Career Management Practices

Career Management Practices
Career Management
Career Management 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 management 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 management is not summed up in a single decision. A simplistic view of career
management 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
management 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
management is about exposure, experience, reflection and the development of 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
problems in the workplace is due to it to chance.
Learning, work and transitions – career management is the mechanism by which learning (formal
and informal), work (paid and unpaid) and the transitions between are navigated.
Personally determined – career management is about intentionality. Done well, it ensures that the
decisions we make about learning and work are grounded in knowledge of self (personal interests,
attitude, abilities 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 management recognises 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, 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 Management Professionals do?

Career Management 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
today’s ever-evolving labour market.
Career Management Professionals provide direct services in the areas of:
 Career education
 Career guidance
 Employment counselling
 Human resource development
 Career development
 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, workplaces and/or through
private career service firms and independent practitioners.
Career Management Professionals have the skills, knowledge, and experience required to assist a
person’s ability to create a meaningful life.
Standards and Guidelines for Career Management Professionals
The Standards & Guidelines outline a specific set of competencies required for Career Management
Professionals based upon job practices. The three competency clusters are:
Core Competencies: Professional behaviours, interpersonal competence, career development

knowledge, needs assessment and referral.
Areas of Specialization: Assessment, facilitated 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 Management Professionals
are to:
 Provide a foundation for designing career management professional training.

 Provide quality assurance to the public.
 Recognise 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 Management 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
management services to clients.
Core Competencies
Core Competencies are the skills, knowledge and attitudes common to all Career Management
Professionals, regardless of their employment setting.
1. Advisors working as Career Management Professional need to demonstrate certain

attitudes. They need to be:
(a) insightful
(b) honest
(c) open-minded
(d) results-oriented
2. People working as Career Management Professional need to have certain skills like:
(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 as Career Management Professional need to have certain knowledge:

(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
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 Management Professional in making thoughtful decisions when resolving
ethical dilemmas
To demonstrate this competency, Career Management Professionals must:
Follow the Code of Ethics and the Ethical Decision-Making Model, Standards and Guidelines for
Career Management as presented in Appendix A.
C1.1.2 Demonstrate professional attributes

 to help career management professionals create and maintain a high level of credibility
 to help career management professionals act as a role model
 to help career management professionals ensure consistency of service to all clients
 to enable career management 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 management professionals must be:
(a) accurate: deliver information as dictated by assessment tools

(b) adaptable: adjust to new ways of doing things, react positively to change
(c) assertive: direct, honest, and appropriate self-expression
(d) attentive: listen to others
(e) collaborative: work with clients and colleagues to produce solutions
(f) confident: willing to take calculated risks
(g) conscious of their own values, beliefs, strengths, biases and limitations: make clear
distinctions between own values and those of others to avoid projection
(h) consistent: maintain congruency between practice and theory, provide high quality service
to all clients
(i) curious: seek information
(j) determined: work through difficult situations
(k) empathetic: respond to the feelings, attitudes, values and concerns of others
(l) empowering: act as a facilitator, be non-directive
(m) genuine: respond sincerely to others
(n) honest: express their opinions truthfully and appropriately
(o) innovative: develop imaginative solutions, present new ways of thinking and/or behaving
(p) insightful: identify the relationship between key issues, be aware of their own values
(q) motivating: empower and encourage people to believe in their own abilities to make
changes successfully
(r) non-judgmental
(s) open-minded: give due consideration to different perspectives and new information,
examine new trends before making judgements, value diversity
(t) optimistic: promote hope and a positive outlook, provide encouragement
(u) outcome-oriented: facilitate problem solving; generate options with clients and offer
choices
(v) patient
(w) positive: present strengths of the situation and people
(x) proactive: anticipate the future, e.g. plan for future events, trends, problems and
opportunities; act as an agent for productive change; interpret trends and global thinking
(y) respectful of the diversity of clients, colleagues, communities and cultures
(z) responsible: follow through with commitments; recognize professional boundaries
(i) self-motivated: work without supervision; take independent action within the
parameters of the workplace; rise to challenges
(ii) self-reflective: evaluate their own beliefs, philosophies and actions
(iii) sensitive to cultural, regional and geographical differences
(iv) supportive e.g. satisfy others’ need for information, believe in people’s abilities to
make changes successfully
(v) trustworthy
Notes
 It is important to recognize that career management 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 realise 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 Management 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 one’s 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, 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 specialised client groups such as

the physically disabled.
 While it is the responsibility of the Career Management Professional to keep up to date with
technology to support their role, it is recognised that access to technology may be
dependent on the work environment.
C1.3 Deliver Career Development Services

C1.3.1 Apply a solution-focused framework
 to assist self and clients in analysing situations, identifying and developing alternatives and
establishing a plan of action
 to develop a collaborative relationship with clients
(a) develop a solution-focused orientation:

 frame problems as:
- opportunities for learning and growth
- having an historical, political, economic, cultural, geographical and philosophical context
- opportunities for personal growth, for self-improvement and for using self-control
- opportunities to understand that time, energy and commitment are required to solve
problems
 believe that the skills for problem solving can be acquired
 use an approach that is broad, encompassing and client-driven
 consider the differences between individual styles for solving issues or concerns
(b) use a solution-focused framework, e.g.
 define the issue or concern
 analyse the issue or concern
 set goals
 generate a number of alternative(s)
 select the alternative(s) to be applied
 implement the alternative(s)
 evaluate the effectiveness of the alternative(s)
 repeat the steps in the solution-focused framework as necessary
(c) respect diverse client approaches to developing solutions
(d) explore with clients the impacts of diversity on their career lives in a way that respects their
reality and worldview
(e) support clients to seek appropriate workplace/educational accommodations
Notes
 When working with a client, the client’s 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 Management Professionals need to recognise and choose the appropriate solution-
focused framework based on the client and the situation.
C1.3.2 Collect, analyse and use information
 to identify trends and opportunities

 to remain up-to-date in the career development field
 to be able to maintain and retrieve information effectively
 to assist clients
 to develop information management strategies
(a) identify the information needed, considering:

 services provided
 clients’ needs
 current events that impact the labour market, community, and clients and their futures, e.g.
politics, public policy, economics, demographics
(b) identify sources of information in various formats, e.g.
 professional journals
 business publications
 community-based agencies/groups
 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
(c) collect and compile the information:
 ensure credit is given to sources of information:
(d) analyse the information:
 evaluate its:
- accuracy
- relevance
- quality, e.g. gender biases, promotion of equal opportunities
 use statistical concepts to interpret data
(e) organise the relevant data into a useful format for further work:
 draw conclusions
 synthesize the information
(f) take appropriate action, e.g.
 provide clients with the findings
 make recommendations
 adjust programs
 critique career development concepts and practices
Notes
 An understanding of basic statistics is particularly important to effectively interpret labour

market information.
 A Career Management Professional may need to develop information management
strategies to deal with information overload and to filter questionable and contradictory
information.
C1.4 Manage Work

C1.4.1 Use planning and time management skills
 to be efficient and effective in fulfilling responsibilities to clients, colleagues, employers and

self
 to understand own limitations and boundaries
(a) establish goals:

 refer to the mission of an organization or the purpose of a project
 consider the needs and values of individuals involved
(b) prioritize the goals, considering:
 their importance to the mission/purpose and values
 each goal’s urgency
(c) outline the objectives to be achieved for each goal
(d) identify the tasks that need to be completed to meet each objective:
 rank the tasks according to importance and urgency
 identify tasks that can be carried out simultaneously
 state the performance measures to be used to assess task completion or success
 determine the amount of time each task will take, considering:
- previous experience
- the resources available
- other projects that compete for time
- possible delays
(e) create timelines:
 identify critical dates
 schedule tasks
(f) monitor progress:
 review and update timelines regularly
 identify incomplete tasks and make adjustments as required, e.g. adjust time lines, critical
dates and appointments
 ensure deadlines are met
(g) review goals and objectives regularly:
 remain flexible
 make adjustments as required
Notes
 The extent to which all tasks can be regularly completed may be somewhat dependent on
the work environment.
 Planning and time management are not always sequential processes.
C1.4.2 Follow case and project management procedures
 to allow for program evaluation and accountability

 to work as a team in the client’s 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 client’s 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 organisational 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 Management 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 client’s 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) identify types of records required, e.g.

 client’s assessment reports
 case notes
 client meetings
 identification forms
 authorizations
 résumés/portfolios
(b) complete records and notes/logs as required, e.g. daily, monthly, annually
(c) ensure the recorded information is accurate, complete and objective:
 ensure information is protected and secure, when necessary
 information should be non-judgmental and behaviour-based
(d) file copies and back-up data
(e) keep the records current, e.g. store old information as per policy or guidelines
(f) close the files upon service completion
(g) be aware of legal issues associated with record keeping, e.g. freedom of information,
confidentiality, protection of privacy, how long records need to be kept:
 follow laws or guidelines relevant to issues
Notes
 It is a good idea to keep recorded information in chronological order.

 Clients should be made aware of the record-keeping process and be advised about their own
ability to access records.
 Systems need to be in place in order to facilitate this competency.
C1.4.4 Evaluate the service provided to clients
 to improve practice and accountability

 to improve client satisfaction
 to identify new services
 to measure client satisfaction
 to provide evidence to assist in service promotion
 to identify inequities in service delivery
(a) promote the use of quality indicators and service standards:

 develop evaluation criteria for all stakeholder groups, if necessary and appropriate
(b) review services, considering:
 context
 objectives:
- compare current service objectives to feedback from clients
 process:
- reflect on their own service-provision process and outcomes
- reflect on the need for advocacy with other parties
(c) conduct ongoing evaluations:
 use appropriate evaluation methods, i.e. qualitative, quantitative or a combination
 use appropriate data collection methods, e.g. questionnaire
(d) collect the data
(e) compile the data
(f) analyse the data, e.g.
 distinguish qualitative and quantitative information
 apply statistical analysis to quantitative data
 promote value and application of qualitative data
(g) draw conclusions:
 reflect on evaluation results
 incorporate advocacy practices
 follow up as necessary, e.g. revise approach, seek professional development
Notes
 This may be implemented differently in different situations and organizations, e.g. an Career
Education Officer may be responsible for this competency.
 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 Management Professional’s
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 client’s 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 Management Professionals may influence.
 It is important that Career Management Professionals recognise that their personal
characteristics influence their perceptions of others.
 It is important that Career Management Professionals recognise 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 people’s 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:
 recognise and consider the issues unique to diverse populations
 recognise 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
 promote open and honest feedback
 contribute to the elimination of prejudices
 clearly distinguish between individual and systemic barriers
(e) recognise 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 Management 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 Management Professionals will become familiar with the diverse
populations living in their communities. This can be fostered through establishing both
informal and formal relationships with diverse members of communities.
C2.2 Communicate Effectively

C2.2.1 Work with climate and context to enhance communication
 to identify and overcome barriers to communication

 to build rapport and relationships with the audience
 to encourage effective communication
(a) consider themselves:

 self-reflect about perceptions of the audience
(b) consider the audience’s needs and expectations
(c) consider the level of language required to suit the audience, e.g. vocabulary, sentence
structure
(d) consider the impact of the environment
(e) consider the medium to be used, e.g. telephone, face to face, written, online
(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:
 create a sense of common purpose
 describe:
- the agenda of the session
- why the session is important
(c) state the goals and objectives:
 use them to clarify the purpose
(d) provide a scenario:
 refer to a situation, (e.g. past experience, video, newspaper clipping) to which the individual
can apply new information
(e) summarise or review:
 incorporate summary or review during or at the end of a session
(f) provide transitions:
 signal a change of topic
 make transitions explicit to avoid confusing the audience
(g) provide verbal markers of importance:
 use words or phrases to highlight the most important elements of the session, e.g. “The key
aspect of all of this is …”
(h) attend to word use and different ways of communicating that are specific to the cultural
context
Notes
 This can apply to one-on-one or group situations and can be done formally or informally.
 Career Management Professionals need to be aware of the vast number of skills necessary
to facilitate and communicate proactively.
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) organise 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 Management

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 summarising skills:
 pull themes together
(d) use prompts and leads:
 help clients to find answers
 focus on both their requests and the client’s responses
 seek consistency between questions and responses
Notes
 Techniques need to be changed to adapt to the client’s 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 Management Professional cannot force a client to change.
 Feedback should be provided to promote client’s 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 maximise trust and understanding so that further communication can be clear, direct and
effective
 to enable one to work effectively with others in order to create a healthy and productive
work environment
 to promote and market services to clients, employers, institutes and other agencies
(a) build rapport

(b) give other individuals their undivided attention
(c) establish the purpose of the relationship:
 mutually determine expectations, needs and goals
(d) facilitate the exchange of information:
 encourage participation
 invite input from other individuals
 promote and market services
(e) be sensitive to the needs and receptiveness of other individuals:
 observe other individuals
 check perceptions
 respond to barriers and defences in a respectful manner
C2.3 Develop Productive Interactions with Clients

C2.3.1 Foster client self-reliance and self-management
 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 Management Professional to provide

direction to a client when fostering self-reliance.
C2.3.2 Deal with reluctant clients
 to assist clients in learning to manage change in their lives

 to engage clients in the career planning process
(a) listen to clients:

 encourage clients to voice their concerns
 validate clients’ concerns
(b) determine sources of clients’ reluctance
(c) inform clients of possible benefits of the process
(d) let clients know the options and potential results
(e) seek agreement on plans:
 ask for commitment to continue:
- if the client agrees, develop a plan
- if agreement cannot be reached, advise others or refer client, as appropriate
Notes
 A Career Management 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 realise 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.
 Recognise that reluctance may not be obvious and that roadblocks may be placed by the
client.
 Career Management Professionals should realise that inaction is sometimes seen as a
benefit by the client, and the Career Management 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 Management Professional should not force a situation when
confronted with significant resistance.
 This competency does not apply to abusive clients. A Career Management Professional will
not tolerate an abusive situation.
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.
recognise 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 people’s traits
(b) Holland’s 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 characterised 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) Super’s 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 person’s 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) Krumboltz’s 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 one’s own personal vision
- taking steps to help make the vision a reality
Notes
 Career Management 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 Management Professional’s style and in
accordance with the clients’ needs.
 It is important to recognise 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 Management Professional.
C3.1.3 Describe how change and transition affect clients moving through the career
process
 to help clients adapt to and manage change and transition

 to help clients understand and accept that change and transition are normal parts of life
(a) describe types of change and transition, e.g.

 school to work
 work to school
 school to post-secondary college/institute
 immigration from one country to another
 employee to self-employed
 employment to unemployment or under-employment
 aging
 single to married
 married to single
 able-bodied person to a person with a disability
 long-term full time parenting to reintegration into the workforce
 paid employment to other life roles, e.g. parenthood, volunteer
(b) recognise 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) recognise that the role of the Career Management 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 Management 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
one’s 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) needs assessment

(b) self-assessment, e.g. interests, personality, ability, skills, values
(c) opportunity awareness, e.g. training, education, labour market, funding
(d) planning techniques, e.g. research, decision making, action planning, goal setting, work
search
(e) planned follow up, e.g. re-evaluation plan
Notes
 It is important for the Career Management 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 organisations, 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 organisation:
 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 Management 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
- organisational 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 Management
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 community’s labour market by being aware of:
(a) job search resources, e.g. Internet, newspapers, employment services

(b) demographic data
(c) employers and the skills they require
(d) placement data
(e) updates of local labour market surveys
(f) funding sources
(g) training opportunities
(h) local government economic development plans and forecasts
(i) activities of companies and any diversification, e.g.
 openings
 closings
 relocations
 expansions
C3.1.9 Keep current about diversity issues
 to be able to work effectively, appropriately and ethically with a diverse client group
 to provide an inclusive environment when working with clients
 to promote access to services by diverse clients
(a) be aware of the demographics of their community

(b) describe diversity issues in their community
(c) identify community resources/services available to diverse clients
(d) describe relevant legislation which may affect diverse clients
C3.1.10 Describe how diversity issues can impact career development
 to understand systemic biases which may impact people’s career development

 to acknowledge how diversity may impact client’s 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 person’s 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 Management
Professional’s 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
Management Professional’s expertise, organizational mandate or boundaries of career
development.
Notes
 Even when the clients’ needs are within the Career Management Professional’s boundaries
of expertise, there may be situations where the Career Management Professional will refer
the clients to other professionals whose approach would benefit the client more.
 As part of this process, a Career Management Professional may recognise 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
Management Professional may need to refer the clients to recognised specialists.
C4.1.2 Develop and maintain a referral network
 to assist clients in connecting with appropriate resources

 to send clients to the appropriate referral agency
(a) access or organize an information system for referral sources, e.g., a database, a portfolio
(b) liaise with others to exchange referral information about available and current resources
(c) establish community linkages between clients with special needs and community resources
C4.1.3 Make appropriate referrals
 to inform clients of services that are most relevant to their needs
(a) collaborate with clients to choose the most appropriate referrals

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

to proceeding.
 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 Management Professional may have the competencies and therefore meet the standards in
one, or more areas of specialisation, depending on the nature of their duties and the services they
provide.
S1 Assessment
S1.1 Client Assessment

S1.1.1 Describe assessment tools and methods
 to understand that assessment is an ongoing process

 to know what assessment methods are available and current
 to know what assessment methods can and cannot do
 to be able to tailor the use of a method to the target clients
(a) describe the difference between standardised and non-standardized assessment:

 standardised assessments are normed and non-standardized assessments are not
(b) identify areas that can be assessed, e.g.
 interest
 multiple intelligence
 ability
 work value
 learning style, etc.
(c) identify tools and methods used to assess these areas:
 Dermatoglyphics
 Aptitude assessment tool
 Attitude assessment tool
 Ability assessment tool
 Learning style tool
 Study Organiser tool
(d) keep up to date with new assessment methods
Notes
 Assessment methods are continually being created and updated. It is important for a Career
Management 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 standardised career assessment tools appropriate for your client
 to facilitate appropriate selection of career assessment methods

 to address important factors not covered by standardised 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 standardised career assessment tools
 trustworthiness and meaningfulness of informal assessment methods
(d) determine the career assessment tool’s applicability to individual and group assessments
Notes
 It is important to recognise the limits of self-administered assessments (computerised and
Internet testing) and to realise that Career Management Professionals have to interpret
results from these assessments.
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 gain a holistic view of clients
 to begin the career development process with the client’s current status clearly understood
(a) determine clients’ expectations of assessments

(b) discuss with clients:
 how assessment processes fit within the career planning process
 limitations of assessments
 distribution of results, including informed consent and release of information
 how assessments link to clients’ presenting needs
(c) help clients identify, clarify and examine the effects of assumptions and beliefs
(d) determine clients’ commitment levels
(e) help clients identify and clarify goals
(f) identify relevant client characteristics, e.g.
 educational backgrounds
 work values
 interests
 literacy levels
 personalities
 skills
(g) assist clients in assessing their presenting strengths and barriers, considering the:
 cognitive domain, e.g. potential, learning styles
 affective domain, e.g. self-concepts, personality traits, interests, values, work environment
preferences
 behavioural domain, e.g. achievements, work histories
 contextual domain, e.g. ethnicity, culture, life roles, career maturity, spirituality
(h) generate options for assessment:
 use a decision-making process with clients
Notes
 In a group setting other factors may have to be addressed, including consent to share
results.
 Facilitation techniques are important in a group setting.
S1.1.4 Use standardised career assessment tools
 to gather more information for the career development process
(a) explain steps of the chosen assessment

(b) administer the selected tools
(c) follow the proper procedure
(d) score the results
(e) interpret the data from the results
(f) communicate findings in a format suited to clients’ needs, e.g., create report, discuss with
clients
Notes
 Certification is necessary for individuals administering some standardised tools. If a Career

Management Professional is not qualified to administer an assessment the client must be
referred to an appropriate individual or agency.
 Scoring of standardised career assessment tools may be done externally. The tools may also
be administered and scored by a certified individual.
S1.1.5 Review and evaluate results with clients
 to ensure clients understand their results

 to assist clients in determining the next steps in the career development process
(a) clarify who will receive copies of the results

(b) ensure results are valid, e.g.
 check for consistency with profiles
 use validity scales
 consider clients’ perceptions regarding validity of performances
(c) 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
(d) identify further assessment needs, if necessary
(e) collaborate with clients to identify next steps, e.g. research:
(f) review clients’ plans
(g) revise action plans, if necessary
Notes
 In a group setting, a Career Management Professional should give clients the right to
disclose or not to disclose results.
 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 Management Professional should confirm with the
client the implications of signing the consent form, i.e. where information will be stored and
who will have access to it.
S2 Facilitated Learning
S2.1 Possess Knowledge

S2.1.1 Describe commonly-accepted principles of learning
 to guide individuals and groups toward learning goals

 to deal with the affective, cognitive and behavioural domains
 to appreciate the importance of facilitated learning
 to empower clients to help themselves
Describe commonly-accepted principles of learning, including that clients:
(a) are their own experts about who they are, what they know and what they want to learn
(b) bring prior experiences, strengths and challenges with them to learning situations
(c) learn best when they create personal meaning
(d) need to take responsibility for their own learning
(e) are capable of directing their own learning
(f) look to the facilitator for leadership, especially at the beginning of a learning situation when
more structure and support are needed
(g) have a preferred learning style (e.g. read & write, 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 India, Career
Management Professionals should recognise and respect the diversity of other effective
approaches to learning.
 Learning is more integrated and meaningful when it considers the cognitive, behavioural,
affective, psycho-motor and contextual domains of clients.
S2.1.2 Define techniques commonly used to facilitate learning
 to promote learning and awareness to be able to choose appropriate techniques for the
purpose and context of the clients
 to draw on a variety of techniques to address different learning styles
 to make learning relevant and interesting
Define the techniques commonly used to facilitate learning:
(a) brainstorming:
 ·idea generation within a group without evaluation
(b) career fair:
 representatives from various work and educational environments set up displays to present
information about their companies or institutions
(c) case study:
 a scenario based on a real work situation or problem
(d) coaching:
 a collaborative approach used to enhance performance and motivate individuals or groups
toward goal achievement
(e) demonstration:
 performing a skill while describing it
(f) field trip:
 a planned visit to a specific area or site to study it
(g) game:
 two or more individuals participate in a fun, hands-on activity
(h) group discussion:
 information is exchanged among group members
(i) guest speaker:
 a knowledgeable person is invited to speak and/or answer questions
(j) job shadowing:
 an individual spends time with a person on the job to observe what the job responsibilities
are and what knowledge, skills and attitudes are required to fulfil those responsibilities
(k) learning circle:
 participants sit in a circle and speak in turn without interruption or rebuttal
(l) lecture:
 a verbal presentation to explain and teach
(m) mentoring:
 an individual is matched with a knowledgeable and motivated person who guides the
individual’s 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 one’s 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 organisations and in return gain work experience and
contacts
(x) work experience:
 individuals spend time on the job to learn through training and experience about the
responsibilities, knowledge, skills and attitudes required
Notes
 While these are commonly used techniques, there are many others.
 These learning techniques should be used appropriately for the program being developed
and delivered.
S2.2 Facilitate Learning

S2.2.1 Prepare for program delivery
 to present relevant knowledge and training to clients

 to provide consistency
 to allow flexibility
 to generate thoughtful planning
 to increase the probability of success in the delivery of quality programs
(a) follow the principles of learning

(b) respect diversity
(c) allow adequate time for preparation
(d) ensure a good knowledge of the content area through research and consultation
(e) review past experiences in the delivery of programs with similar objectives and purposes:
 identify past challenges and options to deal with them
(f) create program plans based on a framework:
 identify the:
- needs of the clients:
Ø 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:
Ø clients
Ø 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 Management 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
Management Professionals maintain flexibility and realise that clients’ competencies need to
be re-evaluated throughout the process.
S2.2.3 Deliver programs
 to maximise clients’ learning

 to meet clients’ needs in a timely manner
(a) follow the principles of learning

(b) demonstrate group facilitation skills, if working in a group setting
(c) set the stage for the session
(d) orient clients to the topic:
 discuss the purpose of what they are to learn, e.g.
- how can the learning be applied
- where can it be applied
- what does this mean to the clients
(e) use the program plan as a guide:
 be flexible:
- adapt the plan to suit any emerging client needs
 take advantage of teachable moments:
- build on positive learning
- address and debrief both positive and negative learning, e.g.
Ø if clients do not complete an assignment
(f) communicate ideas and concepts effectively, e.g.

 ask questions
 acknowledge clients’ comments
 link comments
 build on clients’ comments
 summarize
(g) facilitate interpretation and understanding:
 use analysis and feedback skills
(h) support clients’ self-directed learning by showing clients:
 how and where to find information
 how to use information appropriately
(i) implement the evaluation methods
(j) close the session, e.g.
 summarize
 make generalisations
 re-frame the information
 facilitate clients’ reflections on their experiences of the learning and their applications of
that learning
Notes
 A Career Management 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) implement the evaluation

(b) analyse the evaluation responses
(c) draw conclusions
(d) take action:
 incorporate the feedback into future learning situations
 follow up with original groups/individuals, if necessary
SSC2 Group Facilitation
SSC2.1 Facilitate Groups
SSC2.1.1 Describe the principles of group facilitation
 to increase interaction among all group members

 to increase the facilitator’s 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) a group’s atmosphere and performance will change as it goes through stages:
 recognise that each group progresses through stages differently
 describe different stages, e.g. initial, planning, working
 describe models of stages:
- Bridges transition model
- the job loss cycle
- the grief cycle
(b) the group members take on roles in the group (e.g. blocker, gatekeeper):
 there is value in all roles
 the roles that group members take on will vary from group to group
 group members can take on multiple roles
 group members may change roles during the process
(c) facilitators will need to adjust their strategies and approaches to meet members’ needs and
roles
(d) a facilitator’s 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
(e) the facilitator’s 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
(f) the clients act as content experts:
 a facilitator should respect and draw upon members’ experiences, knowledge and expertise
(g) the most productive groups are those that exist in an environment:
 that is safe and comfortable
 where expectations and desired outcomes are clear
SSC2.1.2 Facilitate groups

 to create conditions of safety, comfort and clarity for participants

 to understand the importance of building a sense of community in a group situation
 to determine the group members’ needs
 to understand and agree to the purpose of the interaction
 to achieve both the clients’ and the organisations’ 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) explain major career development theories and models

(b) describe the theories and models in terms of:
 basic premises, assumptions and biases
 strengths and limitations, including research support
 career counselling applications
S3.1.2 Explain major change and transition models
 to understand different theories and beliefs about how individuals react to change and
transitions
 to follow a method of practice guided by theory
 to be aware of personal biases
(a) describe how change and transition affect clients moving through the career process
(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
 organisational 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, 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 computerised, web-based, and printed 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 individualised 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) evaluate educational/training opportunities and relevant resources
 use the evaluation to determine which programs meet client needs
 identify funding sources
 identify financial aid available
(c) explore the expected impact on other life roles of enrolling in education/training 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
(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) synthesise 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
 identify his/her own biases
(c) orient client to the therapeutic process
 describe scope of practice
 explain counsellor and client roles/responsibilities
 discuss limits of confidentiality
 maintain appropriate boundaries
(d) 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 client’s
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) demonstrate:
 professional attributes
 communication skills
 skills required to establish and maintain collaborative work relationships
(b) 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
(c) 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
(d) respond to the barriers that may appear in counselling relationships
(e) 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 Management 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

(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 “don’t know what they don’t 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) determine initial goals jointly with clients using appropriate strategies, e.g.
 reframing
 challenging beliefs
 affirmations
 brainstorming
 reality checks
 stories
 clients’ dream jobs
 guided imagery
(b) 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
(c) determine the indicators of success with clients using appropriate strategies, e.g.
 self-monitoring forms
 subjective impressions
 goal achievement
 self-reports
 check lists
 standardised tests
(d) 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 computerised 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
 recognise 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) monitor the indicators of success

(b) adjust the process and goals, as necessary
(c) keep records of the outcomes
(d) close the therapeutic process
(e) deal effectively with premature endings
(f) evaluate practice
Notes
 Career Management Professionals should look for patterns with clients and use this
information to adjust future practice.
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 organise and access information

Describe classification systems, which include but are not limited to:
(a) alphabet system:

 an alphabetical arrangement of subject headings
(b) colour system:
 all materials in the same subject area are identified by the same colour, using coloured dots
or tape
(c) dating system:
 organised by a time period, e.g. month, year
(d) 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
(e) National Classification of Occupations system
(f) number system:
 materials are organized using three or more digits
(g) subject system:
 subject headings are developed based on the community’s needs, e.g.
- job search techniques
- occupations
- employment opportunities
- working overseas
- academic subject
(h) 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 Management 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:
Ø career-related information needs, e.g. “Would you like to be able to assess your skills
and options?”
Ø 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?”
Ø clients’ access barriers, e.g., language
Ø where clients have found career-related information in the past
(b) track information requests:

 document the type of information and the number of times information is requested
 refer to the tracked information in future planning
(c) conduct focus groups with, e.g.
 clients
 employers
 community leaders
 colleagues
(d) design additional means to gather information, when necessary, e.g. suggestion box
Notes
 Career Management Professionals could use any combination of the research methods
described in this competency in addition to others not mentioned.
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) consider information and resource needs of the community

(b) 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
 internet sources
 information from experienced colleagues
(c) 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) anticipate emerging needs of clients and the community

(b) assess individual client’s needs
(c) prioritize needs
(d) 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 Management 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) 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
(b) follow instructions carefully:
 ensure the form is:
- filled out completely and accurately
- signed and dated, if required
(c) use correct grammar and spelling
(d) use neat handwriting or printing
(e) be honest
(f) be specific, e.g. include a specific position title
(g) refer to résumé, if applicable
(h) 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.
 An application form may become part of an employee’s 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 résumés or application forms:

(b) match information in a letter with the job description’s 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 résumés.
 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 résumés
 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 résumés:
- list education and work experience
- start with the most recent entry and work back
 functional résumés:
- list skills and achievements
 combination résumés:
- list education, work experience, achievements and skills
 electronic résumés, e.g. list key words in noun form to be read by electronic scanners
(c) target résumés to emphasize qualifications, skills and abilities relevant to fields of work
sought
(d) ensure résumés are concise and clear
(e) use action words, e.g. negotiate, demonstrated, improved
(f) avoid the pronoun “I”
(g) enhance the readability of their résumés, e.g.
 bold specific information to draw the eye to key sections
 use bullets
 indent material
 put headings in larger fonts
(h) edit résumés to check for:
 errors
 effectiveness
Notes
 In some cases, it may be necessary for a Career Management Professional to explain to a

client what a résumé is and why it is important.
 A Career Management Professional should be able to create résumés in all formats.
 A résumé 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) provide evidence of skills, personal styles and accomplishments

(b) assemble materials in an appropriate manner
(c) 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 Management Professional should have experience in creating a portfolio prior to

instructing a client on the creation of portfolios.
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) research needs of companies/fields/institutions they are interested in

(b) match marketable skills and relevant experiences to identified needs
(c) provide evidence of past relevant accomplishments
(d) 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) 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
(b) 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 résumé in person or email a résumé to the appropriate
person:
Ø call back to confirm receipt of résumé, 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 résumé
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 Management 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
 attitudes/behaviours
 clothing e.g., shoes
 grooming, e.g. hair, perfume or cologne, makeup
 hygiene, e.g. skin, teeth, fingernails
(b) 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) list all networking resources, e.g.

 professional associations
 past co-workers/managers
 government agencies
 colleagues
 family
 friends
 relatives
 social contacts
 Internet social media
(b) nurture relationships with networking resources
(c) demonstrate how to:
 use networking scripts and checklists to obtain job leads
 network, e.g. use phone/email/social media
(d) offer examples of networking strategies from past clients
Notes
 It is important for a Career Management 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 résumés

 to increase success in work search
Guide clients to:
(a) 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 client’s character
(b) ask selected references for permission to use their name
(c) prepare the references:
 describe the job that he/she is applying for
 provide current résumé to references
 indicate what experiences and qualifications he/she would like emphasized
 confirm that references are accessible
(d) obtain letters written to the potential employers from the references, if possible
(e) review references periodically:
 add or delete out-dated references
 ensure contact information is current
(f) 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 individual’s 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:
Ø panel interviews
Ø group interviews
Ø phone interviews
Ø online interviews
 combined screening and hiring interviews:

- to explore both qualifications and suitability
(b) 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?”
(c) prepare clients for interviews, e.g.
 role play
 video mock interviews
 review portfolios or résumés
 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?
(d) 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
(e) 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 company’s 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 Self-

sufficiency 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 Management 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 community’s 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
 education
 careers and employment
 areas of family support
 financial areas
(c) determine matches between current services provided and assessed client needs
(d) 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) conduct an inventory of public and private structures

(b) maintain an inventory of undeveloped sites, including:
 logistical information, e.g., bus routes, proximity to day-care centres
(c) determine potential in the areas surrounding the community
(d) maintain relationships with local land and building developers
(e) 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 Management 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 community’s work.
Career Management 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 Management 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 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 Management 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 community’s 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 Management Professional is to support the community’s 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) encourage the community to define success:

 help the community to establish evaluation criteria
(b) 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
Appendix - A
Code of Ethics
Preamble
Career Management 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 Management 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 Management Professionals serve. Ethical principles help Career Management 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 Management Professionals.
Definitions for the purpose of this Code
Client: means the person(s) or organization to whom the Career Management 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 Management 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 Management 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 Management 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 Management Professionals do not claim nor imply professional qualifications or professional
affiliations that may imply inaccurate expertise and/or endorsement. Career Management
Professionals are responsible for correcting any misrepresentations or misunderstandings about
their qualifications.
1.(e) Marketing
Career Management 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 Management Professionals assist institutions or organizations to provide the highest calibre
of professional service by adhering to this Code of Ethics. Career Management Professionals will
encourage organizations, institutions, customers and employers to operate in a manner that allows
the Career Management Professional to provide service in accordance with the Code of Ethics.
1.(g) Respect for Persons
Career Management Professionals respect and stand up for the individual rights and personal dignity
of all clients. Career Management Professionals do not condone or engage in sexual harassment.
Career Management 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 Management 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 Management 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 Management 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
Management Professional or not.
1.(i) Use of Information and Communication Technology

Career Management 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 Management Professionals provide clients with relevant information about themselves, as is
appropriate for the type of relationship and service offered.
2. Ethical Principles for Career Management Professional-Client Relationship
2.(a) Integrity/Honesty/Objectivity
Career Management Professionals promote the welfare of clients by providing accurate, current and
relevant information.
Career Management Professionals assist clients to realize their potential and respect clients’ rights
to make their own informed and responsible decisions.
Career Management Professionals are aware of their own personal values and issues and avoid
bringing and/or imposing these on their clients.
2.(b) Confidentiality
Career Management 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 Management Professionals will inform clients and customers of the limits of confidentiality.
Career Management 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 Management 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 Management 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 Management 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 Management 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 Management Professionals fully inform clients as to the use of any information that is
collected during the offering of service. Career Management 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 Management 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 Management 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 Management Professionals are aware of the ethical issues involved in having personal
relationships with clients. Career Management Professionals avoid having conflicting relationships
whenever possible. If such a relationship cannot be avoided the Career Management Professional is
responsible to monitor the relationship to prevent harm, ensure that judgement is not impaired and
avoid exploitation. To this end Career Management Professionals utilize informed consent,
consultation, supervision and full disclosure to all parties involved.
2.(f) Conflict of Interest
Career Management Professionals avoid and/or disclose any conflicts of interest which might
influence their professional decisions or behaviours. Career Management 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 Management
Professional’s objectivity.
Career Management 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 Management 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 Management 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
Management Professionals seek to avoid duplicating the services of other professionals.
As Career Management 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 Management 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
Management 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 Management Professional is often a cue to the need to make an
ethical decision, such as feeling uneasy about a situation, questioning one’s 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 Management 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 Management 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 Management Professional can check his/her own emotional reactions to each solution
and those of others involved in the decision. The Career Management 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 Management 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 Management 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 Management 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 Management 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 Management Professional
Career Management 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 people’s 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 one’s 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.
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.

Career Management Practices

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Career Management Practices

What do Career Management Professionals do?

Career Management Professionals provide direct services in the areas of:

Standards and Guidelines for Career Management Professionals

Core Competencies: Professional behaviours, interpersonal competence, career development

Areas of Specialization: Assessment, facilitated learning, career counselling, information and

 Provide a foundation for designing career management professional training.

1. Advisors working as Career Management Professional need to demonstrate certain

3. People working as Career Management Professional need to have certain knowledge:

Why is this competency important?

To demonstrate this competency, Career Management Professionals must:

C1.1.2 Demonstrate professional attributes

Why is this competency important?

To demonstrate this competency, career management professionals must be:

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

C1.2 Demonstrate a Commitment to Professional Development

Why is this competency important?

To demonstrate this competency, Career Management Professionals must:

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

C1.2.2 Demonstrate a commitment to lifelong learning

Why is this competency important?

 to continue professional development

To demonstrate this competency, Career Management Professionals must:

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

C1.2.3 Keep up-to-date with technology

Why is this competency important?

 to increase access for clients to services and information

To demonstrate this competency, Career Management Professionals must:

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

C1.3 Deliver Career Development Services

Why is this competency important?

To demonstrate this competency, Career Management Professionals must:

(a) develop a solution-focused orientation:

C1.3.2 Collect, analyse and use information

Why is this competency important?

 to identify trends and opportunities

To demonstrate this competency, Career Management Professionals must:

(a) identify the information needed, considering:

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

C1.4 Manage Work

Why is this competency important?

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

To demonstrate this competency, Career Management Professionals must:

(a) establish goals:

C1.4.2 Follow case and project management procedures

Why is this competency important?

 to allow for program evaluation and accountability

To demonstrate this competency, Career Management Professionals must:

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

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

C1.4.3 Document client interactions and progress

Why is this competency important?

 to monitor the client’s situation and progress

To demonstrate this competency, Career Management Professionals must:

(a) 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

Why is this competency important?

 to improve practice and accountability

To demonstrate this competency, Career Management Professionals must:

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

Why is this competency important?

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