Career Development Practices

Unit - 1
Career Development Practices

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
development would have a young person decide what to be and what education to pursue in
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
todays ever-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
persons ability 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)
(b)
(c)
(d)
(e)
(f)
(g)
accurate: deliver information as dictated by assessment tools

adaptable: adjust to new ways of doing things, react positively to change
assertive: direct, honest, and appropriate self-expression
attentive: listen to others
collaborative: work with clients and colleagues to produce solutions
confident: willing to take calculated risks
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 e.g. satisfy others need for information, believe in peoples abilities to
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
- request and accept colleagues feedback
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 access and exchange information relevant to ones practice
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:
consider the clients needs
determine how the systems and services can be used to the clients advantage
(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
(b)
(c)
(d)
(e)
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
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
respect diverse client approaches to developing solutions
explore with clients the impacts of diversity on their career lives in a way that respects their
reality and worldview
support clients to seek appropriate workplace/educational accommodations
Notes
When working with a client, the clients readiness and ability to develop solutions must be
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 solutionfocused 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
(b)
(c)
(d)
(e)
(f)
clients needs
current events that impact the labour market, community, and clients and their futures, e.g.
politics, public policy, economics, demographics
identify sources of information in various formats, e.g.
professional journals
business publications
community-based agencies/groups
clients experiences
newspapers
employment services
their own experiences
consultations with experts, e.g. statisticians, economists, sociologists
the Internet
colleagues
government databases
chambers of commerce
libraries
collect and compile the information:
ensure credit is given to sources of information:
- be aware of copyright laws
analyse the information:
evaluate its:
- accuracy
- relevance
- quality, e.g. gender biases, promotion of equal opportunities
use statistical concepts to interpret data
organize the relevant data into a useful format for further work:
draw conclusions
synthesize the information
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)
(b)
(c)
(d)
establish goals:
refer to the mission of an organization or the purpose of a project
consider the needs and values of individuals involved
prioritize the goals, considering:
their importance to the mission/purpose and values
each goals urgency
outline the objectives to be achieved for each goal
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 work as a team in the clients best interests
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 follow the clients progress
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 monitor the clients situation 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)
(b)
(c)
(d)
(e)
(f)
(g)
identify types of records required, e.g.

client assessments
case notes
client meetings
identification forms
authorizations
rsums/portfolios
complete records and notes/logs as required, e.g. daily, monthly, annually
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
file copies and back-up data
keep the records current, e.g. store old information as per legislation, policy or guidelines
close the files upon service completion
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)
(b)
promote the use of quality indicators and service standards:

develop evaluation criteria for all stakeholder groups, if necessary and appropriate
review services, considering:
context
objectives:
- compare current service objectives to feedback from clients
(c)
(d)
(e)
(f)
(g)
process:
- reflect on their own service-provision process and outcomes
- reflect on the need for advocacy with other parties
conduct ongoing evaluations:
use appropriate evaluation methods, i.e. qualitative, quantitative or a combination
use appropriate data collection methods, e.g. questionnaire
collect the data
compile the data
analyse the data, e.g.
distinguish qualitative and quantitative information
apply statistical analysis to quantitative data
promote value and application of qualitative data
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 professionals
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) describe the multiple influences of diversity, including clients characteristics 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 peoples career development

(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;
contextual influences on clients levels of engagement in career practices
(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)
(b)
(c)
consider themselves:
self-reflect about perceptions of the audience
consider the audiences needs and expectations
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
The word audience refers to the person or persons receiving the message, e.g. client,
employer, institution.
C2.2.2 Use a framework for verbal communication

to facilitate an accurate assessment of clients needs

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
to validate clients own beliefs, values and opinions

(a) arrange an appropriate space to facilitate open communication
(b) provide an overview:
(c)
(d)
(e)
(f)
(g)
(h)
create a sense of common purpose

describe:
- the agenda of the session
- why the session is important
state the goals and objectives:
use them to clarify the purpose
provide a scenario:
refer to a situation, (e.g. past experience, video, newspaper clipping) to which the individual
can apply new information
summarize or review:
incorporate summary or review during or at the end of a session
provide transitions:
signal a change of topic
make transitions explicit to avoid confusing the audience
provide verbal markers of importance:
use words or phrases to highlight the most important elements of the session, e.g. The key
aspect of all of this is
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 of clients needs

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 acquire relevant information to facilitate an accurate assessment of clients needs
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
focus on both their requests and the clients responses
seek consistency between questions and responses
Notes
Techniques need to be changed to adapt to the clients learning style.
C2.2.5 Clarify and provide feedback

to develop clients abilities to self-assess and to support them in growth and development
to enhance clients awareness of their own behaviours and their impacts on others
to support clients abilities to understand their situations, behaviours and subsequent needs

(a) support clients in self-assessing performances and behaviours
(b) provide descriptive and specific feedback on clients performances or behaviours, when
appropriate:
describe clients behaviours without adding value judgements
discuss strengths and areas needing improvement
(c) describe inconsistencies and ask clients to clarify them:
use an I statement
Notes
A career development professional cannot force a client to change.

Feedback should be provided to promote clients personal agency.
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:

(d)
(e)
mutually determine expectations, needs and goals

facilitate the exchange of information:
encourage participation
invite input from other individuals
promote and market services
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
to promote clients independence

to improve clients self-confidence
to increase clients awareness of opportunities and options
to broaden clients ideas
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) guide clients acquisition of the necessary attitudes, knowledge and skills to enable them to:
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)
(b)
(c)
(d)
(e)
listen to clients:
encourage clients to voice their concerns
validate clients concerns
determine sources of clients reluctance
inform clients of possible benefits of the process
let clients know the options and potential results
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
not tolerate an abusive situation. Each organizations policies about how to deal with
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
- individuals basic needs must be met before they can 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
such as You have really been applying yourself to your job search. Congratulations
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 matching job factors to peoples traits
(b) Hollands Career Typology Theory:
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) Supers Theory of Life-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 satisfaction when a persons self-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) Krumboltzs Social Learning Theory of Career Choice:
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
- Krumboltz refers to these beliefs as self-observational generalizations (SOGs)
- e.g., Why bother to look for work, there are no jobs available anyway. or I never
was much good at math and never will be, so I better steer away from any career
that has anything to do with numbers.
(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
- gaining clarity on ones own personal vision
- 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 professionals style and in
accordance with the clients needs.
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)
(b)
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
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
ones identity
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)
(b)
(c)
(d)
needs assessment
self-assessment, e.g. interests, personality, ability, skills, values
opportunity awareness, e.g. training, education, labour market, funding
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

to understand how the current labour market relates to clients skills and needs and vice
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

Keep current about the communitys labour market by being aware of:
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
job search resources, e.g. Internet, newspapers, employment services

demographic data
employers and the skills they require
placement data
updates of local labour market surveys
funding sources
training opportunities
local government economic development plans and forecasts
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)
(b)
(c)
(d)
be aware of the demographics of their community

describe diversity issues in their community
identify community resources/services available to diverse clients
describe relevant legislation which may affect diverse clients
C3.1.10 Describe how diversity issues can impact career development

to understand systemic biases which may impact peoples career development

to acknowledge how diversity may impact clients career decisions and choices
be aware of systemic biases which may impact peoples career development

describe how diversity interacts with other salient issues in a persons life to impact
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 Respond to clients needs
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
professionals expertise

(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 to meet clients needs:
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 professionals expertise, organizational mandate or boundaries of career
development
Notes
Even when the clients needs are within the career development professionals boundaries
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)
(b)
(c)
(d)
(e)
collaborate with clients to choose the most appropriate referrals

assist clients as needed and appropriate:
follow the procedures of the referral sources, if applicable
complete all necessary documentation, e.g. client consent forms
confirm with other agencies that referrals are appropriate:
take corrective measures, if necessary
follow up on referrals:
document outcomes
refer clients to additional referral sources, if required
Notes
It is important to have knowledge of a program or services requirements and mandate prior

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)
(b)
(c)
(d)
Notes
describe the difference between standardized and non-standardized assessment:

standardized assessments are normed and non-standardized assessments are not
identify areas that can be assessed, e.g.
interest
multiple intelligence
ability
work value
learning style, etc.
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
keep up to date with new assessment methods
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,
considering clients:
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 tools 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 clients current status clearly understood

(a)
(b)
(c)
(d)
(e)
(f)
(g)
determine clients expectations of assessments

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 assessments link to clients presenting needs
help clients identify, clarify and examine the effects of assumptions and beliefs
determine clients commitment levels
help clients identify and clarify goals
identify relevant client characteristics, e.g.
educational backgrounds
work values
interests
literacy levels
personalities
skills
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)
(d)
(e)
(f)
follow the proper procedure

score the results
interpret the data from the results
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)
(b)
(c)
(d)
(e)
(f)
(g)
clarify who will receive copies of the results

ensure results are valid, e.g.
check for consistency with profiles
use validity scales
consider clients perceptions regarding validity of performances
discuss the results with clients:
include information about the limitations of the assessments and the results
compare assessment results with clients goals
confirm with clients that they understand their results
identify further assessment needs, if necessary
collaborate with clients to identify next steps, e.g. research:
review clients plans
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)
(b)
(c)
(d)
(e)
(f)
are their own experts about who they are, what they know and what they want to learn
bring prior experiences, strengths and challenges with them to learning situations
learn best when they create personal meaning
need to take responsibility for their own learning
are capable of directing their own learning:
some clients may need help to develop their own personal agency
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)
(b)
brainstorming:
idea generation within a group without evaluation
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
individuals professional and personal 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 consideration of ones learning, e.g. 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)
(b)
(c)
(d)
follow the principles of learning (see S2.1.1)

respect diversity (see C2.1)
allow adequate time for preparation
ensure a good knowledge of the content area through research and consultation
(e)
(f)
review past experiences in the delivery of programs with similar objectives and purposes:
identify past challenges and options to deal with them
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 Determine clients existing competencies

to determine clients suitability for the program

to contribute to the needs assessment for program development
to work with the abilities and strengths of clients
to help clients experience success

(a) listen to the clients experiences:
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) determine the clients commitment to the project, 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 learning activities that keep clients
competencies in mind so that individuals will experience success.
Clients competencies need to be determined during initial contact so that appropriate
learning can be incorporated into clients interactions.
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 maintain flexibility and realize that clients 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

to maximize clients learning

to meet clients needs in a timely manner

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

demonstrate group facilitation skills (see SSC2.1.1), if working in a group setting
set the stage for the session
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)
(g)
(h)
(i)
(j)
communicate ideas and concepts effectively, e.g.

ask questions
acknowledge clients comments
link comments
build on clients comments
summarize
facilitate interpretation and understanding:
use analysis and feedback skills
support clients self-directed learning by showing clients:
how and where to find information
how to use information appropriately
implement the evaluation methods
close the session, e.g.
summarize
make generalizations
re-frame the information
facilitate clients 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 evaluate clients responses to programs
to provide feedback to stakeholders and partners on program results and feedback
to ensure the quality and responsiveness of programs

(a)
(b)
(c)
(d)
implement the evaluation

analyse the evaluation responses
draw conclusions
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

to increase the facilitators confidence and 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)
(b)
(c)
(d)
(e)
(f)
(g)
a groups atmosphere and performance will change 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
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
facilitators will need to adjust their strategies and approaches to meet members needs and
roles
a facilitators behaviours have an impact on the 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
the facilitators role is to serve as the process expert:
a facilitator should use his or her knowledge and skills to guide the group members toward
their goals
the clients act as content experts:
a facilitator should respect and draw upon members experiences, knowledge and expertise
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 determine the group members needs
to understand and agree to the purpose of the interaction
to achieve both the clients and the organizations 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) initiate and maintain group members involvement
(h) facilitate communication among group members, e.g.
pose questions
acknowledge group members comments
link group members comments
build on group members comments
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) solicit group members feedback regularly
(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
clients situations and develop appropriate intervention plans
to follow an evidence-based method of practice guided by theory

(a)
(b)
explain major career development theories and models

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:
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 clients worlds from their own frame of reference
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.:
- restrictive policies
- workplace accommodation issues
perception of self and others, e.g. the client may lack:
- self-efficacy
- realistic self-knowledge
psychological reactions to change, e.g.:
- trouble adjusting to unemployment, injury or illness
ineffective decision-making styles, e.g.:
- difficulty comparing alternatives
- only one way of thinking
- impulsive decision making
low motivation, e.g.:
- procrastination
underlying issues, e.g.

- fear
(c) identify and promote organizational policies and practices that support diversity
S3.1.4 Access, critically evaluate, and use career resources, labour market information,
and educational/training information
to be aware of the numerous resources available

to use resources effectively with clients
to assist clients to access, critically evaluate, and use relevant information to support
career/education planning and work search

(a) identify common computerized, web-based, and print career planning systems and information
resources
(b) describe information and resources in terms of:
strengths and limitations
access for clients
applicability to clients
(c) discuss with clients the steps involved in using information resources
S3.1.5 Describe types of educational/training opportunities and resources
to develop individualized career plans

to make clients aware of options

(a)
describe education and training opportunities, e.g.

degree programs
apprenticeships
certificate/diploma programs
distance education
for women only
private training providers
armed forces
diploma programs
on-the-job training
available financial aid
volunteer work
(b)
(c)
evaluate educational/training opportunities and relevant resources

use the evaluation to determine which programs meet client needs
identify funding sources
identify financial aid available
explore the expected impact on other life roles of enrolling in education/training (see
C.3.1.4), e.g.
day-care or elder-care requirements
self-care
financial impact
relocation
(d) encourage clients to liaise with the appropriate contacts independently, when possible
S3.1.6 Work with labour market information
to ensure clients career plans are personally appropriate

(a) identify the sources of labour market information, e.g. job futures/prospects, regional/local
labour market information, informational interviews (see C.3.1.7)
(b) analyse and interpret labour market information in terms of:
accuracy and timeliness (i.e. is it current?)
(c) describe the steps involved in using labour market information with clients in a relevant
manner, e.g., connect trends with classroom activities
S3.2 Demonstrate Method of Practice in Interactions with Clients

S3.2.1 Develop a method of practice that is grounded in established or recognized ideas
to conduct practice guided by theory and measure outcomes (i.e. gather evidence of
success)
to ensure consistency and flexibility in your counselling approach
to develop appropriate and effective strategies and techniques for assisting clients
to avoid burnout, vicarious trauma, or compassion fatigue

(a) synthesize theories and models to establish a personally-held model or theory (this may be a
single model, a combination of models, or a personally-evolved model)
(b) describe the personally-held model or theory:
explain the influence the model has on his/her method of practice

(c)
(d)
identify his/her own biases

orient client to the therapeutic process
describe scope of practice
explain counsellor and client roles/responsibilities
discuss limits of confidentiality
maintain appropriate boundaries
integrate the interdependence of life planning, work and society into his/her method of
practice, considering the:
contextual factors affecting client decision making, e.g., labour market trends, technology,
globalization, privatization
holistic experience pertaining to life planning
(e) establish a professional development plan to keep up-to-date with issues, trends,
technologies and new applications in career counselling approaches
(f) read current career and employment counselling literature
(g) maintain confidential documentation, case notes, and client files appropriate to the clients
needs and organizational requirements
S3.2.2 Establish and maintain a collaborative relationship with clients
to allow clients to become fully engaged and active in the counselling process

(a)
(b)
(c)
(d)
(e)
demonstrate:
professional attributes (see C1.1.2)
communication skills (see C2.2)
skills required to establish and maintain collaborative work relationships (see C2.2.6)
ensure interactions are therapeutic and client-focused:
clarify clients expectations, needs and goals
identify and respond to clients personal characteristics related to career development
get clients informed consent before assessment or intervention
provide clients with information:
explain his/her method of practice and the process of counselling
describe all service options available
give constructive feedback about clients progress
respond to the barriers that may appear in counselling relationships
help clients to be self- and goal-directed
facilitate clients independence in taking action or initiating new processes
Notes
Establishing a collaborative relationship that is respectful, engaging and non-judgmental is

very important to successful outcomes.
It is a good idea for a career development professional to follow up with clients during
different stages of the process.
S3.2.3 Explore issues

to assist clients in identifying their priorities

(a) apply knowledge and skills of assessment (see S1)
(b) engage in ongoing assessment and continuously integrate emerging information to help
clients identify and understand relevant aspects of their situations, e.g.
personal characteristics related to careers
purpose, passion and dreams
work maintenance issues
social contextual conditions affecting careers
barriers
values
familial, subcultural, and cultural structures and functions as they relate to careers
career decision-making processes
attitudes towards work and workers
biases toward work and workers, such as:
- gender
- age
- sexual orientation
- religious affiliation
- race
- cultural stereotypes
risk level for disorders, self-harm, or suicide
career and life narratives including stories and associated meanings
(c) challenge and encourage clients to explore options:
discuss potential courses of action
prioritize issues
Note: Clients dont know what they dont know (i.e., they may begin in the unconscious
incompetence stage in the 4 Stages of Learning model). Effective career counsellors will conduct a
thorough needs assessment, looking beyond the obvious to identify what is keeping the client from
successfully resolving his/her career problems and establishing / re-establishing a relevant career
path
S3.2.4 Develop and implement a therapeutic process for achieving clients goals that is
consistent with own method of practice
to enable clients to become actively engaged in the counselling process

to enable clients to take action

(a)
(b)
(c)
(d)
determine initial goals jointly with clients using appropriate strategies, e.g.
reframing
challenging beliefs
affirmations
brainstorming
reality checks
stories
clients dream jobs
guided imagery
determine with clients a process for reaching goals, using appropriate strategies, e.g.
identify the steps involved
identify support systems
identify short- and/or long-term goals
select a model of decision making
establish manageable time frames
determine the indicators of success with clients using appropriate strategies, e.g.
self-monitoring forms
subjective impressions
goal achievement
self-reports
check lists
standardized tests
select career development resources and practices that respond to diversity and do not
create barriers for success
(e) tailor process to clients:
consider the clients age and developmental stage
determine appropriate interventions and levels of structure required
use computerized career planning systems and information resources with clients, as
appropriate
use educational opportunities and resources with clients, as appropriate
use labour market information with clients, as appropriate
recognize when to refer client and refer / follow-up appropriately
Notes
This process can be used with clients seeking or progressing in work.

Some of the strategies used to assist clients progress in work include self-directed learning,
corporate mentoring, sponsored training, and cross-training.
S3.2.5 Monitor and evaluate progress
to increase probability of success

to help both clients and professionals remain motivated and engaged in the process by
identifying indicators of success
to help clients and professionals spot difficulties early and to help them identify more
appropriate strategies
to end the therapeutic process appropriately, ensuring supports/resources are in place
to evaluate practice and improve services

(a)
(b)
(c)
(d)
(e)
(f)
monitor the indicators of success

adjust the process and goals, as necessary
keep records of the outcomes
close the therapeutic process
deal effectively with premature endings
evaluate practice
Notes
Career development professionals should look for patterns with clients and use this
information to adjust future practice (see C1.4.4).
S4 Information and Resource Management

S4.1 Develop and Maintain an Information and Resource Base
S4.1.1 Describe the role of information and resource management in career development
to be able to address clients information needs

to improve convenience for clients
to support colleagues in the career development community

Describe the role of information giving in career development:
(a) to build and maintain a resource base that clients can access to obtain up-to-date
information
(b) to help clients, staff and community professionals to find the most relevant resources
(c) to help clients to develop skills in using the resources
(d) to determine when to eliminate dated resources
S4.1.2 Describe classification systems
to effectively organize and access information

Describe classification systems, which include but are not limited to:
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
alphabet system:
an alphabetical arrangement of subject headings
colour system:
all materials in the same subject area are identified by the same colour, using coloured dots
or tape
dating system:
organized by a time period, e.g. month, year
industry system:
most suitable for clients looking for information about similar occupations in different
industries
needs a cross-reference index to accommodate occupations found in many industries
National Classification of Occupations system
number system:
materials are organized using three or more digits
subject system:
subject headings are developed based on the communitys needs, e.g.
- job search techniques
- occupations
- employment opportunities
- working overseas
- academic subject
a combination of two or more of the above, e.g. colour, subject headings and NCO
Notes
All of these systems can apply to electronic information and print.

On the Internet, information can be organized by bookmarks.
S4.1.3 Determine the information needs of clients and the community

to help ensure that the information needs of clients and the community are met
to help ensure that career development professionals keep up-to-date with changing needs

(a) use a questionnaire to collect client and community career information needs:
questionnaire could include:
- a statement about the purpose of the questionnaire
instructions about how to mark responses to demographic questions, e.g. age, sex,
education level
questions to identify:
career-related information needs, e.g. Would you like to be able to assess your skills
and options?
clients medium and service preferences, e.g. Would you prefer to gather information
by reading print materials, viewing audio-visual materials, using computers or by
participating in workshops?
clients access barriers, e.g., language
where clients have found career-related information in the past
(b)
(c)
(d)
track information requests:

document the type of information and the number of times information is requested
refer to the tracked information in future planning
conduct focus groups with, e.g.
clients
employers
community leaders
colleagues
design additional means to gather information, when necessary, e.g. suggestion box
Notes
Career development professionals could use any combination of the research methods
described in this competency in addition to others not mentioned.
Further information about evaluating service is available in competency C1.4.4.
S4.1.4 Establish and maintain an information and resource base

to help ensure clients have access to the broadest range of relevant resources and
information possible

(a)
(b)
consider information and resource needs of the community

identify information available by reviewing, e.g.
professional journals and newsletters
catalogues of career development-related resources
government departments and agency publications
professional association publications
popular periodicals
bibliographies
(c)
telephone yellow pages

internet sources
information from experienced colleagues
collect information to meet identified needs, e.g. information about:
occupations
education and training
job openings
the labour market, including local, regional, national and international markets
financial assistance
job search
employers
tools for:
- self-assessment
- action planning
- career guidance
- study management
(d) organize the information:
use a classification system (or a combination of systems) that is:
- logical
- easy to use
- flexible enough to allow the collection to expand
(e) maintain the information:
update information and resources on an ongoing basis
Notes
Information and resources are available in electronic or paper format.
S4.2 Provide Clients with Access to Information

S4.2.1 provide clients with access to information
to address client and community needs in a timely manner

(a)
(b)
(c)
(d)
anticipate emerging needs of clients and the community

assess individual clients needs
prioritize needs
address clients needs, e.g.
direct clients to appropriate resources
answer questions
take a broad perspective to expand the clients range of options
provide instruction, when appropriate, to ensure clients are able to:
- locate and use resources

- do research
- describe and evaluate career and labour market information
encourage clients to apply information to career decision making models and/or action plans
SSC1 Work Search Strategies

SSC1.1 Guide Client in Work Search Strategies
SSC1.1.1 Guide clients to identify own skills, strengths, personal characteristics, values
and interests
to help career development professionals to:

- market clients to employers
- determine barriers and limitations
to help clients gain:
- confidence and improve self-esteem
- a better understanding of themselves
- a better understanding of what they have to offer

Guide clients to:
(a) identify skills, including:
technical skills/ job skills:
- usually obtained in school and on the job
transferable skills/ functional skills:
- developed throughout life, e.g. communication, working with others
- used in almost any work situation
self-management skills
(b) identify work, leisure experiences and community accomplishments, including:
barriers that have been overcome
skills used
sources of motivation
satisfaction gained
(c) identify strengths, interests and values
(d) identify aptitudes, e.g. technical orientation, mechanical inclination
connected with ability to learn a particular skill or job quickly
can point to future career objectives
(e) identify skills that they would like to develop, e.g. language skills:
set goals for development
(f) identify personal characteristics, e.g. attitudes
SSC1.1.2 Guide clients to complete application forms

to increase clients probability of success in work search

to provide clients with step-by-step instructions on how to effectively complete job
application forms
to meet employers expectations

Guide clients to:
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
obtain two copies of application forms:

suggest one be used for practice and clients own files
suggest the good second copy be given to the prospective employer
follow instructions carefully:
ensure the form is:
- filled out completely and accurately
- signed and dated, if required
use correct grammar and spelling
use neat handwriting or printing
be honest
be specific, e.g. include a specific position title
refer to rsum, if applicable
fill in the additional comments section:
suggest clients use this as an opportunity to promote themselves
emphasize skills, abilities and accomplishments
Notes
Inform clients that not all application forms are the same and that some require a rsum to
be attached.
An application form may become part of an employees permanent record.
On-line applications are becoming common. These require practice, as some do not easily
allow editing once a box has been filled in.
Explain vocabulary that is unfamiliar or ambiguous, e.g. bondable
An application form might be the first contact with an employer, and is therefore very
important.
SSC1.1.3 Guide clients in writing cover letters

to help clients tailor an approach to an employer or an employment opportunity

to enhance the application process
to showcase clients relevant strengths to the company

Guide clients to:
(a) use cover letters to introduce rsums or application forms:
encourage the employer to read the rsum or application form:
- appeal to the prospective employers needs and interests
(b) match information in a letter with the job descriptions list of duties and qualifications
(c) highlight skills and accomplishments in cover letters
(d) target cover letter to the industry, field or company
(e) keep cover letter to one page
(f) link themselves to employers, e.g. refer to the job advertisement or person who referred
them
(g) include sections that:
provide important facts about themselves and information about why the particular
company or opportunity appeals to them
describe how the company would benefit by hiring the applicant
ask for an interview
(h) sign their names
Notes
Cover letters are used most often for advertised and professional positions. They are also
used in impersonal forms of job search, i.e. not face-to-face, but emailed rsums.
Clients who are seeking self-employment opportunities should be informed that proposal
writing is an extension of the points in this competency.
SSC1.1.4 Guide clients in preparing rsums

to assist clients in using the most appropriate tool for their work searches
to help clients use their marketable skills
to meet requirements for interview selections

Guide clients to:
(a) create fact sheets describing employment, volunteer and education histories
(b) choose formats that are effective, considering:
chronological rsums:
- list education and work experience
- start with the most recent entry and work back
functional rsums:
- list skills and achievements
combination rsums:
- list education, work experience, achievements and skills
electronic rsums, e.g. list key words in noun form to be read by electronic scanners
(c) target rsums to emphasize qualifications, skills and abilities relevant to fields of work
sought
(d) ensure rsums are concise and clear
(e) use action words, e.g. negotiate, demonstrated, improved
(f) avoid the pronoun I
(g) enhance the readability of their rsums, e.g.
bold specific information to draw the eye to key sections
use bullets
indent material
put headings in larger fonts
(h) edit rsums to check for:
errors
effectiveness
Notes
In some cases, it may be necessary for a career development professional to explain to a

client what a rsum is and why it is important.
A career development professional should be able to create rsums in all formats.
A rsum must represent the client who is involved in the work search.
It is important that clients understand the significance of gaps in their work histories and
develop strategies to effectively field questions regarding these gaps.
SSC1.1.5 Guide clients in using portfolios

to assist clients in self-management and self-promotion

to identify marketable skills
to help clients to prepare for interviews

Guide clients to:
(a)
(b)
(c)
provide evidence of skills, personal styles and accomplishments

assemble materials in an appropriate manner
collect items related to their careers, e.g.
certificates of appreciations
awards
prizes
photos
evaluations
samples of past work
letters of commendation/reference letters
relevant newspaper articles
(d) organize the items, e.g. create categories

(e) select portfolio materials to target specific employment opportunities
Notes
A career development professional should have experience in creating a portfolio prior to

instructing a client on the creation of portfolios.
A career development professional should explain to clients how and when to present
portfolios during an interview.
SSC1.1.6 Guide clients to develop self-marketing plans

to assist clients in creating their own opportunities

to assist clients in self-marketing

Guide clients to:
(a)
(b)
(c)
(d)
research needs of companies/fields/institutions they are interested in

match marketable skills and relevant experiences (see SSC1.1.1) to identified needs
provide evidence of past relevant accomplishments (see SSC1.1.9)
develop presentation packages, including:
clear statements of tasks and associated budgets for each task
SSC1.1.7 Guide clients in conducting cold calls / sending emails

to help clients expand search for prospective jobs

to identify hidden job markets

Guide clients to:
(a)
(b)
plan strategies, e.g.,

create introductions
achieve a set number of calls per day
achieve a set numbers of emails per day
spend the day visiting certain types of companies
conduct telephone cold calls by:
introducing themselves
stating the purpose of their call
asking for a key person by name, if name is known:
- pronounce the name correctly
- ask to speak to the person responsible for hiring, if name is not known
handling refusals by:

- asking for a name and time to call back
- asking if you can drop off a rsum in person or email a rsum to the appropriate
person:
call back to confirm receipt of rsum, if appropriate
- asking for an appointment

(c) conduct person-to-person cold calls by:
dressing appropriately
introducing self upon arrival:
- state the purpose of the visit
- ask to speak to the person responsible for hiring
handling refusals by:
- asking for an appointment
- asking for a business card of the person responsible for hiring
- leaving a rsum
Notes
It is important to note that some employers find cold calls intrusive. Networking and
informational interviewing tend to be more effective ways of accessing the hidden job
market.
It can be beneficial for a career development professional to use phone script example
dialogues and outlines with clients.
SSC1.1.8 Guide clients with their personal presentations

to increase clients ability to self-market

to increase clients understanding/awareness of themselves and the impact this awareness
has on work searches
to identify cultural differences
to increase clients self-confidence

Guide clients to:
(a) identify the factors of personal presentation, which are:
verbal communication, including:
- tone of voice
- speed
- volume
- language
non-verbal communication, e.g. body language, facial expressions
accessories, e.g. jewellery
(b)
attitudes/behaviours
clothing e.g., shoes
grooming, e.g. hair, perfume or cologne, makeup
hygiene, e.g. skin, teeth, fingernails
ensure their presentation is appropriate to the field and adapted to the company in which
work is being sought
SSC1.1.9 Guide clients in networking

to be aware of and access the hidden job market

to assist clients in overcoming fears and challenges

Guide clients to:
(a)
(b)
(c)
(d)
list all networking resources, e.g.

professional associations
past co-workers/managers
government agencies
colleagues
family
friends
relatives
social contacts
Internet social media
nurture relationships with networking resources
demonstrate how to:
use networking scripts and checklists to obtain job leads
network, e.g. use phone/email/social media
offer examples of networking strategies from past clients
Notes
It is important for a career development professional to emphasize to clients the value of

networking.
SSC1.1.10 Guide clients in using references

to be able to verify information on applications and rsums

to increase success in work search
Guide clients to:

(a)
(b)
(c)
(d)
(e)
(f)
consider the criteria for good references:

not a family member
can be long distance if email or online phone address is given
references should speak English or Hindi
someone who has worked with client in a job or educational setting
someone who has personal knowledge of clients character
ask selected references for permission to use their name
prepare the references:
describe the job that he/she is applying for
provide current rsum to references
indicate what experiences and qualifications he/she would like emphasized
confirm that references are accessible
obtain letters written to the potential employers from the references, if possible
review references periodically:
add or delete out-dated references
ensure contact information is current
take a list of references to an interview
Notes
Inappropriate use of references can be damaging.

Many organizations have an internal policy of not giving written reference letters and
limiting verbal references to confirming date of employment. Clients may require coaching
on how to get personal (versus company) references from colleagues under such
circumstances.
Whether listed or not, most employers are interested in speaking with an individuals most
recent HR or manager. Omitting this person can act as a red flag, suggesting there was a
problem. An individual should be prepared to have the supervisor or manager contacted.
SSC1.1.11 Guide clients in effective interview skills

to increase clients competencies with interview strategies

to increase clients confidence in the interview process

Identify client guidelines for interviews, including:
(a) describe the purpose of different types of interviews:
information interviews:
- for applicant to gather information
screening interviews:
- to determine which applicants are qualified for the job
hiring interviews:
- to determine the suitability of candidates
- can be in various formats, including:
panel interviews
group interviews
phone interviews
online interviews
(b)
(c)
(d)
(e)
combined screening and hiring interviews:

- to explore both qualifications and suitability
describe different kinds of questions asked during interviews:
open-ended, e.g. Tell me about yourself.
close-ended, e.g. Have you ever used a laptop?
situational, e.g., If _____, then ______?
behavioural, e.g., Describe the things you do to try and improve the morale in your office?
prepare clients for interviews, e.g.
role play
videotape mock interviews
review portfolios or rsums
encourage clients to be conscious of their body language
have clients practice answering anticipated questions
get clients to write questions that they would like to ask the prospective employer, e.g.
What kind of training is available?
advise clients not to discuss salary at the first interview, unless asked:
clients should have an answer prepared, in case they are asked, e.g. market rate
discuss with clients how to develop rapport with an interviewer, e.g.
discover what is important to the interviewer, e.g.:
- What skills, in your opinion, are important for success in the job?
- What are the main challenges in this department?
discover why the position is available, e.g. expansion, injury
provide information to the interviewer to address key concerns and motives
clarify how interviewee can fulfil the companys needs
restate interest in the job
ask when the decision will be made, if appropriate
recognize when the interview is over
Notes
Interviews provide useful learning opportunities.

Explain to clients why employers ask particular questions. Encourage clients to develop
effective answers to common questions.
S6 Community Capacity Building

S6.1 Promote Community Partnership and Participation to Increase Selfsufficiency and Enhance Productivity
S6.1.1 Initiate and maintain effective relationships with key community partners
to maximize limited community resources

to take a leadership role in bringing community partners together
to identify various sources of funding
to better co-ordinate services for clients within the community
to develop professional knowledge and expertise
to bring the community together in building a focused long-term strategy for unemployment
reduction and economic growth
to identify employment training and entrepreneurship opportunities to fill future needs
to connect clients with community resources
to help clients become self-sufficient
to gather information on a variety of local resources

(a) develop professional relationships with local organizations, agencies, RWAs, businesses,
politicians and social planners
(b) develop relationships with local community partners:
attend community gatherings regularly
visit with people new to the community
share information openly
(c) identify people who are supportive of career development from all sectors of the
community:
look beyond the obvious to the local and unique
invite and include local people and businesses who have not been previously included
(d) seek out natural helpers within the community, e.g. in places of worships and schools, at
community events, religious organisations, schools, colleges, universities, institutions and
group housing societies:
assess suitability of individuals based on established criteria:
- use a variety of assessment evaluations and techniques
(e) use natural helpers and other volunteers as community ambassadors
(f) establish advisory groups
(g) develop relationships with current and past clients:
provide follow-up services, as necessary
Notes
Sustainable career development is the result of connections between individuals and their
community resources. A career development professional could be the connector and spark
for this environment.
S6.1.2 Work with the community to develop a community vision

to create a common understanding of the communitys preferred future or vision

(a) participate in diverse groups of community residents, businesses and organizations
(b) focus their efforts to discover local resources:
develop parameters for working together:
- establish roles, responsibilities and the scope of the relationships
develop goals and objectives:
- facilitate workshops and planning, if necessary
- use visioning processes and/or scenario building techniques
(c) scan the local economic and demographic environment
(d) conduct individual interviews with a variety of community members:
look for effective practices
facilitate discussions to validate previously established community vision statements
(e) link community vision statements to labour market needs through workshops, public forums
and group presentations
Notes
Visioning, setting goals and objectives, and planning require skilled facilitation and should be
done with a group of committed and involved community citizens, businesses and
organizations. The process requires time, energy, and conversation and cannot be done
entirely by contracted professionals.
S6.1.3 Work with the community to assess current community capacity

to help communities respond to the diverse needs of client groups and situations
to provide a link between the community, careers and economic development
to use the community resources as a foundation and as the raw materials for local problem
solving
to encourage use of local resources rather than depending on external services

(a) distribute data gathering tools to community partners
(b) collaborate with community partners to assess clients needs for community services in:
training
(c)
(d)
education
careers and employment
areas of family support
financial areas
determine matches between current services provided and assessed client needs
create opportunities for dialogue and sharing between community people:
support the community in designing guided conversations
design conversations around the discovery of assets, gifts, abilities and resources of the
community
(e) help the community establish structures and processes for tracking trends and patterns
(f) develop a link between public information systems and private sources
(g) gather and use information on:
community demographics
community trends
Notes
Local resources are discovered through in-depth research, e.g. networking, internet,
previous works and studies.
Surveys should be used selectively, as they do not result in relationships developing between
people in a community.
Effective community conversations assume that everyone has a gift to give or contribute to
the community. It is best to avoid a needs or deficit focus.
S6.1.4 Conduct an analysis of sectors based on human resources

to encourage community growth through a strength based approach

to foster financial growth and stability in the community
to increase the sustainability of the community

(a) establish a human resource database by profiling community members:
use life-role analysis and/or other profiling techniques
(b) encourage involvement of community groups, volunteers and local bodies employees in the
profiling process
(c) analyse profile data to determine community strengths:
organize human resource information into economic sectors
prioritize
(d) present the priority list to stakeholder groups
(e) train and use natural helpers to profile individuals
(f) access and use secondary research
Notes
Profiling should be done throughout the lifespan of the community.

Career development processes that enhance community development are to be carried out
over a long period of time.
Assessing and then nurturing young talent is as important to the future of the community as
is the assessment and development of the mature population.
S6.1.5 Conduct an analysis of sectors based on physical resources

to maximize the use of the current infrastructure

to encourage collaborative partnerships
to expand community potential

(a)
(b)
(c)
(d)
(e)
conduct an inventory of public and private structures

maintain an inventory of undeveloped sites, including:
logistical information, e.g., bus routes, proximity to day-care centres
determine potential in the areas surrounding the community
maintain relationships with local land and building developers
assess educational resources
Notes
Empty spaces offer opportunities for non-competitive start-ups. For instance, a vacated
space offers people the opportunity to undertake feasibility studies and/or offer products
for sale. This example is typical of the inside-out approach to community development. Such
programs fall under the mandate of career development professionals who wish to
concentrate on program development.
S6.1.6 Work with the community to determine the gaps between visions, goals and
capacity
to promote and prioritize use of available resources

to establish and maintain resources that develop and engage the local labour force
to facilitate a spirit of collaboration
to celebrate and promote the strengths and diversity of the community and its resources

(a) distribute data gathering tools:
identify overlaps and gaps in services
(b) collaborate with community partners to gather and analyse data
Notes
When people are engaged in discovering their assets, the deficits or gaps seem to be filled
from within the community without the development of programs from the outside. Gaps or
needs are usually very easy to identify.
S6.1.7 Work with the community to develop action plans to address economic, social,
educational and employment goals
to maximize the use of available resources

to contribute to the economic well-being of families and the community
to create a self-reliant community
to enhance economic, career and employment development
to reduce gaps between goals and capacity

(a) participate in the creation of implementation plans agreed upon by community partners:
ensure plans are realistic, attainable and measurable with reasonable timelines
ensure plans include contingencies for:
- human resources
- financial resources
- physical resources
prioritize alternatives
(b) research best practices
(c) contribute to the development of services appropriate to the community
(d) work with community partners to adjust, shift or add services that will reduce gaps and
eliminate unnecessary duplication
Notes
Addressing economic, social, educational and employment goals is the communitys work.
Career development professionals can support this by acting as resources. They are not
meant to lead these activities.
A community building approach can be sparked by a career development professional, but
sustainable community development is a result of local people defining the problem,
designing the solution, and then implementing it. They may call on outside resources when
necessary, but a healthy community builds on its local resources to solve problems. The
process is often not structured, but rather is a result of people knowing each other and
taking action.
The outcomes of community building from an asset focus cannot be predetermined - they
are the result of engaged and active local people who mobilize local resources.
S6.1.8 Help the community and individuals identify employment and lifestyle
alternatives
to build an adaptable workforce

to increase employability and basic skill levels
to improve life skills, including leadership skills
to enhance community wellness
to increase options and introduce new work and education opportunities

(a) identify specific skill sets within the human resource inventory
(b) develop life-role profiles of individuals in the community, e.g. unemployed, underemployed,
entrepreneurs, people in transition
(c) identify and conduct life-role profiles on the gaps identified by employers in the community
(d) develop and distribute material on work alternatives, including, e.g.
entrepreneurship
self-employment
working from the home
consulting
contracting
talent pooling
agent/broker
multi-tracking
part-time and casual employment
work sharing
traditional lifestyle, e.g., homemaker
retirement
(e) develop and deliver workshops on workability, basic life skills and on radical change in the
changing world of work
(f) train volunteers as mentors and coaches:
select the volunteers from the inventory of natural helpers, school officials and social
workers responsible for labour market initiatives
Notes
Fostering good community development takes time. Collaborative partnerships that include
all interested clients need to be maintained and the career development professional can
play a key role in this activity.
S6.1.9 Work with the community to implement action plans

to contribute to the well-being of families and the community

to create a self-reliant community
to enhance economic development
(a) assist in establishing ownership of the action plan:

develop a core group of natural helpers and representatives of the communitys diversity to
lead the implementation process:
- individuals in this group should be respected by and committed to the community
(b) promote an environment that encourages sharing of resources, e.g. financial, human
resources, physical
(c) work with individuals to assist them in identifying their roles
(d) encourage the community to take ownership of their plans, e.g. encourage individuals to
volunteer for certain roles
(e) act as resources during the implementation process, when asked
Notes
The role of the career development professional is to support the communitys efforts, not
to drive them.
S6.1.10 Work with the community to evaluate action plans

to determine what is working and what is not

to provide a source of information for future endeavours
to determine new or revised action plans
to encourage accountability

(a)
(b)
encourage the community to define success:

help the community to establish evaluation criteria
work with the community to:
identify and create evaluation tools
collect data, e.g. by interview or by survey
analyse the data
create reports with recommendations
revisit plans and revise them, as necessary
Unit - 2
Career Guidance Policy

What is career guidance?
Career refers to pathways in life in which competences are learned and used. The term covers lifewide experiences both formal (education, work) and informal (home, community).
Career guidance refers to services and activities intended to assist individuals, of

any age and at any point throughout their lives, to make educational, training
and occupational choices and to manage their careers. Such services may be
found in schools, colleges and universities, in training institutions, in public
employment services, in the workplace, in the voluntary or community sector
and in the private sector. The activities may take place on an individual or group
basis, and may be face-to-face or at a distance (including help lines and webbased services). They include career information provision (in print, ICT-based
and other forms), assessment and self-assessment tools, counselling interviews,
career education programmes (to help individuals develop their self-awareness,
opportunity awareness, and career management skills), taster programmes (to
sample options before choosing them), work search programmes, and transition
services.
Well planned and well organised career guidance services are increasingly important. Countries like
USA, Canada, Australia and European Union are implementing lifelong learning strategies, as well as
policies to encourage the development of their citizens employability. To be successfully
implemented, such strategies and policies require citizens to have the skills to manage their own
education and employment. They require all citizens to have access to high quality information and
advice about education, training and work.
Improving Career Guidance for Students

To improve career guidance for young people, policy makers must address challenges in compulsory
schooling, in senior secondary schooling, in college education, and for young people at risk. There
are challenges in meeting gaps in access, and in improving the nature, level and quality of services.
In schools, the principal challenges are: to provide sufficient human and capital resources of the
right type, both within the school and within its surrounding community; to ensure that these
resources are dedicated to career guidance; and to make the best use of the resources that are
available. Gaps in access are particularly evident in middle schools and in the vocational tracks of
senior secondary school. Policy options include formally strengthening collaboration between all
relevant stakeholders, making the acquisition of career management skills by students the focus of
career education programmes, and improved accountability mechanisms.
A significant number of young people leave school early, without qualifications. They need
programmes in the community to help them make transitions to the working world and to re-engage
with further learning and career guidance needs to be part of such programmes. Career guidance
also needs to be a stronger part of programmes within the school designed to prevent early leaving.
There is generally a lack of career guidance provision for students in college education, despite the
significant cost of such studies to both participants and taxpayers. The range of career services that
are offered within college education needs to be broadened. Policy levers to ensure that a broader
range of services is provided need to be strengthened. Options available to policy makers include the
specification of goals for college career services, and more explicitly linking public funding
arrangements for college education to the level and quality of career services.
Improving Career Guidance for Adults

The heterogeneous nature of the adult population presents a range of challenges to policymakers
who are trying to improve career guidance services. Few easily accessible services are available for
employed adults; few enterprises cater for the career development needs of their employees; feefor-service provision that people can purchase privately is very limited; employers and trade unions
have shown limited or no interest to date in providing career guidance even though they often
recognise in principle the need for workforce development in order to improve competitiveness and
equity.
Despite these problems, new partnerships between employer organisations, education and training
institutions, public employment services and other relevant organisations can lead to workplace and
workforce career development provision, and career guidance should be an integral part of adult
learning programmes.
Career guidance is seen as having a key role in preventing inflows into unemployment, particularly
long-term unemployment. Public employment services (PES) in most countries have a lead role in
such prevention. Yet career guidance services within the PES are undeveloped. Strong collaboration
strategies, between the PES and private and community-based guidance services, and with local
education and training institutions, can enable unemployed persons to make transitions to
employment and to re-engage with learning.
Improving Access to Career Guidance Services

The demand for career guidance services exceeds its supply. More flexible delivery methods,
including the use of ICT and of call centres, have great potential for extending access. If all citizens
are to have access to career guidance, there is often a need to target career guidance services to atrisk groups. Actively involving vulnerable groups in designing, planning, implementing and
monitoring career guidance policies and services for them greatly enhances the development of
services that are relevant to their needs.
Improving the quality and relevance of career information materials to support universal access is an
on-going challenge. There is often a lack of collaboration between different government ministries,
agencies, and between national and state levels of government in providing and sharing career
information. Materials developed by the private sector are not subject to any agreed standards. In
order to develop a coherent policy and strategy for the delivery of quality career information to
citizens, national, regional and local mapping exercises of career guidance information provided
through a range of media (such as newspapers, television and internet) to a range of target groups
(youth, employed, unemployed) is an essential starting point.
Improving the Systems that Support Career Guidance

Significant differences occur in the quality and types of career guidance services that are provided to
citizens, as the result of significant variations in the training of career development professionals.
Governments are very inactive in defining the content and process of initial training for career
development professionals, and in relating training content to the outcomes sought for public policy
goals for education, training and employment. Stronger signals from ministries are required in order
to bridge this gap.
There is little regular and systematic evaluation of the quality of career guidance provision in our
country. Users of career guidance services have a key role to play in the design and evaluation of
services.
The evidence base for policymaking for career guidance service provision is very weak. At present,
few governments have in hand the data needed to provide an overall picture of career guidance
provision, or of its effectiveness in meeting public policy objectives. Few government ministries are
able to state precisely how much public money is being spent on career guidance services and how it
is being spent. Information about private investment and expenditure in this field is not available.
Collaboration among stakeholders (such as users, administrators, social partners and professionals)
at national level will help to identify relevant and useful data types and procedures for evaluating
inputs, processes, outputs and outcomes for career guidance provision.
Career guidance objectives are weakly reflected in policies for education, training and employment
in our country. Given the inadequate evidence base for career guidance, this is not surprising.
Furthermore career guidance provision is often a collection of disparate sub-systems within
education, training, employment, community and private sectors, each with its own history,
rationale and driving forces, rather than a coherent and integrated set of arrangements. The
establishment of a national forum for guidance policy and systems development, which includes
both government and key stakeholder representatives such as employers and trade unions, as well
as the key organisations that deliver services, is an important step that governments can take to help
to focus and develop policy agendas and to strengthen policy making.
Career education and guidance in schools

Policy Issues:
The foundations of career management skills (for example decision making, self-awareness,
self-confidence) are laid at an early age. However career education and guidance in schools
are limited or non-existent and little systematic provision is made to explore the world of
work.
Young people need to make a smooth transition from middle school to the initial years of
secondary education: the choices that they make at this point have major implications for
later education and work options. Career guidance needs to be part of the process that
helps them to make a smooth transition.
Career education should be present in the curriculum at the middle and secondary school
level, either as a separate subject or included in another subject. Often career education has
little connection to the wider school curriculum.
In secondary school personal career guidance frequently targets students at key decisionmaking points (when they are choosing subjects; prior to the end of compulsory schooling;
at the transition to senior secondary level or to work).
It is often assumed that senior secondary students have made specific educational and
career choices and that they do not need further support.
Within general education pathways career guidance staffs often spend substantial time
preparing students to choose and compete for college education places. This can result in
those not intending to enter college education receiving little help. It can also lead to little
account being taken of the occupational and labour market consequences of particular
college education choices.
Those who provide career education and guidance in schools often lack specialised training.
Those who provide career education and guidance in schools often combine career guidance
with other roles: teaching other school subjects; providing counselling and guidance for
personal problems and study difficulties.
The number of people employed to provide career education and guidance in schools is
often not enough to meet student need and demand.
Often services continue to be provided largely on an individual, face-to-face model. This

reduces the capacity of the service to respond to the needs of all learners.
Often career guidance staffs do not have the resources that they need to do the job
properly: a private space where students can be interviewed; a database of up-to-date
career education information; a dedicated computer; etc.
School career guidance services have tenuous links with the world of work:
Teaching staff know little about the labour market and what is involved in different types of
jobs;
-
Little contact exists with the public employment service;

Students have very few or no opportunities to take part in work experience;
Few employers are invited in to the school to talk to students;
Parents have no involvement in the schools careers programme; and
Careers fairs in which groups of employers come to the one location to provide
information to students do not take place.
Career education and guidance are often considered to be the sole responsibility of the
specialist career guidance staff, rather than the joint responsibility of all members of the
teaching staff.
Few career guidance services have structured approaches aimed at helping students develop
an entrepreneurial spirit and skills. They therefore tend to focus on guidance for paid
employment, rather than for self-employment.
School career guidance services are not audited, and users have little opportunity to signal
satisfaction or otherwise with the services provided. No data is collected on student,
teacher, parent and employer satisfaction with the service.
Some Policy Options
Conduct a national survey of schools career education and guidance programmes in order
to identify gaps in provision and the level and types of physical, human and financial
resources that are used for these programmes.
Hold national, regional and local consultations with school principals, employers, parents
and students on the needs for career education and guidance in schools. In these
consultations seek views on issues such as the level of provision that is desirable, how
student entitlements could be defined and implemented, and how consistency and quality
can be ensured.
Survey students satisfaction with schools career education and guidance programmes. In
analysing the results of the survey, ensure that level of satisfaction is explored as a function
of factors such as gender, school grade, and type of track or programme.
Hold regular national regional and sectoral consultations with employers and labour market
authorities to help ensure that labour market developments are integrated into school
career education programmes.
Survey students use of and satisfaction with the career information materials that are used
within schools. Use the outcomes of the survey to improve the quality of the material.
Where gaps in provision exist, develop and evaluate pilot programmes as a basis for wider
national programmes. Where personal career guidance is provided by non-specialists (for
example by teachers on a part-time basis, or by general school counsellors or psychologists
alongside personal counselling), develop and evaluate a pilot programme in which the
service is provided by specialist career development professionals.
Develop guidelines for the physical space and resources that are needed to ensure an
effective career education and guidance programme in a school.
Create a national apex organisation, as a partnership between education authorities and

employers that can support schools in delivering work experience programmes, including
ensuring employer support for work experience placements, and developing and monitoring
guidelines for schools and employers to ensure the quality of programmes.
Hold a national review of the initial and in-service training needs of the personnel who
deliver career education and guidance in schools.
Develop national guidelines on the types of outcomes that school career education and
guidance programmes should be expected to achieve. Use these expected outcomes to
monitor the quality and effectiveness of schools programmes. Ensure that parents and local
employers receive the results of evaluations carried out using these outcome measures.
Conduct regular surveys of the educational and labour market destinations of school leavers.
Ensure that schools are provided not only with aggregate national outcomes, but also the
outcomes for their own students.
Career guidance for young people at risk

Policy Issues
In our country, there are no re-integration services for young people who have left school
early into learning and work. A challenge for policy-makers is to make sure that career
guidance is part of community-based services that are targeted at early school-leavers.
These services need to be designed so that users can identify with the staff that work in
them and can feel at home in them. A related challenge is to develop the capacity of
communities where high levels of early school leaving occur to assist potential young school
leavers to stay in school, or having left school, to help them to re-engage with learning.
School career guidance services have often not been part of strategies to prevent early
school-leaving, particularly by young people who are at risk of social exclusion. A challenge
for policy makers is to make sure that career guidance is part of schools strategies to detect
and assist young people who leave school early or without qualifications: to help them to
find meaning in staying at school; or to have well planned exit strategies that will enable
them to re-engage in learning, and successfully complete their secondary education and
training. Where such programmes do not exist, a broader challenge is to work with
educators to create them.
Improve the initial and in-service training of school principals, teachers and guidance
workers to alert them to ways in which they can integrate career guidance into programmes
to assist potential early school leavers.
Some Policy Options
Make career guidance for potential early school leavers a priority in the allocation of
guidance resources to schools. Work with education system managers and school leaders to
demonstrate the value of early intervention strategies to detect potential school drop-outs,
and to show the role that educational and career guidance can play in such strategies.
Improve the initial and in-service training of school principals, teachers and guidance
workers to alert them to ways in which they can integrate career guidance into programmes
to assist potential early school leavers.
Make use of community outreach measures (delivered where young people congregate) and
work through significant adults that are in daily contact with these young people to provide
career guidance to at-risk young people.
Ensure that training programmes for career develop professionals enable them to develop
the skills to work with at-risk youth and school drop-outs, including skills in networking,
collaboration with significant adults and agencies, referral and team work.
Ensure that every early school-leaver has an individual action plan for further learning, work
and other life goals.
Ensure that schools undertake a follow-up of early school-leavers, providing career guidance
assistance where required and+ where possible, for up to two years after the pupil has left
school.
Develop early intervention strategies working with and through families, meeting them in
their homes, and organising assistance such as homework clubs.
Career services in college education

Policy Issues
There is little or no career guidance available for many students in college education. Often,
services are thin on the ground, with students not having access to the range of services
they require to make informed educational and career decisions.
There is a lack of trained personnel to meet college students career development and
guidance needs.
The focus of existing career services is frequently narrow, often concentrating on personal or
study guidance. Little attention is paid to career development and choice, including helping
students to develop career management and entrepreneurial skills and to consider taking up
self-employment options.
The specific career guidance needs of particular groups of students - including students in
transition from study to employment, students who are dropping out from or changing their
courses, mature students returning to study, distance learning students, and international
students, for instance - are often not catered for.
Some Policy Options
Establish a national review of career services in college education, and ensure that its results
are widely distributed and publicised in the media.
As part of such a review, develop a questionnaire on college career services that can be used
both for national and institutional service audits. Ensure that students, both present and
past, are asked for their opinions, as well as other stakeholders such as employers, faculty
members and families. In administering and analysing such a questionnaire, target specific
groups of students such as adult learners, students in transition, international students, the
disadvantaged and the disabled.
Review the qualifications of career service staff in college education and propose and
implement required changes in their initial and continuing training and training for the
management of such services.
Ensure that consistent national data is collected on the labour market and educational
outcomes of college graduates (for example industry and occupation of employment,
earnings, unemployment rates, further studies undertaken). Ensure that such data is widely
distributed to present and prospective students, to employers, and to tertiary education
administrators and academic staff.
Investigate course non-completion rates in institutions, the actual costs associated with noncompletion, and the cost-benefit ratio of providing career guidance services prior to course
entry and during course participation.
Establish a national network between career education services and other career guidance
providers and stakeholders, particularly labour market-based career guidance services, to
ensure that students are provided with adequate labour market information.
Promote a diversified approach to the provision of career guidance services in college

education taking into account the needs of various target groups with targeted funding as an
incentive.
Provide seed funding for innovation and development of career services in college
education.
Career guidance for unemployed people

Policy Issues
The immediate needs of many job seekers require comprehensive career guidance so that
they can access a range of support services to increase their employability. These include
training, retraining, and work experience, in addition to ongoing help with job search and job
placement. A key policy challenge is to ensure that they receive such support services.
Preventing inflows into unemployment, particularly into long-term unemployment,

preventing skill mismatches, encouraging regional labour mobility, and developing
employability skills are key parts of guidance strategies.
Community-based career guidance services are often closer to the needs of citizens, and
therefore more effective in reaching targeted groups of adults. A policy challenge here is
how far to stimulate outsourcing of these services, while at the same time ensuring quality
provision in line with nationally accepted standards and objectives.
In providing career guidance services to unemployed adults, insufficient use is made of more
cost-effective delivery methods such as outreach-working through related professionals,
one-stop shops, self-service, ICT, or services of differing intensity to reflect different levels of
need.
Some Policy Options
Review current national and international employment policies, strategies and guidelines.
Consider where career guidance best fits within the employment activation and
unemployment prevention measures proposed.
Ensure that the immediate needs of jobseekers are addressed by providing them with
comprehensive career guidance support so that they can access a job or other employability
measure, or learning opportunities such as training and retraining, combined where
appropriate with ongoing job search assistance.
Draw up a strategy for co-operative relationships between education and training

institutions, community, voluntary and private career guidance agencies to provide
appropriate career guidance services to the unemployed.
Ensure that the organisation recruits trained career guidance staff, and that it has a welldeveloped in-service training strategy for those that have been recruited in the past without
specific guidance competencies. Maintain the knowledge and skills of career guidance staff
in a rapidly changing labour market.
Undertake country peer reviews of career guidance services for the unemployed and
publicise the results widely.
Review existing provision for careers guidance services for the unemployed using, for
example, the guidelines for good practice in employment counselling and guidance as
benchmarks.
Develop strategies to actively involve vulnerable groups in the design, planning,

implementation and monitoring of policies and services for career guidance.
Establish and update local labour market data systems and make sure that these are used by
those who provide career guidance for the unemployed.
Consider separating career guidance functions from other roles performed by staff in the
organisation.
Where a decision is made to retain integrated provision, ensure that distinctive attention is
given to career guidance.
Stimulate community-based and private for-profit career guidance services: for example by
outsourcing and contracting-out.
Establish quality criteria for career guidance services aimed at unemployed adults.
Develop user feedback mechanisms to ensure that unemployed adults career guidance
needs are being met.
Ensure that career guidance is an integral part of adult learning programmes in publicly
funded education and training institutions.
Career guidance for employed people

Policy Issues
Employed adults need access to career education for career development within their
company, for career development outside it in similar work, or to retrain in new skills so that
they can move into different types of jobs. Yet very few career guidance services are
available for employed adults. Employed adults are less likely to access career guidance
services than are unemployed adults. Services for employed adults are underdeveloped in
the public, voluntary and private sectors. To support lifelong learning and active
employment policies, more career guidance services need to be available for the employed.
Few enterprises provide career development services for their employees. The services that
are available tend to be confined to larger organisations. They are mostly provided for
managerial staff, not for the full range of employees. And they are largely targeted at career
development within the enterprise, with little attention to career opportunities outside of
the enterprise. Very few employer organisations attempt to provide such services that are
independent of the interests of particular enterprises: for example on a fee for service basis.
Trade unions have not shown interest in the development of career guidance services for
their members.
Public employment services tend to narrowly target the unemployed, rather than employed
adults who wish to re-engage in learning or to develop their careers.
Where private employment services exist, they focus on job brokerage and head hunting,
and on outplacement for redundant workers. A few services offer personal career guidance
to executives. Only rarely do they offer guidance for career development to a broad range of
users.
Some Policy Options
Examine the sectoral, regional and local implications for career guidance of national and
international policies for workforce development and lifelong learning.
Seek ways to widen the role of the voluntary organisation in providing career guidance to
employed adults.
Encourage and promote partnerships between employer organisations, education and

training institutions, public employment services and other relevant organisations to provide
workplace guidance services, particularly for smaller enterprises.
Stimulate career guidance in companies by introducing incentives: for example making

career guidance an allowable expenditure under training levy schemes; or introducing
schemes that give public recognition to enterprises that provide exemplary programmes.
Encourage and offer support to professional bodies and trade unions to provide quality
career guidance services to their members.
Ensure that policies for continuing training of the workforce stress the importance of career
guidance for employees as a way to ensure efficient investment in training.
Ensure that career guidance is part of employee training programmes funded through
government training levies on employers.
Ensure that career guidance for employees features on the negotiating table in the
collective bargaining of the social partners at national and sector levels.
Provide a good model for the non-state sector by introducing policies that support the
career development of employees in the public sector.
Encourage the creation of larger private markets for career guidance: for example through
the use of contracting out and guidance vouchers to encourage a wider range of fee for
service private providers.
Encourage and offer support to professional bodies and trade unions to provide quality
career guidance services to their members.
Extend services that are already available in the adult and continuing education sectors to
employed adults.
Encourage the development of national telephone help lines for information and advice on
lifelong learning.
Improve the continued employment chances of adults through including accreditation and
validation of prior learning programmes within career guidance services.
Encourage the development of quality Internet career guidance services for adult workers to
help them with career development issues.
Ensure that the Indian and international dimension of the labour market is presented to j job
seekers and workers seeking career change.
Ensure that career guidance is an integral part of adult learning programmes in publicly
funded education and training institutions.
Career guidance for older people

Policy Issues
Ageing populations will require both later retirement ages and more flexible transitions to
retirement. But policy-makers have been slow to mobilise career guidance services in order
to support active ageing.
Older adults need specialised information and advice to support active ageing: more fulfilling
leisure; voluntary work; and activities to keep themselves mentally and physically fit. Yet
career guidance services currently provide little help with this stage of peoples lives.
Flexible transitions between full-time work and full-time retirement (mixing full-time work,
part-time work, voluntary work and periods of inactivity) will require much closer
harmonisation of career planning and financial planning. This issue needs to be addressed by
policy-makers.
There are few examples of effective responses to the challenge of providing career guidance
services to older adults. There is no Government initiative to develop a systematic approach
in this area.
Some Policy Options
Draw on available evidence, or commission research on, the correlation between active
ageing and health.
Develop links with investment and retirement funds to discuss links between financial
planning, career planning and flexible transitions to retirement.
Stimulate career guidance provision for older adults by outsourcing to associations that work
closely with them.
Adopt innovative approaches to service delivery, based around ICT and telephone
technology, in order to cater for unmet needs.
Explore how the role of the public employment services might be expanded to better cater
for the career guidance needs of older adults.
Encourage enterprise and community based initiatives to reverse the trend to early exit and
long-term unemployment among older workers.
Support the potential role of industry in preparing older employees for active retirement.
Encourage employers to make career guidance a part of retraining and work redesign
strategies to retain older workers for longer periods.
Improving access to career guidance services

Policy Issues
The demand for career guidance exceeds the supply, and many people do not have access to
it. It is delivered in too limited a range of locations, ways, times of the day or week, or points
in the life cycle. Employed adults, college students, mothers with young children, women
returning to work, older adults, and people with disabilities, remote communities, and a
range of disadvantaged groups are among those whose needs are not adequately catered
for.
The expensive and labour-intensive model of face-to-face interviewing is still widely used in
career guidance. More cost-effective delivery methods could increase access to services for
greater numbers of clients. These methods include self-service approaches and one-stopshops; systematic use of networks of career mentors; embedding career education
programmes in the school and tertiary education curriculum; group career guidance; and
new technologies, including ICT and call centres.
Career guidance is not widely available in workplace settings or in sites such as leisure
centres, small communities, shopping malls, community centres, and homes. Little of it is
available outside of the standard opening hours of educational institutions and government
offices. Peripatetic services, outreach services and shift work are not widely used to deliver
career guidance.
Public provision of career guidance services needs to be supplemented by private,

enterprise-based and community-based provision. A policy challenge here is to find ways of
stimulating such involvement through partnerships and outsourcing.
Some Policy Options
Undertake national, regional and local mapping of career guidance provided through a range
of media (such as newspapers, TV, radio and internet) to a range of target groups (youth,
employed, unemployed) in order to optimise future policy options.
Stimulate career guidance in the private and voluntary sectors by developing partnerships
with providers in the public sector, and through outsourcing.
Promote the use of telephone help lines and online/email-based services for career
guidance to overcome geographical disadvantage and to allow access out of standard office
hours.
Include provisions for shift work in career guidance staff employment contracts.
Ensure that the resources are available to support peripatetic and community-based delivery
(cars; mobile phones; laptops; printed career information).
Extend the opening times of employment career guidance services, so that they are more
readily accessible to employed people.
Provide seed money and venture funding to support the development of ICT-based, selfservice forms of career guidance delivery.
Develop, adapt or adopt ICT-based career guidance programmes, and make them readily
available via the internet.
Develop innovative ways of mixing on-line with off-line services to ensure customised
delivery that meets the distinctive needs of clients.
Develop quality assurance mechanisms to ensure that the extension of career guidance
services and products takes place within a quality assurance framework.
Develop and promote the use of user-screening processes to identify clients who are in need
of the most intensive and expensive types of services, and match services to them in a costeffective way.
Provide career guidance in the sites and public spaces where citizens congregate, through
Internet points and community information centres.
Contract some career guidance services out to community groups.
Ensure that the curricula of initial and in-service training programmes for career guidance
personnel teach the skills required for effective use of ICT, both by themselves and by
clients.
Develop differentiated career guidance staffing and qualifications structures, with support
staff working alongside more highly qualified staff in delivering services (for example, in
providing help with information searches).
Career guidance services for disadvantaged groups

Policy Issues
There is complete absence of effective balance between comprehensive career guidance

services, available equally to all, and targeted provision that gives special priority to
particular disadvantaged groups that have specific needs.
The full potential of career guidance to help identify and re-motivate under-achieving
students in order to significantly lower drop-out rates, or to attract disaffected youth back
into education and training, has not yet been fully harnessed.
Many of the marginalised and disadvantaged groups targeted by career guidance services
tend to be the most reluctant to use services that are administered in a formal institutional
context. The policy challenge here is to reach out to these groups, to work with them on
their own terms and in contexts that are less formal and more familiar to them.
Education and training programmes designed for at-risk groups need to include strong
career guidance elements to promote re-engagement with learning and course completion,
and to secure successful transition to sustainable employment.
Some Policy Options
Develop strategies to actively involve vulnerable groups in designing, planning,

implementing and monitoring career guidance policies and services.
Given that many disadvantaged groups mainly seek work locally, establish and update local
labour market information systems.
Subcontract career guidance services to agencies that are experienced in working with
specific disadvantaged groups, and support such organisations through training and
resourcing.
Build up the capacity of vulnerable groups to help themselves to provide career guidance:
for example by training respected adults within such groups to act as learning and guidance
facilitators.
Ensure that career development professionals have the training required to work through
and collaborate effectively with different at-risk groups. Ensure that such training involves
inter-cultural awareness.
Establish clear criteria for targeting at-risk groups.
Make sure that data on the use of career guidance services by disadvantaged groups, and
their satisfaction with these services, is collected and analysed.
Evaluate how career guidance helps to advance social equity and social inclusion policy
goals.
Improving the systems that support career guidance

Policy Issues
There is a major gap between the collection of labour-market information and its
transformation into usable learning material for career guidance.
Many industries face skill shortages. Often young people and adults know very little about
these shortages.
Up-dating of career information is a major challenge, particularly in country like India with
relatively low GDP per capita.
In some countries career information is not comprehensive and is of poor quality. This
seriously hinds the possibility of citizens making well informed and satisfying career
decisions.
There is often a lack of collaboration between different government agencies, and in

particular between education and labour portfolios, and between different levels of
government - and in particular between national and regional governments - in providing
and sharing career information. This leads to costly overlap, fragmentation, and lack of
transparency and comprehensiveness.
The lack of such collaboration results in a failure to integrate information on the content of
jobs, information on education and training options and pathways, and information on
labour market supply and demand. A closely related problem is the failure to integrate
career information with self-assessment tools, career planning tools, learning tools and job
search tools.
Experience is a powerful way of learning, and of seeing the personal significance of things
that have been learned by reading or in the classroom. People who are known and trusted
are other powerful sources of information that is converted into personal action. However
often career information systems fail to systematically allow people to experience work or
new educational settings, and they make little use of networks of community members such
as employers or the alumni of educational institutions.
A lot of career information is produced by the private sector. However there are lack of
mandated standards or voluntary guidelines for the collection, production and dissemination
of career information by the public and private sectors.
Governments make too little use of the expertise of the private sector in marketing, in
publishing and in the media when they produce and disseminate career information
products. As a result a lot of career information is uninteresting to look at, poorly designed,
and does not reach the right targets.
Very little career information is designed using research on client needs for different types
of career information, on their preferences for different ways of delivering it, or on their
satisfaction with existing career information products.
ICT- and web-based career information systems are often nothing more than electronic
versions of print-based material. This fails to make use of the potential of ICT-based systems
to provide career information in far more interesting, flexible and intuitive ways.
Increasingly, organisations are developing career information largely in electronic form.

However those who do not have ready access to ICT or who do not have the skills or
confidence to use it are disadvantaged by such policies.
International perspectives are often not included in national career information.
Some Policy Options
Undertake national, regional and local mapping exercises of career guidance information
provided through a range of media (such as newspapers, TV, radio, internet, etc.) to a range
of target groups (youth, employed, unemployed) in order to develop a coherent strategy for
the delivery of career information to citizens.
Develop or adapt national standards for career information.
Establish mechanisms for co-ordinating career information across different government

agencies and between the public and private sectors.
Help industries that are experiencing skill shortages to produce useful and impartial career
information.
Examine whether the career information that is produced is used, who uses it, and if they
find it useful.
Make sure that career development professionals are trained in how to use and evaluate
career information.
Invest in the training and development of career information specialists.
Link web-based, India-wide and international career information systems with national
information systems.
Training and qualifications

Policy Issues
Central and State Governments have been very inactive in defining the content and process of initial
training for career development professionals, and in relating these to the goals for public
education, training and employment policies. As a result institutes have developed training
programmes quite divorced from public policy objectives.
National reviews of training for career development professionals take place very
infrequently or not at all.
Significant differences occur in the quality and types of career guidance services that users
experience both within and between countries due to significant variations in the training of
career development professionals.
Too often, qualifications in related fields (for example, psychology or pedagogy) are
regarded as sufficient for career development professionals, even though such qualifications
pay little or no attention to career guidance competencies.
There are not enough well trained career development professionals to meet demand.
There is little national data to enable proper human resource planning for development
professionals and investment in training to take place.
There is huge variation in the length of initial training programmes: ranging from two weeks
to five years. Much of the very brief training that is provided is inadequate to develop the
knowledge and skills needed for the job. On the other hand much of the long training that is
available develops skills to provide in-depth careers intervention and psychological
counselling required by only a minority of users.
In our country there are no graded and integrated learning pathways that enable guidance
workers to progress from non-expert to expert status. Support staffs in career guidance
services are provided with no training.
Too much of the current training is sector-specific, and existing qualification structures do
not permit job mobility for career development professionals between employment and
education sectors, or even between different sectors of education in some cases.
There are many gaps in the content of training programmes. These include: skills in ICT use;
training for support staff; skills for delivering career education through the curriculum;
knowledge of labour market changes; the international dimension of guidance; and how to
organise and manage services.
Some Policy Options
Build clear objectives and outcomes for career guidance programmes within overall
education, training and employment policies, and use these to guide the development and
monitoring of training programmes for career development professionals.
Create national training and qualifications pathways to enable career development

professionals to progress from non-expert to expert roles.
Develop high quality training programmes that combine classroom-based learning with
practical skills development and on-the-job experience.
Develop targeted training for those who work with career development professionals such
as teachers, youth workers, community volunteers and social workers.
Use distance learning and ICT to make training more accessible.
Undertake a study of projections of supply and demand for career guidance personnel for
the next 15 years.
Work with educational institutions and career development professionals to develop a

competency framework for all of those who provide career guidance. Make sure that this
framework includes the competencies needed to deliver government policy goals, and that
it covers all relevant settings in which career guidance is provided and all categories of staff.
Use this framework to develop modular and cross-sectoral training programmes.
Funding career guidance services

Policy Issues
Career guidance services can be funded in a number of ways. These including: direct funding
by central/state governments; devolved funding to regional or local organisations;
subcontracting of services; and market-based provision. The challenge is to find the most
appropriate model, or mix of models, that will work in a particular context.
Devolved funding systems raise questions about the residual responsibilities of central
government. In particular, where funding is devolved by governments, questions need to be
asked about how the quality and consistency of services can be ensured.
The private market for career guidance is under-developed in our country. Those who can
afford to pay for services cannot access them privately. On the other hand many individuals
who most need career guidance are least able to afford it, and least willing to pay for it. If a
wider private market existed the overall level of career guidance services available to
citizens would be increased. This would allow more government funds to be directed to
those most in need. Hence governments need to seek ways to stimulate the development of
market-based provision.
Some Policy Options
Undertake market research into citizens demand for career guidance services and their
willingness to pay for such services.
Develop a quasi-market in the provision of career guidance services, stimulating private

provision through subcontracting to the for-profit and voluntary sectors functions that have
been traditionally been fulfilled by the public sector.
Ensure that all career guidance services in receipt of public funding meet pre-established
quality standards.
Make the supply and demand for services more transparent, so that private providers may
be more inclined to invest resources in this area.
Link career guidance to mechanisms such as individual learning accounts and training levies
for financing learning. Accept career guidance costs as allowable costs, alongside direct
education and training costs, in such schemes.
Explore possibilities for supporting the development and expansion of career guidance
through social insurance contributions from individuals and employers, rather than directly
through government budgets from tax contributions.
Encourage employers to invest in guidance provision to address the career development

needs of their employees, on the grounds that this contributes to the employers
competitiveness through the continued development of workers skills, motivation and
productivity.
Consider, where appropriate, cost-effective alternatives to supplement face-to-face personal

career guidance, including curriculum provision, group guidance, self-help services, and ICTbased services.
Where services are devolved, guard against the problems this can produce: lack of coordination within and across sectors; a deficit in comparable standards between regions
leading to inequitable access to services; and an overall degeneration in standards. Strive to
find a judicious mix of centralised and decentralised models, with local units developing
their own policy in the context of agreed objectives and guidelines that have been arrived at
after wide consultation with stakeholders.
Where funding to regions or to institutions takes the form of block grants, adopt strategies
that require regions or institutions to earmark funds for career guidance (for example,
through the use of staffing formulas).
Ensure that quality standards are set for the market in order to raise consumer confidence.
Ensure that strategies are in place for collecting expenditure and resource-use data to
support the development of policy.
Co-ordination and strategic leadership

Policy Issues
In our country education, training and employment policies take little account of the
importance of career guidance.
Governments need to provide stronger strategic leadership so that career guidance services
can be better planned and better co-ordinated:
Services within the education, training, employment, community and private sectors are
fragmented: rarely co-ordinated, coherently planned, or well integrated.
Too often the requirements of institutions, rather than user needs, determine what services
are provided and how they are provided.
In developing and planning career guidance services there is a lack of effective collaboration
both between different government departments, and between labour market and other
stakeholders.
Social partners and stakeholders other than government have no role in the development of
guidance policies and in service provision.
As a result, people who need career guidance can find it difficult to get access to services
that meet their needs, and services are inconsistent between sectors such as education and
employment.
There is no policy structure to ensure that the different sub-systems that provide career
guidance are connected to each other, through such means as inter-ministerial or interdepartmental committees, national guidance forums, or a policy unit which has the whole
system of provision as its remit. Adopting a lifelong perspective on learning and
employability in order to plan services would provide a framework to help overcome
fragmentation.
Better strategic leadership is even more crucial, if harder to achieve, in decentralised

systems. In decentralised systems it is needed in order to guarantee equitable access to
services, and comparable standards in service delivery.
Some Policy Options
Benchmark national, regional and local provision of career guidance against lifelong learning
policy objectives.
Build the notion of an integrated, lifelong and comprehensive career guidance service into
the lifelong learning policies that are being developed.
Explore possibilities for greater collaboration and cooperation between career guidance
services within and across sectors at all levels.
Revise the relevant legislative frameworks for education, training and employment, ensuring
that they specifically address career guidance, particularly from the perspective of the
citizen, in a lifelong learning context.
Establish an inter-departmental structure that brings together different government

portfolios with a responsibility for career guidance provision. Use this to develop common
government policy objectives for guidance and greater coherence, more efficiency, and
sharing of responsibilities in guidance provision.
Set up a national forum for guidance policy and systems development which includes both
government and stakeholder representatives, as well as key partners in service provision, in
order to help focus and develop agendas and to steer policy making.
Develop policies, systems and practices for career guidance provision through mutual
learning and international collaboration.
Ensuring the quality of career guidance

Policy Issues
There is no regular and systematic evaluation of the quality of career guidance services in
our country. Standards for the quality of services do not exist or are present in some sectors
but not in others. Where quality standards exist, they tend to be voluntary rather than
mandatory. Inspection of services against these quality standards is the exception rather
than the rule.
There are no standards or controls in private sector provision of career guidance services.
Where guidance services are subcontracted by the public sector to the private or voluntary
sectors, standards of service and outcomes for users are generally not specified. Where
government has decentralised or devolved career guidance services, quality frameworks to
ensure that central policy goals and standards are attained have rarely been established.
In the absence of quality frameworks, there is an over-reliance on staff qualifications or

professional codes of practice to assure quality. Frequently these cover some forms of
provision but not others. In centralised systems where administrative controls are used to
ensure quality, problems often arise because of the variable or inadequate qualifications of
staff.
Much of the quantitative information that is available about career guidance provision has
limited usefulness for evaluating processes and service quality.
Career guidance policies are insufficiently guided by user feedback and by relevant evidence
and data, including such basic information as levels of usage and types of services accessed.
Some Policy Options
Investigate the evaluation mechanisms and quality assurance frameworks for career
guidance, including quality frameworks for career information materials that are being used
in our country. How can they be improved?
Investigate the evaluation mechanisms and quality assurance frameworks for career
guidance, including quality frameworks for career information materials, which are being
used in other countries. What lessons can be learned from their experiences?
Investigate quality assurance frameworks and methods that are used in other areas of
education, training and employment, and in consumer rights policies in our country.
Evaluate how relevant or appropriate these are for adaptation or use with career guidance
services.
Pilot test a range of evaluation procedures for career guidance services. Identify which gives
the best outcomes for the user, the taxpayer, and the funder.
Initiate cross-sectoral discussions on evaluation processes and quality assurance frameworks

with relevant stakeholders (users, administrators and practitioners) and together develop a
strategy to improve existing evaluation procedures. Identify how different sectors can
support each other in developing such a strategy and how they can learn from each others
experiences. Develop common approaches as appropriate.
Consider how standards could be used to accredit career guidance services. Consider how
such an approach could be supported by the branding of accredited services, using this as a
technique for marketing them more effectively.
Establish quality standards against statements of service for clients (including access to
services by priority client groups), and introduce user monitoring and feedback mechanisms
to ensure that such standards are met.
Use quality standards as criteria for establishing performance targets (including targets for
access to services by priority client groups), for organising service evaluation and inspection,
and as monitoring and feedback mechanisms.
When the delivery of career guidance is devolved (either through outsourcing or through
decentralisation), establish minimum standards which must be met by those regional and
local authorities or other third parties such as community groups that are publicly funded to
provide services.
Improve the quality of services by requiring higher standards in the initial and in-service
training of the different categories of career guidance staff.
Undertake or commission studies of the work carried out by career guidance staff and those
involved in the production of career information, in both the education and labour market
sectors, to identify the competencies that practitioners are expected to demonstrate.
Develop measures of the skills and competencies that career guidance services are seeking
to develop in clients, and examine ways of building such measures into quality standards.
Involve users in the design, implementation and evaluation of quality-assurance systems.
Where career guidance is part of an overall evaluation of institutions and agencies (such as
schools, vocational education settings, universities or employment offices), ensure that the
inspection team includes persons who understand, and have competence in, career
guidance. Develop specific criteria to be used for the inspection of career guidance within
such settings, and either publish separate reports, or have a substantial sub-section
dedicated to career guidance in the overall report.
Consider how quality assurance frameworks can be applied to private sector provision to
ensure user protection.
Assessing the effectiveness of career guidance

Policy Issues
At present, governments have few data needed to provide an overall picture of career
guidance provision, or of its effectiveness in meeting public policy objectives.
No government ministries are able to state precisely how much public money is being spent
on career guidance services or how it is spent. Information about private investment and
expenditure in this field is not available.
Most policy makers rely on a very limited evidence base when evaluating the inputs,
processes and outputs of career guidance services.
Where data is collected, the tendency is to focus on simple quantitative indicators (such as
the number of users interviewed by guidance services) rather than more policy-relevant
indicators such as client satisfaction or improved career decision making skills.
The task of establishing a reliable evidence base is particularly challenging in the career
guidance field, where the process and outcomes are neither readily visible nor easily
measured, and where causality is difficult to determine.
Despite a strong research tradition in the career guidance field, there are few researchers
and specialised research centres specifically addressing methodological and other issues
related to the generation of a sound evidence base with direct policy relevance. The little
research that exists remains fragmented and is not cumulative in nature.
Even where an evidence base is being built up, the link between such data and the policy
making process is often tenuous.
Some Policy Options
Identify the range of evidence currently being collected for different dimensions of career
guidance provision, and the purpose, use and usefulness of such data.
Identify gaps in the evidence needed to measure the impact of current investment in career
guidance. Consider which other types of data are now required.
Collaborate with stakeholders (users, administrators, practitioners) at national level to

identify which types of data, and what procedures for data collection, would be needed to
improve data on the impact of career guidance upon the achievement of policy goals.
(Examples might include indicators on users, services provided, staff time-use, and costs and
outcomes.)
Investigate what range, types and procedures for data collection are currently being used in
other countries and adapt or adopt these as appropriate.
Collaborate with other countries in developing common indicators, benchmarks and

approaches to data collection and methods for cost-benefit studies.
Provide research funding to identify the kinds of evidence that are required for the
development of sound policies in career guidance. Commission research and evaluation
studies.
Ensure that research being commissioned for education, training and employment policy
implementation and evaluation includes a strong reference to career guidance provision.
Ensure that statistical staffs in ministries are aware of the measurement and evaluation
issues involved in career guidance provision. Initiate discussions between such staff and
those responsible for career guidance policy.
Encourage, where feasible, the setting up of a research unit that focuses specifically on
career guidance issues in order to strengthen the evidence base required to inform policy
development.
Fund academic researchers, including those who work in the field of career guidance, to
undertake research to support evidence-based policy making for career guidance.
Ensure that initial career guidance training programmes include a strong component on
evidence-based policymaking. Provide in-service training in this area to career guidance
practitioners.
Build questions about career guidance services into surveys being carried out nationally and
or regionally on topics such as household use of services and products, the labour force,
adult education, or school-leavers.
Explore possibilities for market surveys to throw light on peoples career guidance needs, and on
where and how these needs are currently being met.
Appendix - A
Code of Ethics
Preamble
Career development professionals are engaged in a wide spectrum of activities in many fields. They
work in a wide range of organizational settings and provide a spectrum of services and programs to a
diverse population. This Code of Ethics is intended as a platform for the Indian Standards and
Guidelines for Career Development Professionals.
This Code of Ethics is designed to reflect the breadth of the field as a companion to the core
competencies that are being developed nationally. Therefore this Code of Ethics is purposely broad
and quite general. Further detailed and focused ethical guidelines may be developed for the
specialization areas identified. These specialized guidelines will then be considered as an adjunct to
this Code of Ethics, not a replacement for this Code. The Code of Ethics does not supersede
legislation and regulations that you as a professional are required to follow according to the
jurisdiction you work in and the services you provide.
The purpose of the Code of Ethics is to provide a practical guide for professional behaviour and
practice for those who offer direct service in career development and to inform the public which
career development professionals serve. Ethical principles help career development professionals to
make thoughtful decisions to resolve ethical dilemmas. The Code of Ethics when combined with the
Standards and Guidelines for Career Development will protect the consumer and the public when
receiving the services of career development professionals.
Definitions for the purpose of this Code
Client: means the person(s) or organization to whom the career development professional provides
services. This may include individuals, groups, classes, organizations, employers and others.
Customer: means the person(s) or organization that is paying for the career development service. A
customer may or may not be the client.
Field: refers to professionals involved in career development services.
1. Ethical Principles for Professional Competency and Conduct
1.(a) Knowledge/Skills/Competency
Career development professionals value high standards of professional competence and ensure they
are able to offer high standards of professional knowledge, skills and expertise.
1.(b) Self-Improvement
Career development professionals are committed to the principle of life-long learning to maintain
and improve both their professional growth and the development of the field in areas of knowledge,
skills and competence.
1.(c) Boundary of Competency
Career development professionals recognize the boundaries of their competency and only provide
services for which they are qualified by training and/or supervised experience. They are
knowledgeable of and arrange for appropriate consultations and referrals based on the best
interests of their clients.
1.(d) Representation of Qualifications
Career development professionals do not claim nor imply professional qualifications or professional
affiliations that may imply inaccurate expertise and/or endorsement. Career development
professionals are responsible for correcting any misrepresentations or misunderstandings about
their qualifications.
1.(e) Marketing
Career development professionals maintain high standards of integrity in all forms of advertising,
communications, and solicitation and conduct business in a manner that enhances the field.
1.(f) Relations with Institutions and Organizations
Career development professionals assist institutions or organizations to provide the highest calibre
of professional service by adhering to this Code of Ethics. Career development professionals will
encourage organizations, institutions, customers and employers to operate in a manner that allows
the career development professional to provide service in accordance with the Code of Ethics.
1.(g) Respect for Persons
Career development professionals respect and stand up for the individual rights and personal dignity
of all clients. Career development professionals do not condone or engage in sexual harassment.
Career development professionals promote equality of opportunity and provide non-discriminatory
service. Clients who fall outside the mandate of an organization should be referred to appropriate
services.
1.(h) Abide by the Code of Ethics and Central and State Laws
Career development professionals abide by all of the by-laws outlined in this Code of Ethics and
furthermore comply with all relevant state/local and central legislation and regulations.
Career development professionals inform others (such as colleagues, clients, students, employers,
and third party sources) about the Code of Ethics and relevant laws as appropriate and any
mechanisms available if violations of the Code of Ethics or laws are perceived to have taken place.
Career development professionals take appropriate action to try to rectify a situation if ethical,
moral or legal violations are perceived to have taken place by a colleague, whether a career
development professional or not.
1.(i) Use of Information and Communication Technology
Career development professionals using information and communication technology which involves
a client and service provider who are in separate or remote locations, are aware that all aspects of
the Code of Ethics apply as in other contexts of service provision.
Career development professionals provide clients with relevant information about themselves, as is
appropriate for the type of relationship and service offered.
2. Ethical Principles for Career Development Professional-Client Relationship
2.(a) Integrity/Honesty/Objectivity
Career development professionals promote the welfare of clients by providing accurate, current and
relevant information.
Career development professionals assist clients to realize their potential and respect clients rights to
make their own informed and responsible decisions.
Career development professionals are aware of their own personal values and issues and avoid
bringing and/or imposing these on their clients.
2.(b) Confidentiality
Career development professionals respect the privacy of the individual or third party referral source
and maintain confidentiality of information as is appropriate for the type of relationship and service
offered.
Career development professionals will inform clients and customers of the limits of confidentiality.
Career development professionals offering services in a group, family, class or open setting (such as
a Career Guidance Centre) take all reasonable measures to respect privacy.
Career development professionals are cautioned that the issues of confidentiality apply to the use of
information and communication technology, e.g., voice mail, faxes, e-mail, etc.
2.(c) Releasing Private Information
Career development professionals release confidential information in the following circumstances:
with the express permission of the client

where there is clear evidence of imminent danger to the client*
where there is clear evidence of imminent danger to others*
where required by law, such as in reporting suspected child abuse or upon court order
(* When the situation allows, action should be taken following careful deliberation and consultation
with the client and other professionals. The client should be encouraged to take personal
responsibility as soon as possible.)
Career development professionals attend to privacy and security in the maintenance and release of
all records, whether records are written, on audiotape, or videotape, computerized or electronically
stored.
2.(d) Informed Consent
Career development professionals honour the right of individuals to consent to participate in
services offered, dependent upon the rights the individual does have, such as in being legally
required to attend school.
Career development professionals fully inform clients as to the use of any information that is
collected during the offering of service. Career development professionals ensure that information
collected will only be used for its intended purpose or obtain the consent of clients for any other use
of the information.
Career development professionals inform clients and customers about the types of service offered
and the limitations to service, as much as is reasonably possible given the type of service offered,
including information about the limits to confidentiality, legal obligations, and the right to consult
with other professionals.
Career development professionals who work with minors or dependent individuals who are unable
to give voluntary, informed consent, take special care to respect the rights of the individual and
involve the parents or guardians wherever appropriate.
2.(e) Multiple Relations
Career development professionals are aware of the ethical issues involved in having personal
relationships with clients. Career development professionals avoid having conflicting relationships
whenever possible. If such a relationship cannot be avoided the career development professional is
responsible to monitor the relationship to prevent harm, ensure that judgement is not impaired and
avoid exploitation. To this end career development professionals utilize informed consent,
consultation, supervision and full disclosure to all parties involved.
2.(f) Conflict of Interest
Career development professionals avoid and/or disclose any conflicts of interest which might
influence their professional decisions or behaviours. Career development professionals do not
exploit any relationship to further their personal, social, professional, political, or financial gains at
the expense of their clients, especially if the situation would impair the career development
professionals objectivity.
Career development professionals work to resolve any conflicts of interest with all parties involved
giving priority to the best interests of the client.
3. Ethical Principles for Professional Relationships

3.(a) Consultation
Career development professionals reserve the right to consult with other professionally competent
persons ensuring the confidentiality of the client is protected.
3.(b) Respect for Other Professionals
Career development professionals make full use of the resources provided by other professionals to
best serve the needs of the client, including professional, technical, or administrative resources. This
means understanding and respecting the unique contributions of other related professionals. Career
development professionals seek to avoid duplicating the services of other professionals.
As career development professionals have a responsibility to clients, they also have a responsibility
to fellow service providers.
When a complaint is voiced about other service providers, or inappropriate behaviour is observed,
the career development professional will follow the appropriate channels to address the concerns.
Ethical Decision-Making Model
This is a model of ethical decision making to complement the Code of Ethics developed for the
Indian Standards and Guidelines for Career Development. This model is offered to assist career
development professionals with a process to follow and with cues, such as emotional reactions,
which may assist in making better ethical decisions and resolving ethical dilemmas.
Steps in Ethical Decision-Making
1. Recognize that an ethical dilemma exists.
An emotional response by a career development professional is often a cue to the need to make an
ethical decision, such as feeling uneasy about a situation, questioning ones self or the actions of a
client, or feeling blocked or uncomfortable in a situation with a client or colleague.
2. Identify the relevant ethical issues, all of the parties involved, and the corresponding pertinent
ethical principles from the Code of Ethics.
The career development professional can check his/her feelings of discomfort and what these may
tell about the situation. The feelings of the client or a third party involved in the dilemma could also
be explored.
In some situations following one of the Codes of Ethics will offer enough guidance to resolve the
situation. In situations where more than one Code is relevant or there is more than one course of
action, the career development professional will need to proceed further with this model.
3. Examine the risks and benefits of each alternative action.
The examination should include short-term, ongoing and long-term consequences for each person
involved, including the Professional, when more than one Code of Ethics is relevant or alternative
courses of action seem to be suggested by the Code of Ethics. In such situations gathering additional
information and consulting with a trusted colleague is highly recommended.
The career development professional can check his/her own emotional reactions to each solution
and those of others involved in the decision. The career development professional also needs to
determine if he/she has allowed enough time for contemplation of the situation. Projecting the
various solutions into the future and envisioning the possible scenarios as each decision is enacted
can be helpful.
4. Choose a solution, take action and evaluate the results.
The career development professional needs to act with commitment to one of the solutions,
checking that the solution continues to feel the best that can be done in the situation, for all
involved. The professional will need to assume responsibility for the consequences of the decision
and be willing to correct for any negative consequences that might occur as a result of the action
taken. This means determining that the outcome feels right and re-engaging in the decision-making
process if the ethical dilemma remains unresolved.
5. Learn from the situation.
The career development professional will examine each ethical situation to consider the factors that
were involved in the development of the dilemma and to see if any future preventative measures
could be taken. Examining what he/she has learned from the situation and how the experience
might affect future practice are also important activities for the career development professional.
Appendix B
Glossary of Career Development Terms

Assessment
Assessment is a process involving gathering information, identifying issues, needs, and clarifying
personal and environmental resources in relation to the issues and needs. Assessment helps
individuals to increase self-awareness; understand their career issues; establish work, learning,
and/or life balance goals; and provides a foundation for taking action and an indicator of ongoing
progress. Assessment methods may include a variety of formal and informal techniques such as
standardized and non-standardized instruments, interviews, personality measures, questionnaires,
checklists, behavioural observations, and reports by significant others. Assessment can be done in an
individual or group context.
Career
Career is a lifestyle concept that involves the sequence of work, learning and leisure activities in
which one engages throughout a lifetime. Careers are unique to each person and are dynamic;
unfolding throughout life. Careers include how persons balance their paid and unpaid work and
personal life roles.
Career Counselling
Career Counselling refers to an individual or group process which emphasizes self-awareness and
understanding, and facilitates people to develop a satisfying and meaningful life/work direction.
Career counselling is used to guide learning, work and transition decisions, as well as to manage
responses to changing work and learning environments over the lifespan. Career Counsellors (i.e.
those who provide Career Counselling services) have a unique scope of practice and specialised
counselling competencies they are fully competent career development professionals and also
fully competent counsellors.
Career Development
Career Development is the lifelong process of managing learning, work, leisure, and transitions in
order to move toward a personally determined and evolving preferred future.
Career Development Professional
Career Development Professional is an umbrella term that refers to any direct service provider in the
career development field. This includes but is not limited to: career guidance practitioners, career
counsellors, career advisors, career educators, career information specialists, career management
consultants, education advisors, employment support workers, work experience coordinators, job
developers, training & placement officers, career coaches, and vocational rehabilitation workers.
Although the term counsellor has historically been used with many job titles in the field (e.g.,
employment counsellors, rehabilitation counsellors, career counsellors), in recent years there has
been increasing recognition that a career counsellor has a specific scope of practice. Employers
are encouraged to use titles without counselling in them for all employees and service providers
who are not professional counsellors/therapists.
Career Educator
A Career Educator works with individuals or groups in educational settings to assist them to learn
career development knowledge, skills and applications. Career educators help youth and adult
learners to construct their careers through acquiring knowledge and skills that will enable them to
identify, choose, plan and prepare for learning, training, work and other life-roles.
Career Exploration
Career exploration is the process of investigating and reflecting on self, personal contexts, learning
and work opportunities, and training and educational requirements, as a basis for making career-life
choices over the lifespan.
Career Information
Career Information is information related to the world of work that can be useful in the process of
career development, including educational, occupational and psycho-social information related to
working (e.g. availability of training, the nature of work, the status of workers in different
occupations, etc.).
Career Information Specialist
A Career Information Specialist helps clients access relevant information needed for their career
decision making process. The Career Information Specialist identifies, secures, manages and
interprets career information for their clients. This includes national and international labour
market, education, occupation and job search resources.
Career Guidance Practitioner
Career guidance practitioners facilitate the ability of clients to take charge of their own career
development by assisting them in the process of identifying and accessing resources, planning, and
managing for their career-life development.
Community Capacity Building
Community Capacity Building refers to the processes and procedures whereby long-term strategies
are developed and implemented which connect community, career and economic development in
the interests of unemployment reduction and economic growth at the community level.
Employment Counselling
Employment Counselling refers to a problem-solving process addressing one or more of the
following domains: career/occupational decision-making, skill enhancement, job search and
employment maintenance. The purpose of Employment Counselling is to help clients improve their
employability and self-sufficiency in the labour market.
Facilitated Individual and Group Learning
Facilitated Individual and Group Learning refers to applying learning principles in order to design,
develop, adapt and deliver a range of experiential activities leading to knowledge and skill
acquisition. Activities are tailored towards meeting specific career-life planning needs of individuals
or groups of clients. Learning activities may occur in one-on-one interview meetings, in classrooms
(usually by guidance counsellors and education teachers), in supervised work experience and/or
workshop settings.
Information and Resource Management
Information and Resource Management refers to developing, organizing, maintaining and
disseminating information and resources related to work, learning and life-balance across the
lifespan. The keys to effective information and resource management are the currency of the
information and resources; the degree to which information and resources meet the needs of
individuals and communities in which they are located; and the support services available which
coach/assist individuals and communities to research, use and manage information in ways which
support their needs and goals.
Job
A job is set of tasks that take place in a particular environment. Jobs may be paid or unpaid, part
time or full time, and of short or long duration.
Labour Market Information
Labour Market Information is information concerning conditions in, or the operation of, the labour
market, and includes, for example: data on employment, wages, standards and qualifications, job
openings, working conditions. Information may be historical, current or projected; formally or
informally collected; and based in skills, occupations or industries.
Occupation
A group of similar jobs found in different industries or organizations.
Personal Agency
Refers to peoples beliefs about the extent to which they are active agents in their own life events, in
contrast to being passive recipients of the events one experiences.
Prior Learning Assessment and Recognition
Prior Learning Assessment is a systematic process that involves the identification, documentation,
assessment and recognition of competencies (knowledge, skills and attitudes) that have been
developed through many formal and informal means (e.g., work experience, training, independent
study, volunteer activities, travelling and hobbies). The recognition can be used toward the
requirements of an academic or training program, occupational certification or labour market entry.
Self-Assessment
The process of evaluating ones abilities, talents and personality traits.
Work
Work is a set of activities with an intended set of outcomes, from which it is hoped that a person will
derive personal satisfaction and contribute to some greater goal. Work is not necessarily tied to paid
employment, but to meaningful and satisfying activities, (e.g., volunteer work, hobbies).
Work Development
Work Development refers to the processes and procedures whereby workplace, employment and
volunteer opportunities are negotiated on behalf of individuals and/or groups of clients. The
objectives of Work Development are long-term attachment to the labour market for workers, and
employer satisfaction through providing employers with workers who meet their workforce needs
and expectations.

Career Development Practices

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Unit - 1

Career Development Practices

What do Career Development Professionals do?

Standards and Guidelines for Career Development Professionals

Provide a foundation for designing career development professional training.

To demonstrate this competency, career development professionals must:

To demonstrate this competency, career development professionals must be:

accurate: deliver information as dictated by assessment tools

C1.2 Demonstrate a Commitment to Professional Development

To demonstrate this competency, career development professionals must:

to continue professional development

To demonstrate this competency, career development professionals must:

act as coaches or mentors

C1.2.3 Keep up-to-date with technology

to increase access for clients to services and information

To demonstrate this competency, career development professionals must:

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

C1.3 Deliver Career Development Services

To demonstrate this competency, career development professionals must:

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

C1.3.2 Collect, analyse and use information

to identify trends and opportunities

To demonstrate this competency, career development professionals must:

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

C1.4 Manage Work

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

To demonstrate this competency, career development professionals must:

C1.4.2 Follow case and project management procedures

to allow for program evaluation and accountability

To demonstrate this competency, career development professionals must:

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

C1.4.3 Document client interactions and progress

to monitor the clients situation and progress

To demonstrate this competency, career development professionals must:

identify types of records required, e.g.

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

C1.4.4 Evaluate the service provided to clients

to improve practice and accountability

To demonstrate this competency, career development professionals must:

promote the use of quality indicators and service standards:

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

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

To demonstrate this competency, career development professionals must:

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

C2.1.2 Demonstrate respect for diversity with all clients

To demonstrate this competency, career development professionals must:

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

C2.2 Communicate Effectively

to identify and overcome barriers to communication

To demonstrate this competency, career development professionals must:

C2.2.2 Use a framework for verbal communication

to facilitate an accurate assessment of clients needs

To demonstrate this competency, career development professionals must:

create a sense of common purpose

C2.2.3 Use a framework for written communication

to facilitate an accurate assessment of clients needs

To demonstrate this competency, career development professionals must:

(c) organize the information into a meaningful structure

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

C2.2.4 Use effective listening skills

to create a climate of confidence, openness and comfort

To demonstrate this competency, career development professionals must:

use prompts and leads:

Techniques need to be changed to adapt to the clients learning style.