.1 Possess Knowledge

S2.1.1 Describe commonly-accepted principles of learning


to guide individuals and groups toward learning goals

to deal with the affective, cognitive and behavioural domains

to appreciate the importance of facilitated learning

to empower clients to help themselves


Describe commonly-accepted principles of learning, including that clients:

(a) are their own experts about who they are, what they know and what they want to learn

(b) bring prior experiences, strengths and challenges with them to learning situations

(c) learn best when they create personal meaning

(d) need to take responsibility for their own learning

(e) are capable of directing their own learning:

some clients may need help to develop their own personal agency

(f) look to the facilitator for leadership, especially at the beginning of a learning situation when

more structure and support are needed

(g) have a preferred learning style (e.g. auditory, kinaesthetic, visual, etc.)

a variety of techniques should be used to enhance learning

(h) acquire both intentional and incidental knowledge and skills in learning situations

(i) will learn better when content is presented in a way that helps them connect new

information to previous knowledge

Notes

Although these are effective learning principles commonly subscribed to in India, career

development professionals should recognize and respect the diversity of other effective

approaches to learning.

Learning is more fully integrated and meaningful when it considers the cognitive,

behavioural, affective, psycho-motor and contextual domains of clients.

S2.1.2 Define techniques commonly used to facilitate learning


to promote learning and awareness to be able to choose appropriate techniques for the

purpose and context of the clients

to draw on a variety of techniques to address different learning styles

to make learning relevant and interesting


Define the techniques commonly used to facilitate learning:

(a) brainstorming:

idea generation within a group without evaluation

(b) career fair:

representatives from various work and educational environments set up displays to present

information about their companies or institutions

(c) case study:

a scenario based on a real work situation or problem

(d) coaching:

a collaborative approach used to enhance performance and motivate individuals or groups

toward goal achievement

(e) demonstration:

performing a skill while describing it

(f) field trip:

a planned visit to a specific area or site to study it

(g) game:

two or more individuals participate in a fun, hands-on activity

(h) group discussion:

information is exchanged among group members

(i) guest speaker:

a knowledgeable person is invited to speak and/or answer questions

(j) job shadowing:

an individual spends time with a person on the job to observe what the job responsibilities

are and what knowledge, skills and attitudes are required to fulfil those responsibilities

(k) learning circle:

participants sit in a circle and speak in turn without interruption or rebuttal

(l) lecture:

a verbal presentation to explain and teach

(m) mentoring:

an individual is matched with a knowledgeable and motivated person who guides the

ersonal development

(n) modelling:

use of self to demonstrate appropriate behaviour

(o) multi-media:

a combination of media forms used to stimulate learning

(p) panel:

a structured presentation that allows a person with expertise to share knowledge, attitudes

and/or skills on a given topic with an audience

(q) project:

an exercise for which participants follow a designated process to come up with individual

results, e.g. marketing plan, student presentation

(r) reflection:

thoughtful consid journal writing

(s) retreat:

learning experience that takes place away from the work environment

(t) role-playing:

an unrehearsed, informal dramatization in which clients act out a prescribed scenario

(u) small group activity:

dividing a large group into sub-groups of two or more clients to encourage participation

(v) storytelling:

sharing past experiences about self or others

clients are often asked to share success stories to motivate other clients

(w) volunteering:

individuals provide services to organizations and in return gain work experience and

contacts

(x) work experience:

individuals spend time on the job to learn through training and experience about the

responsibilities, knowledge, skills and attitudes required

Notes

While these are commonly used techniques, there are many others.

These learning techniques should be used appropriately for the program being developed

and delivered.

S2.2 Facilitate Learning

S2.2.1 Prepare for program delivery


to present relevant knowledge and training to clients

to provide consistency

to allow flexibility

to generate thoughtful planning

to increase the probability of success in the delivery of quality programs


(a) follow the principles of learning (see S2.1.1)

(b) respect diversity (see C2.1)

(c) allow adequate time for preparation

(d) ensure a good knowledge of the content area through research and consultation

(e) review past experiences in the delivery of programs with similar objectives and purposes:

identify past challenges and options to deal with them

(f) create program plans based on a framework:

identify the:

- needs of the clients:

consider the prior experiences that the clients bring to the learning situation

- Objectives

select the specific content that needs to be presented

identify effective delivery processes

develop marketing plans for internal stakeholders and external partners

determine desired learning outcomes, e.g. cognitive, emotional

determine and select the evaluation methods, e.g. surveys, focus groups:

- consider the process and content

- consider the expectations of the:

clients

sponsoring organization

- consider their own personal development goals

- sign evaluation tools, as required

- determine who will be involved in the evaluation

- determine when the tools will be used

- determine what will be done with the results

(g) select, review and/or develop materials, as necessary

(h) determine program logistics, e.g. budget, location, size of group, time frame

(i) prepare for program delivery by reviewing:

plan

content

materials

evaluation methods

Notes

A program can be planned for an individual or a group.

Consult with colleagues, if possible, when using a process or covering content for the first

time.

S2.2.2 D competencies


to contribute to the needs assessment for program development

to work with the abilities and strengths of clients

to help clients experience success


(a)

focus on experiences, strengths and abilities that reflect and impact learning

(b) ask questions to identify the barriers that clients perceive as obstacles, e.g. age, work

history, difficulties finding employment, personal issues

(c) review portfolios, if available

(d) review key areas with clients

(e) e.g. present the clients with a challenge

(f) review assessment results, if available, with clients to determine relevance to the program

Notes

Career development professionals need to create

competencies in mind so that individuals will experience success.

mined during initial contact so that appropriate

learning can be

It is important to note that sometimes clients have low opinions of themselves and only as

the program progresses will their true abilities become obvious. It is important that career

development professionals competencies need to

be re-evaluated throughout the process.

Several of the competencies in SSC2 are relevant to this area of specialization.

S2.2.3 Deliver programs



(a) follow the principles of learning (see S2.1.1)

(b) demonstrate group facilitation skills (see SSC2.1.1), if working in a group setting

(c) set the stage for the session

(d) orient clients to the topic:

discuss the purpose of what they are to learn, e.g.

- how can the learning be applied

- where can it be applied

- what does this mean to the clients

(e) use the program plan as a guide:

be flexible:

- adapt the plan to suit any emerging client needs

take advantage of teachable moments:

- build on positive learning

- address and debrief both positive and negative learning, e.g.

if clients do not complete an assignment

(f) communicate ideas and concepts effectively, e.g.

ask questions

link comments

summarize

(g) facilitate interpretation and understanding:

use analysis and feedback skills

(h) support -directed learning by showing clients:

how and where to find information

how to use information appropriately

(i) implement the evaluation methods

(j) close the session, e.g.

summarize

make generalizations

re-frame the information

reflections on their experiences of the learning and their applications of

that learning

Notes

A career development professional should be aware of the different levels of openness to

learning, and be sensitive to the learning capacity of the clients.

It may be helpful to provide opportunities for clients to explore their preferred learning

styles.

S2.2.4 Evaluate programs


to constantly improve content and delivery of programs

to provide feedback to stakeholders and partners on program results and feedback

to ensure the quality and responsiveness of programs


(a) implement the evaluation

(b) analyse the evaluation responses

(c) draw conclusions

(d) take action:

incorporate the feedback into future learning situations

follow up with original groups/individuals, if necessary

SSC2 Group Facilitation

SSC2.1 Facilitate Groups

SSC2.1.1 Describe the principles of group facilitation


to increase interaction among all group members

competence in dealing with groups

to anticipate behaviours in group settings

to adjust interventions to different types of groups and to individuals within those groups

to enhance client learning in a group setting


Describe the principles of group facilitation:

(a) as it goes through stages:

recognize that each group progresses through stages differently

describe different stages, e.g. initial, planning, working

describe models of stages:

- Bridges transition model

- the job loss cycle

- the grief cycle

(b) the group members take on roles in the group (e.g. blocker, gatekeeper):

there is value in all roles

the roles that group members take on will vary from group to group

group members can take on multiple roles

group members may change roles during the process

(c) facilitators will need to adjust their strategies and

roles

(d) group dynamics:

a facilitator should be aware of his or her own behaviours and beliefs and how they impact

on the group

a facilitator should demonstrate respect for all group members

(e) expert:

a facilitator should use his or her knowledge and skills to guide the group members toward

their goals

(f) the clients act as content experts:

a facilitator should respect and draw upon

(g) the most productive groups are those that exist in an environment:

that is safe and comfortable

where expectations and desired outcomes are clear

SSC2.1.2 Facilitate groups


to create conditions of safety, comfort and clarity for participants

to understand the importance of building a sense of community in a group situation

to understand and agree to the purpose of the interaction

goals


(a) determine the needs and composition of the group, e.g. youth, special needs, adult learners

(b) design and/or adapt a process tailored to the purpose and composition of a group, e.g.

learning, information gathering, therapeutic

(c) review the goals of the process, e.g. information gathering:

- if the goals are pre-determined, professionals will verify them with the group:

- ensure the goals match the expectations of the group members

- if the goals are not pre-determined, professionals will establish them with the group:

- clarify the expectations of the group members

- determine what the desired outcomes are

(d) help the group members establish how they will treat each other

(e) identify the environmental preferences, values and beliefs of group members

(f) develop and maintain a rapport with group members

(g)

(h) facilitate communication among group members, e.g.

pose questions

summarize

(i) listen and observe:

monitor the process and content

monitor the dynamics between themselves and the group members, e.g.

- be aware of how their own behaviours and reactions impact the group

- model the desired behaviours through anecdotes, self-disclosure and other

communication skills

monitor the dynamics between the group members:

- encourage productive behaviours

(j) be non-judgmental:

remain neutral about content issues

(k)

(l) monitor progress towards goals:

make appropriate interventions

revisit the group expectations and the desired outcomes to focus discussions

use strategies to guide the group to the next stage, e.g. summarize the problem and then

pose a question to generate solutions to it

follow the planned process, but be flexible as needs emerge:

adapt the approach as necessary

(m) evaluate group outcomes

S3 Career Counselling

S3.1 Possess Career Counselling Knowledge

S3.1.1 Explain major career development theories and models


to follow a method of practice guided by theory

to be aware of personal biases

to understand that there are different theories and beliefs about how individuals develop

preferences, achieve transitions and progress through their working lives

to be able to integrate counselling and career development theories together; conceptualize

op appropriate intervention plans

to follow an evidence-based method of practice guided by theory


(a) explain major career development theories and models

(b) describe the theories and models in terms of:

basic premises, assumptions and biases

strengths and limitations, including research support

career counselling applications

S3.1.2 Explain major change and transition models


to understand different theories and beliefs about how individuals react to change and

transitions

to follow a method of practice guided by theory

to be aware of personal biases


(a) describe how change and transition affect clients moving through the career process (see

C.3.1.3)

(b) explain the major change and transition theories and models

(c) describe the theories and models in terms of:

basic premises, assumptions and biases

strengths and limitations, including research support

career counselling applications

relevant coping strategies for navigating change and transition

S3.1.3 Describe barriers to career development


to assess barriers to employment and career/life success

to understand client

to help clients cope with and overcome barriers in order to achieve career goals


(a) identify the complexity and interconnectedness of barriers. Components may be:

contextual

systemic

organizational

affective

cognitive

behavioural

emotional

(b) describe the impact of barriers, e.g.

diversity, e.g.: the client may be dealing with:

- cultural issues

- language or literacy issues

- discrimination

- disabilities

- gender issues

- issues related to sexual identity

development or adjustment issues, e.g.:

- family dysfunctions

- mental health problems

- addictions

- insufficient training

organizational challenges, e.g.:

Career Development Practices

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