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
Why is this competency important?
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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
to be efficient and effective in fulfilling responsibilities to clients, colleagues, employers and
self
to understand own limitations and boundaries
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
to identify and overcome barriers to communication
to build rapport and relationships with the audience
to encourage effective communication
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
to facilitate an accurate assessment
to allow for the transfer of required information
to save time and reduce confusion and error
to reduce stress
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
-assess and to support them in growth and development
impacts on others
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
-confidence
to understand and agree on possible outcomes
to work out steps needed to implement a decision so clients achieve goals
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
to assist clients in learning to manage change in their lives
to engage clients in the career planning process
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
to establish an informed basis for practice
to broaden the understanding of career development
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
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
Why is this competency important?
to promote life-long learning
to address the needs of those clients with unique needs
to identify service gaps in the community
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
ces
To demonstrate this competency, career development professionals must:
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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
to assist clients in connecting with appropriate resources
to send clients to the appropriate referral agency
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
to inform clients of services that are most relevant to their needs
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
to gather more information for the career development process
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
to ensure clients understand their results
to assist clients in determining the next steps in the career development process
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
to contribute to the needs assessment for program development
to work with the abilities and strengths of clients
to help clients experience success
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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
Why is this competency important?
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
To demonstrate this competency, career development professionals must:
(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.:
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