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2.2 Enable access to information
Working with individuals or groups, face-to-face, by telephone or online
Main tasks Contexts and conditions which you might think about
Identify information sources Relevant sources and people:
• books and publications
• websites and Internet sources
• employers and experts
• colleagues, peers and mentors
Including: education, training, labour market information and
trends, social issues, benefits and entitlements, leisure and
voluntary
Local, regional, national, European and global; taking account
of mobility
User’s own resources and contacts
Assess user’s Literacy, computer and communication skills
information-handling skills Knowledge and use of classification systems
Facilitate access to information Selecting and recommending sources
Offering support for searches
Demonstrating how to use sources
Developing information-handling skills
Interpret information Assessing the quality of information
Overcoming stereotypes
Develop client’s autonomous Support self-assessment of information needs
interpretation of information Develop client’s capability to assess personal motivation and
values against opportunity information
2.3 Conduct and enable assessment
Working with individuals or groups, face-to-face, by telephone or online
Main tasks Contexts and conditions which you might think about
Clarify and agree the need for Specific assessment needs, e.g. interests, language ability,
assessment skills assessments
Assessment methods
Support the use of self-assessment Lifelines, checklists and inventories
activities
Administer formal assessment Psychological tests:
• learning disabilities; aptitude and ability tests
• group or individual; standardised; self-report
Norms, profiles and reports
Reliability and validity of assessment
Ensure understanding of assessment results
Implications and relevance to user’s plans and strategies
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