Page 93 - Professionalising-career-guidance-practitioner-competences-and-qualification-routes-in-Europe

2.6 Facilitate entry into learning and work
Working with individuals or groups, face-to-face, by telephone or online

Main tasks Contexts and conditions which you might think about

Agree placement options Range of opportunities: local, regional, national, European
and global:
• employment
• training
• voluntary and community work
• work experience and shadowing; tasters and
secondments
Decision strategies
Networks
Speculative applications
Informal and formal approaches
Advise on the preparation of Formats: CVs and résumés; application forms; letters
personal information for applications Paper and electronic
Tailoring styles to specific settings
Support the application process Interview technique
Awareness of selection procedures
Coaching and role-playing
Appropriate behaviour in work and learning settings
Promote learning from experiences Debriefing and constructive feedback
Follow-up support

6.6. Supporting competences

These seven competences describe the range of supporting actions needed to enable client
interactions to be performed to a high standard. In some countries, an activity may be largely
centralised (an example might be the preparation and dissemination of career information
systems and materials). In some sectors or services, an activity might be allocated to one
member of a team to perform it on behalf of the team. Other activities, such as ‘Update own
skills and knowledge’, will always be individually required.
Again, each main competence statement in this section – for example, ‘Manage
opportunity information services’ – is divided into subsections (left-hand column) which are
either stages or optional activities related to the main statement. Adjacent to these
(right-hand column) are a number of items which are intended to provide examples and to
stimulate thought about what particular ‘contexts and conditions’ should apply for this
competence in the country or the sector in which it is planned to use the competence
framework. As in the previous section, these are emphatically not requirements; however, in
any use of the framework, those involved will need to create their own local or sectoral items
for this column.
The policies and practices of the organisation employing career guidance practitioners will
impact on the interpretation of the supporting competences. For example:

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