Page 92 - Professionalising-career-guidance-practitioner-competences-and-qualification-routes-in-Europe

Assess informally and explore Review past learning and experience
options Recognise skill, knowledge and other achievements
Identify ways of building on existing competence, including
through access to accreditation of prior experience and
learning (APEL)

2.4 Develop and deliver career learning programmes
Working with individuals or groups, face-to-face, by telephone or online

Main tasks Contexts and conditions which you might think about

Design programmes to meet Consider involvement of users in design
identified needs Tailor methods and materials to users’ characteristics and
situations
Programme content
Deliver sessions and activities Learning and teaching styles
Access to equipment and resources
Participation and communication styles
Review and evaluate career learning Monitor progress and make changes
programmes Obtain, analyse and use feedback

2.5 Make referrals and provide advocacy
Working with individuals or groups, face-to-face, by telephone or online

Main tasks Contexts and conditions which you might think about

Agree the need to involve others Identify the need for referral
Recognise boundaries of own expertise
Possible mentors and role models
Ensure willingness and ability to Confidence and motivation
take up referral Emotional acceptance of need (e.g. treatment for addiction)
Communication skills
Information about oneself
Information about the external contact
Facilitate contact with others Ensure up-to-date details
Generate new referral contacts when needed
Make introductions
Provide or support advocacy Represent users and negotiate on their behalf
Support preparation for self-advocacy

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