Page 88 - Professionalising-career-guidance-practitioner-competences-and-qualification-routes-in-Europe

1.3 Integrate theory and research into practice

This involves taking positive action to develop your knowledge of lifelong career
development processes, career guidance theory and practice, and other theoretical fields
relevant to your work role. This includes access to recent research and consideration of
applying it in practice.

1.4 Develop one’s own capabilities and understand any limitations

This requires a reflective approach to consideration of own capacity and limitations,
understanding professional boundaries and appropriate referral, and making use of
management and peer support.

1.5 Communication and facilitation skills

Communication requires a range of skills, adjusted and customised to different work settings:
listening and attention skills; questioning, probing, supporting and challenging; summarising
and ensuring two-way understanding; group and public presentations; writing; and
interpersonal skills.

1.6 Information and communication technologies

This involves competent use of various media: telephone and video communication; e-mail
and messaging; access to Internet for resources; and use of the Internet for interactions.

6.5. Client-interaction competences

The six client-interaction competences describe activities which take place directly with users
of career guidance services. In each case, the competence description relates to the activity,
independent of the delivery mode, which may be either with individuals or with groups, and
either face-to-face or through communication at a distance (for example, using telephone,
Internet or e-mail facilities).
Different delivery modes require very different ways of applying competences:
• providing services to small or large groups requires different application of skills from
working with an individual;
• providing information in an e-mail requires different use of language and communication
skills from working face-to-face;
• holding a discussion by telephone requires greater sensitivity to tone of voice in the
absence of visual cues.
ICT skills are separately described in other settings, particularly under the aegis of
education and training bodies for such skills, in most Member States. When using this
competence framework, the consideration is how ICT skills may be applied to, and integrated
with, career guidance skills. Such consideration needs to take place at national and sectoral
level (noting the earlier comments in Section 6.1. on how sectors may be defined), as

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