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K5 How people learn the different learning styles, group dynamics and interpersonal communication. K6 The purpose of caseload management and the provision of a holistic career offer, and the need for short and medium term tracking of client destinations to verify the impact of the service provider and a range of methods that can be used to monitor, evaluate and report on service effectiveness including, where appropriate the use of quality awards or standard.

K7 The composition of the community network and partnerships, including the role of employers, statutory and voluntary agencies and how to use and access them. K8 How to make an appropriate referral within the organisation and to agencies external to the organisation. K9 Measures to safeguard young people and vulnerable adult, including the boundaries of confidentiality, when it is appropriate to disclose confidential information to others and the processes required.

K10 How to identify, access, maintain and evaluate networks and support systems that are beneficial to the client and own personal support and developmental needs. K11 How to enable individuals to analyse their needs, aspirations and expectations. K12 Have a knowledge and understanding of career management and the related skills.

K14 The principles and roles of brokerage and advocacy, and different approaches to influencing, negotiation, co-ordination and persuasion. K15 The meaning of career related information, including LMI and its use in career education and career guidance counselling and developmental contexts. K16 How to ensure career development information is managed and organised in a way that meets organisational requirements and is accessible to individuals.

K17 The contribution of research to the body of knowledge in the profession and the concept and value of evidence-based practice. K18 How the local, regional, national and international public policy framework, variations in external drivers political, economic, legal, social and technological and responses of learning organisations to changes in government policy can affect the context and provision of career learning and development.

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K19 The different societal expectations related to career development e. K20 The current policy and implications for practice with some awareness of the history and development of career development policy and practice in the U. K21 The changing context and range of employment, education and training provision available to clients and the relationships between the organisations within the sector in which the CDP is working. K22 Methods of raising awareness of interested parties about the evolving labour market and organisational career structure.

S1 Reflection and self-evaluation: set and achieve target and objectives for professional development, based on self-assessment and feedback from line-management, peers and clients, and identify strategies to manage the effects of change on self and the development of a positive mental attitude. S2 Organise and deliver activities with clearly defined and measurable learning outcomes that use and blend relevant resources, client-focused techniques and approaches that best meet the needs of individuals and enable them to fully engage in their career development.

S3 Critically analyse and compare the major models of career-related curricula within the organisation, evaluate activities in relation to defined outcomes and plan how to improve them and their own performance. S4 Select, tailor and apply theory, concepts and effective practice relevant to the role and client base. S5 Provide critical insight in the contemporary world of work and learning, and analyse the implications of these for clients. S6 Explore and clarify expectations and agree the aim, purpose and scope of the career development activities with the client. S7 Build and sustain positive and constructive working relationships, resolve conflicts constructively in ways that do not undermine confidence.

S8 Engage and sustain relationships with employers and opportunity providers, individually or as part of organisational networks. S9 Adapt activities and collaborate with other professionals to ensure that activities support and do not discriminate against clients with additional needs or who experience disadvantage.

Institute for Apprenticeships and Technical Education / Career development professional

S10 Prioritise the needs of all clients and workloads in order to provide fair and balanced provision whilst maintaining personal well-being. S11 Record and analyse the outcomes of referrals so that examples of success and failure can be monitored and shared. S12 Maintain appropriate records of client interaction, to explain their use in helping clients to effect change and to satisfy organisational monitoring arrangements.


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S13 Use information technology and web-based resources with confidence in the support of career development activities digital literacy. S14 Prioritise need and provide on-going support to clients through a variety of different types of intervention and media. S15 Raise client awareness of options and broaden horizons by introducing them to unfamiliar new ideas and sources of information, challenge and support them in reframing their thinking and encouraging their career adaptability.


  1. The Confidence-man: His Masquerade (Classics).
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  5. S16 Equip, empower and encourage clients to undertake an assessment of their knowledge, skills, abilities and characteristics. S18 Understand and make effective use of occupational information and local regional, national am international labour market intelligence, including its relationship to societal developments, e.

    S19 Equip clients to use technology effectively in their career management digital literacy. B1 Equality — Act in ways that are just and fair, promote access and inclusion, adhere to any legal requirements and obligations and to address and challenge inequities where encountered. B3 Impartiality — Embed the principle of impartiality into the design and delivery of career development services so that advice is based on the best interests and potential of the client, and giving them the freedom to develop their own career paths.

    Where impartiality is not possible this must be disclosed at the outset. B4 Competence — Recognise the limits of own professional expertise and act within the boundaries of training and experience, and adhere at all times to the ethical practice required by the organisation or profession.

    To participate in continuous professional development informed by reflective practice. B5 Confidentiality - Maintain confidentiality and security of individual and organisational information that meets relevant legal requirements and organisational policy. B6 Duty of care to clients — Act in the best interest of the client and establish a purposeful and professional relationship.

    Communicate in ways that are appropriate for each individual, encouraging active engagement in the process and enabling individuals to be autonomous where possible. Agree and record a realistic achievable course of action that will help individuals to progress to meet their short, medium and long-term objectives. Occupational Level: 6 Duration months : You may re-use this information not including logos free of charge in any format or medium, under the terms of the Open Government Licence. Visit www.

    Home Search the Apprenticeship Standards Career development professional Career development professional. Overview of the role Assisting individuals or organisations before or during career transitions to develop long and short term career strategies. Typical job titles Typical job titles include career adviser, career coach, career guidance counsellor, career leader, career co-ordinator, career consultant, career development practitioner, IAG adviser, senior employability adviser, personal adviser.

    A taxonomy of difficulties in career decision making. Journal of Counseling Psychology, 43 , — The predictive validity of a computer-assisted career decision-making system: A six-year follow-up. Journal of Vocational Behavior, 68 , — Gelso, C. Research in counseling: Methodological and professional issues. The Counseling Psychologist, 8 , 7— Guichard, J. Career counselling for human development: An international perspective. The Career Development Quarterly, 51 , — Career theory from an international perspective.

    The Career Development Quarterly, 54 , 17— Hartung, P. Internationalizing career counseling: Emptying our cups and learning from each other. The Career Development Quarterly, 54 , 12— Heppner, P.

    Measuring outcomes

    Research design in counseling 2nd ed. Hill, C. Methodological issues in studying psychotherapy processes and outcomes. Lambert Ed. Joint Committee on Standards for Educational Evaluation The program evaluation 2nd ed.

    Related Pages

    Thousand Oaks, CA: Sage. Kidd, J. Are the effects of guidance worth having? Changes in practice and outcome. Journal of Occupational and Organizational Psychology, 65 , — Killeen, J. The impact of careers guidance on adult employed people. Lalande, V. Evidence based practice in career development services for Canadians. Lipsey, M. Practical meta-analysis. Love, A.

    Evaluation standards in an international context. Russon Eds. Nota, L. An assertiveness training program for indecisive students attending an Italian university. Promoting vocational development: Methods of intervention and techniques used in the Italian context. International Journal for Educational and vocational Guidance, 5 , — Ogles, B.

    Essentials of outcome assessment.

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    Oliver, L. Career-intervention outcome: What contributes to client gain? Journal of Counseling Psychology, 35 , — Osipow, S.

    How Career Guidance will change your life

    Career Decision Scale Rev. Portnoi, L. The effect of career inventions designed to increase self-knowledge on the self-concepts of adolescents. Journal of Vocational Behavior, 65 , — Reardon, R. A program and cost analysis of a self-directed career decision-making program in a university career center. Rees, T. The marketisation of guidance services in Germany, France, and Britain.


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    Journal of Education and Work, 12 , 5— Rossi, P. Evaluation: A systematic approach 7th ed. Spokane, A. Career interventions. Sverko, B. Validity of e-advice: The evaluation of an Internet-based system for career planning. International Journal for Educational and Vocational Guidance, 2 , — Thompson, B. Watts, A. Career guidance policy: An international review. The Career Development Quarterly, 54 , 66— Career guidance in 37 countries: Contrast and common themes. International Journal for Educational and Vocational Guidance, 4 , — Whiston, S.

    Selecting career outcome assessments: An organizational scheme.