CG Handbook Low

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Effective Career Guidance

Career Guide for Schools
Report on Effective Career Guidance
Artwork:
Giannis Tsiapis
Editor:
Nora Gikopoulou
CareerGuide network is carried out within the framework of the Socrates/Comenius 3
and is co-fnanced by the European Commission
Contact Number:225936-CP-1-12005-1-GR - COMENIOUS - C3PP
Copyright 2008 Career Guide
All rights reserved.
Reproduction or translation of any part of this work without the written permission of the
copyright owners is unlawful. Request for permission or further information should be
addressed to the copyright owners.
Printed by EPINOIA S.A.
Contents
Career GuidanCe Theories ................................................................ 7
Matching Theories (Trait/factor) ...................................................................... 8
1. Introduction ............................................................................................................8
2. Seven Point Plan ...................................................................................................8
3. Hierarchy of Orientations .......................................................................................9
4. Implications for practice .......................................................................................10
5. Critiques .............................................................................................................10
References ..............................................................................................................12
developmental theory ................................................................................... 14
1. Introduction ..........................................................................................................14
2. Eli Ginzberg .........................................................................................................14
3. Donald Super ......................................................................................................14
4. Criticisms .............................................................................................................16
Theory of occupational allocation (opportunity structure) ....................... 18
Uncertain Destinations & Risk .................................................................................20
Life course replaces life cycle .................................................................................21
Conclusion ...............................................................................................................21
References ..............................................................................................................22
Learning theory of careers choice & counselling ....................................... 23
1. Social learning theory of career decision-making (sltcdm) ..................................23
2. Learning theory of careers choice & counselling .................................................26
3. Happenstance in vocational & educational guidance .........................................29
References: ............................................................................................................30
Psychodynamic theories ............................................................................... 32
1. Anne Roe.............................................................................................................32
2. Mark Savickas .....................................................................................................33
3. Conclusion ...........................................................................................................34
References .............................................................................................................34
Community interaction theory ...................................................................... 36
References ..............................................................................................................37
Career GuidanCe sTaTus in euroPe .......................................... 38
1. Institutions/Organizations ............................................................................. 39
2. Methods in Use ............................................................................................ 62
3. Limitations .................................................................................................... 77
4. Tools and Systems ....................................................................................... 82
5. Games .......................................................................................................... 93
Career Guide For sChooLs ProjeCTs MeThodoLoGies
and aPProaChes ................................................................................ 100
aCTiviTies and exerCises ................................................................ 106
Thematic area 1: Find out about yourself .................................................. 107
Boosting Your Self-Esteem ...................................................................................107
References ............................................................................................................109
Icebergs exercise .................................................................................................109
VAK (Visual-auditory-kinesthetic) learning style indicators ................................... 115
Personal Development plans ................................................................................ 118
A different identity card ..........................................................................................129
I am .......................................................................................................................131
Decision Making ....................................................................................................132
Decisions! Decisions! ............................................................................................136
Playing the residence constructor .........................................................................141
SNIP Analysis ........................................................................................................144
Personal skills and qualities ..................................................................................147
Thomas Edisons story ..........................................................................................151
Activity concerning setting goals and professional values ....................................153
References ............................................................................................................156
First steps with the fve elements ..........................................................................156
Thematic area 2: Know about job Market ................................................. 159
De stereotyping job titles ....................................................................................159
Key skills in different jobs ......................................................................................163
Marketable and not marketable professions in Greece .........................................187
Essential Tips for your Job Hunt ...........................................................................195
Thematic area 3: develop yourself for your Career Path ......................... 198
CV writing tips and advice .....................................................................................198
How to write a covering letter ................................................................................206
The Europass Cv template ....................................................................................208
Seven principles of good communication ..............................................................212
Presentation Skills .................................................................................................214
The EIS Simulation as an aid to Career Guidance in Schools ..............................215
effective Career Guidance
Introduction
The Effective Career Guidance handbook is the fnal product of the European
network CareerGuide For Schools (www.career-guide.eu) It is a practical tool which
includes the main theories of the Career Guidance, new approaches and exercises
and activities for career guidance in school.
The main aim is to provide to teacher or counsellor a practical manual with exercises
and activities detailed described, with a theoretical framework and the expected
results, to provide a step by step process of career guidance with material which will
be easily implemented in classroom and students groups.
All the exercises have been implemented and evaluated by teachers and counsellors
from different countries through Europe. It is a fact that some activities had different
evaluation in different countries. It is normal and expected result, as far the educational
systems, the aims, procedures and the culture are different in each country.
The CareerGUIDE Materials were provided for download in the Career Guide Forum
(www.carer-guide.eu). For each material the forum contained a thread including the
English version of the material and additional translations in several of the project
partner languages.
Nora Gikopoulou
7
Career Guidance Theories
8
Matching Theories (Trait/factor)
Based on differential psychology, these approaches assume that guidance is essentially
about a process of rational decision making in which clients are assessed by the expert
pracitioner and then matched to the best ft opportunity. It follows that the provision of
information about the client and the world of work will result in behaviour change (e.g.
improved decision making skills).
1. introduction
Parsons (1908) is regarded as the founder of the vocational guidance movement. He devel-
oped the `talent matching approach which was subsequently developed into the trait and
factor theory of occupational choice within the evolving discipline of differential psychology.
Parsons core concept was that of `matching. He suggested that occupational choice oc-
curs when people have achieved:
frst, an accurate understanding of their individual traits (e.g. personal abilities,
aptitudes, interests, etc.);
second, a knowledge of jobs and the labour market;
and third, made a rational and objective judgement about the relationship
between these two groups of facts.
A key assumption is that it is possible to measure both individual talents and the attributes
required in particular jobs, which can then be matched to achieve a `good ft. It is when
individuals are in jobs best suited to their abilities, they perform best and productivity is
highest.
Two theorists within this broad academic tradition, Rodgers and Holland, have been par-
ticularly infuential so far as guidance practice in the UK is concerned. Like Parsons, both
Rodgers and Holland assumed that matching is at the centre of the process. Vocational
choice is viewed essentially as rational and largely devoid of emotions. These choices were
also regarded to be òne-off events.
2. seven Point Plan
In 1952, Alec Rodger published his `Seven Point Plan. Originally devised for use in selec-
tion interviews, the plan was enthusiastically embraced by guidance trainers and practition-
ers as a useful model to inform practice. It consists of seven attributes: physical charac-
teristics, attainments, general intelligence, specialised aptitudes, interests, disposition and
9
circumstances. Application of this plan to guidance practice involves frst, an evaluation
of jobs against these seven attributes; second, assessment of an individual client against
these seven attributes to ascertain the extent to which the client is a `good ft. Only when
there is an acceptable match of the two sets of attributes can a recommendation be made
by the guidance practitioner to the client that this is an area worth pursuing.
This framework has been used in a number of ways in guidance practice. For example, to
assess whether client aspirations for a particular job or career are realistic when reviewed
against actual achievements or potential; to generate job ideas for a client who had few or
no job ideas; and to analyse jobs, employment and training opportunities.
3. hierarchy of orientations
Working within the same philosophical tradition, Holland (1966, 1973, 1985, 1992) devel-
oped an occupational classifcation system that categorises personalities and environments
into six model types: realistic, investigative, artistic, social, enterprising and conventional.
His ideas still fall broadly within the matching tradition established by Parsons (1908), since
he proposed:
frst, that each of his six personality types are related to need and individuals can
be categorised in one (or more) of these types;
second, that work environments can also be classifed in this way;
third that vocational choice involves individuals searching for work environments
that are congruent with their personality type.
Subsequent developments of his theory place more emphasis on the interaction of the in-
dividual with their environment and the infuence of heredity (Holland, 1985, 1992). Holland
(1994) noted how he had been renovating the internal structure of [his] own theory (Hol-
land, 1992) to give it more explanatory power. He referred specifcally to the way in which
he had elaborated his typology to include life goals, values, self-beliefs and problem-solving
styles, and how the developmental nature of types over the life-span is now incorporated
(Holland, 1994).
Osipow & Fitzgerald (1996) consider Hollands study of vocational selection and behaviour
to be very comprehensive, within his theoretical framework. They verify how extensive in-
vestigations and modifcations to the original ideas have been undertaken, yet the theory
remained fundamentally unchanged (Osipow & Fitzgerald, 1996, p.90). On the 40th an-
niversary of Hollands frst theoretical statement, the Journal of Vocational Behaviour docu-
mented the progression and development of his ideas. In the introduction to this festschrift,
Savickas (1999) describes Hollands contribution as a surpassing ach ievement in vo-
cational psychology Continuing this theme, Gottfredson (1999) describes how Hollands
10
monumental research, theoretical, and practical contributions have irrevocably altered the
manner in which career assistance is delivered around the world. It seems unquestionable,
therefore, that Hollands ideas have had, and continue to have, a major impact.
4. implications for practice
Undoubtedly, trait and factor approaches to careers guidance in the UK have been enor-
mously infuential, since they were frst developed up to the present day. How can we ac-
count for this?
The dominant infuence of differential approaches on the practice of careers
guidance in the UK can be explained, partly, by their practical appeal. They
provide careers practitioners with a clear rationale and framework for practice.
Their role is clearly defned as èxpert, with the specialist knowledge about the
labour market as well as with the methods to assess individual suitability and
capability for the labour market.
Additionally, and importantly, the underlying philosophy of differential approaches
have suited policy makers since they lend themselves to the servicing of labour
market requirements. People perform best in the jobs for which they are best
suited. Consequently, it has been embraced enthusiastically by policy makers
and barely questioned by the majority of practitioners.
5. Critiques
The signifcant, continuing infuence of differential approaches on the practice of careers
guidance is acknowledged by Savickas (1997) who claims that: Parsons paradigm for
guiding occupational choice remains to this day the most widely used approach to career
counselling (p.150). Krumboltz (1994) concurs, suggesting that most current practice is
still governed by the three-part theory outlined by Frank Parsons (1909) (p.14). However,
he is critical of Hollands infuence, attributing current problems with career counselling to
the continuing infuence of this approach. These problems include the low prestige of the
profession, the lack of ft of careers counselling within a particular academic tradition and
the absence of any signifcant input in educational reform (Krumboltz, 1994, p.14).
Increasing, however, the theory is attracting criticism:
Mitchell and Krumboltz (1996) criticise its usefulness in current labour market
conditions. Matching assumes a degree of stability in the labour market. The
volatility of many occupational environments, together with the increased
pressure on individuals to change and adapt to their circumstances makes:
Trying to place an evolving person into the changing work environment .... is like trying to
11
hit a butterfy with a boomerang (p.263)
Osipow & Fitzgerald (1996) also highlight the failure of the theory to address
the issue of change in environments and individuals. Additionally, they draw
attention to problems inherent with the theorys associated measures for gender,
but regard the most serious limitation to be its failure to explain the process of
personality development and its role in vocational selection (Osipow & Fitzgerald,
1996, p.104).
Scharf (1997) reminds us that:
There is little research supporting or refuting trait and factor theory itself as a viable theory
of career development. Rather, the research that has been done, of which there is a large
amount, has related traits and factors to one another or has established the validity and reli-
ability of measurements of traits and factors. (p.26)
Research designed to evaluate Hollands theory for particular client groups
also reveals weaknesses. Mobley and Slaney (1998) suggest that although
extensive empirical and theoretical investigations have explored the use and
relevance of Hollands theory, considerably less attention has been devoted
to investigating the implications of the theory from a multicultural perspective
(p.126). For example, Leong et al. (1998) studied the cross-cultural validity
of Hollands (1985) theory in India. Whilst its internal validity was found to be
high, results regarding external validity were less than encouraging on several
fronts (p.449). They concluded that their fndings suggest that culture specifc
determinants of occupational choice should be studied as alternatives to the
Western assumption of vocational interests being the primary determinants
(p.453).
In their study of gender differences in Hollands occupational interest types,
Farmer et al. (1998) found limitations for the practical applications of the theory
for women, concluding that counselors may need to re-evaluate Holland et al.s
advice on consistency and job stability (p.91).
Sexual orientation is an aspect of Hollands theory that Mobley and Slaney (1998)
consider overlooked. In particular, they suggest that the relationship between
Hollands concept of congruence and gay and lesbian development need to be
carefully researched. Another relevant aspect neglected in Hollands ideas is
homophobic tendencies both in the workplace and society at large (p.131).
Despite weaknesses, it is likely that the theory will continue to inform practice. Osipow and
Fitzgerald (1996) suggest that Hollands theory will exert an infuence on research in career
choice for some time and begin to have a growing impact on counseling itself (p.105). No
12
viable alternative existed during the frst half of this century, and it was not until the 1950s
and 1960s that theories originating from different branches of psychology like develop-
mental, behavioural and psychodynamic, together with other academic disciplines such as
sociology meant that practitioners had other options.
references
Farmer, H., Rotella, S., Anderson, C. & Wardrop, J. (1998) Gender Differences in Science,
Math, and Technology Careers: prestige level and Holland interest type, in Journal of Voca-
tional Behavior, Vol.53, No.1. pp 73-96.
Gottfredson, G.D. (1999) John L. Hollands contributions to vocational psychology: a re-
view & evaluation, Journal of Vocational Behavior, Vol.55, No.1.pp15-40.
Holland, J.L. (1966) The Psychology of Vocational Choice, Waltham, MA: Blaisdell
Holland, J.L. (1973) Making Vocational Choices: A theory of careers, Englewood Cliffs, NJ:
Prentice-Hall
Holland, J.L. (1985) Making Vocational Choices: A theory of vocational personalities and
work environments, Englewood Cliffs, NJ: Prentice Hall.
Holland, J.L. (1992) (2nd ed) Making Vocational Choices: A theory of vocational personali-
ties and work environments, Odessa, FL: Psychological Assessment Resources
Holland, J.L. (1994) Separate but unequal is better, in Savickas, M.L. & Lent, R.L. (Eds)
Convergence in Career Development Theories, Palo Alto, California, CPP Books, pp45-53
Krumboltz, J.D. (1994) Improving career development theory from a social learning per-
spective, in Savickas, M.L. & Lent, R.L. (Eds) Convergence in Career Development Theo-
ries, Palo Alto, California, CPP Books, pp9-31
Leong, F.T.L., Austin, J.T., Sekaran, U. & Komarraju, M. (1998) An evaluation of the cross-
cultural validity of Hollands theory: career choices by workers in India, Journal of Voca-
tional Behavior, Vol. 52, No.4. pp441-455
Leong, F.T.L., Austin, J.T., Sekaran, U. & Komarraju, M. (1998) An evaluation of the cross-
cultural validity of Hollands theory: career choices by workers in India, Journal of Voca-
tional Behavior, Vol. 52, No.4. pp441-455.
Mitchell, L.K. & Krumboltz, J.D. (1996) Krumboltzs learning theory of career choice and
counseling, in Brown, D., Brooks, L. & Associates (Eds) Career Choice and Development
(3rd Ed), San Francisco, California, Jossey Bass, pp223-280
13
Mobley, M. & Slaney, R.B. (1996) Hollands Theory: its relevance for lesbian women and
gay men, Journal of Vocational Behavior, Vol.48, No.2. pp125-135
Osipow, S.H. & Fitzgerald, L.F. (1996) Theories of Career Development (4th Edn), Need-
ham Heights, Massachusetts, Allyn & Bacon
Parsons, F. (1908) Choosing a Rodger, A. (1952) The Seven Point Plan, London: NIIP Vo-
cation, Boston: Houghton Miffin
Savickas, M.L. (1997) Constructivist career counseling: models and methods, Advances in
Personal Construct Psychology, Vol.4, No.2. pp149-182
Savickas, M.L. (1999) Introduction: John L. Holland, Journal of Vocational Behavior, Vol.55,
No.1.pp.1-4.
Sharf, R.S. (1997) Applying Career Development Theory to Counselling, Pacifc Grove,
California: Brooks/Cole
14
developmental theory
The process of helping a person to develop and accept an integrated and adequate pic-
ture of themselves and of their role in the world of work. A central concept is that people
develop through stages over their lifetime.
1. introduction
The general principles underlying developmental approaches to careers guidance are
that:
individual development is a continuous process;
the developmental process is irreversible;
these processes can be differentiated into patterns called stages in the life
span;
and that the result of normal development is increasing maturity
The names most closely associated with this theory of vocational choice are Eli Ginzberg
and Donald Super.
2. eli Ginzberg
Ginzberg et al. (1951) proposed three life stages which broadly corresponded with chrono-
logical age
First came the fantasy stage which lasted up until eleven years old;
second, the tentative stage, lasting from ages eleven to seventeen, with the
three substages of interest, capacity and value;
third, the realistic stage, which lasted from age seventeen onwards, with
substages of exploration, crystallisation and specifcation.
3. donald super
Super was a doctoral student of Ginzbergs and developed many of Ginzbergs ideas. He
thought Ginzbergs work had weaknesses, one of which was the failure to take into account
the very signifcant existing body of information about educational and vocational develop-
ment (Osipow & Fitzgerald, 1996, p.111). Super (1957) and Super et al. (1961) extended
Ginzbergs three life stages to fve (with slightly different sub-stages), arguing that occupa-
15
tional preferences and competencies, individuals life situations (and hence their self-con-
cepts) all change with time and experience. He also developed the concept of vocational
maturity, which may or may not correspond to chronological age. Super (1957) extended
Ginzbergs three life stages to fve, with slightly different substages. He also developed the
concept of vocational maturity, which may or may not correspond to chronological age. Su-
pers fve stages were:
growth, which lasted from birth to fourteen;
exploration lasting from age ffteen to twenty four with the substages of
crystallization, specifcation and implementation;
establishment from twenty fve to forty four, with substages of stabilization,
consolidation and advancing;
maintenance from forty fve to sixty four, with substages of holding, updating and
innovating;
fnally the ffth stage of decline from age sixty fve onwards, with substages
decelerating, retirement planning and retirement living
For Super, a time perspective was always centrally important to the career development
process: It has always seemed important to maintain three time perspectives: the past,
from which one has come; the present, in which one currently functions; and the future,
toward which one is moving. All three are of indisputable importance, for the past shapes
the present and the present is the basis for the future. But if I were forced to declare a pref-
erence in orientation to time, it would be for the future - even after more than ffty years of
work experience (Super, 1990, p197)
He continued to develop his ideas over a ffty year period, with the life-career rainbow
(1980, p289) representing a signifcant advance. It emphasised the importance the different
roles that individuals played at different stages of their life (specifcally child, student, leisur-
ite, citizen, worker, spouse, homemaker, parent, pensioner) and the concept of life space
(i.e. four major life theatres: home, community, education, work). Super used the concept
of `roles to describe the many aspects of careers throughout an individuals lifespan. Some
key ideas include: the number of roles an individual plays will vary; all roles are not `played
by everyone; each role has differing importance at different times for individuals (e.g stu-
dent); and success in one role tends to facilitate success in others (& vice versa).
The development of his ideas about self-concept and vocational adjustment resulted in a
redefnition of vocational guidance as: the process of helping a person to develop an inte-
grated and adequate picture of himself and of his role in the world of work, to test this con-
cept against reality and to convert it into a reality, with satisfaction to himself and benefts
to society (Super, 1988, p357)
16
His archway model (so called because it was modelled on the doorway of Supers favourite
Cambridge college) formally conceded the importance of contextual infuences (e.g. social
policy, employment practices, peer group, family, community, the economy) which operated
on individual choice and attributed them equal importance to individual factors (e.g. values,
needs, interests, intelligence, aptitudes). Super also acknowledged the contributions from a
range of academic disciplines to our understanding of vocational choice (Super, 1990).
4. Criticisms
Brown (1990) notes the phenomenological, developmental and differential infuences on
the expansion and refnement of Supers thinking, suggesting that it was because of these
disparate infuences that Super failed to integrate strands into a cohesive statement (Brown,
1990, p.355). Indeed, Super acknowledged that a weakness of his theory was its fragment-
ed nature, anticipating its future development:
What I have contributed is not an integrated, comprehensive and testable theory, but rather
a segmental theory. A loosely unifed set of theories dealing with specifc aspects of career
development, taken from developmental, differential, social, personality and phenomeno-
logical psychology and held together by self-concept and learning theory. Each of these
segments provides testable hypotheses, and in due course I expect the tested and refned
segments to yield an integrated theory. (Super, 1990, p.199)
This fragmentation was identifed as the most serious criticism of the theory (Super et al.,
1996) in a chapter published after Supers death in 1994: Its propositions are really a series
of summarizing statements that, although closely related to data, lack a fxed logical form
that could make new contributions of their own (Super et al., 1996, p.143).
Osipow and Fitzgerald (1996) consider the original version of the theory was too
general to be of much practical use, with its conceptual value being limited by
its sweeping style - though this weakness had been addressed by subsequent
refnements (p.143). They argue that a particular weakness is the failure of the
theory to integrate economic and social factors that infuence career decisions
(p.144).
This concern is echoed by Scharf (1997) and Brown (1990), who propose that
Supers theory does not adequately address the particular challenges that
women and ethnic groups present career theory (Brown, 1990, p.355; Scharf,
1997, p.153).
Brown (1990) also specifcally criticises the theory for its failure to account
adequately for the career development of persons from lower socio-economic
groups (Brown, 1990, p.355).
17
Linked with these criticisms is an important concern identifed by Osipow and
Fitzgerald (1996) that in recent years relatively few new empirical tests of the
theory have been conducted (p.144).
Despite weaknesses, Brown (1990) suggests that Supers theory occupies stage centre,
along with Hollands thinking. There seems to be no reason to doubt that it will continue to
be of considerable importance in the future (p.356).
18
Theory of occupational allocation (opportunity structure)

Apart from a privileged minority of the population individuals are (more or less) constrained
in their choice of occupations by social variables that are outside their control e.g. gender,
ethnicity and social class.
Like many other theorists, Roberts has developed and modifed his views over a long period
of time.
The opportunity structure model was frst proposed by Roberts (1968, p176) as an alterna-
tive to theories of career development advanced by Ginzberg and Super. On the basis of a
survey involving 196 young men aged between 14 and 23 selected by a random canvas of
households in a part of London, Roberts (1968) suggested that the:
momentum and direction of school leavers careers are derived from the way in which their
job opportunities become cumulatively structured and young people are placed in varying
degrees of social proximity, with different ease of access to different types of employment
(p179)
Roberts (1968) did not suggest that his alternative theory is one of universal validity (p179).
Rather, he argued that entry to employment in different social contexts requires different
explanatory frameworks and that entry into employment does not take place in a similar
manner amongst all groups of young people, even in the same society. The determinants of
occupational choice identifed are:
the home;
the environment;
the school;
peer groups;
job opportunities.
He challenged the relevance of the concept of choice embedded in psychological theories,
emphasising the structure of constraints:
An adequate theory for understanding school-leavers transition to employment
in Britain needs to be based around the concept not of òccupational choice,
but of òpportunity structure (Roberts, 1977, p183)
As a consequence, the scope of careers guidance was somewhat restricted, since it could
not make jobs more rewarding for individuals nor create opportunities for personal growth
and development. Roberts contribution to careers theory carried with it particular signif-
cance because he spelt out the implications for careers guidance practice (1977). These
19
included: how the guidance process inevitably became a matter of a adjusting the indi-
vidual to opportunities available; how guidance should be centred around an individuals
immediate problems; and how careers services should concentrate on developing a good
information service and more on placement and follow-up. The primary role of practitioners,
according to Roberts, was to service the needs of the labour market, rather than to educate,
facilitate, or indeed anything else implicated by other theories (Roberts, 1977).
Roberts critique of developmental theories and new model of occupational allocation was
received with caution and scepticism by the guidance community in the UK. A strident critic
of Roberts early ideas was Peter Daws. He criticised both Roberts (1977) opportunity
structure model and his views about the limited effects of careers guidance as both con-
servative (Daws, 1977) and fatalistic (Daws, 1992). In response, he promoted the value of
careers education programmes as being capable of encouraging social change by support-
ing and educating the individual (Daws, 1977).
Far from changing his ideas as a result of these criticisms, Roberts revised and expanded
his determinants of occupational allocation as a result of research into comparative labour
markets (buoyant compared with depressed) in the UK. He emphasised (Roberts, 1984) the
importance of local labour markets on job seeking for young people, fnding that:
distance to work: a key issue because the average was three miles because of the costs
of travel;
qualifcations:continued to be important, since even low exam grades made a difference
in fnding work;
informal contacts:crucial, since large frms operated as internal labour markets for young
people;
ethnicity:race operated as multi-dimensional disadvantage (i.e. housing, education and
employment);
gender: identifed as a signifcant inhibiting factor because, since the aspirations of girls
and women were found to be low and short term;
cyclical and structural factors:operating within the economy resulted in a demand for
smaller labour forces in which higher skill levels were required. In these circumstances,
young people were found to be particularly vulnerable.
Further research into comparative labour markets in the UK and Germany revealed striking
similarities in the labour market constraints operating upon young people in these different
European countries. Bynner and Roberts (1991) assessed the importance of a countrys
education and training system for its economic prosperity. Key fndings included, frst, that
broadly similar routes to employment in the two countries were found to exist (career trajec-
tories); second, that for each career trajectory, these routes originated in education, family
and background.
20
In 1995, Roberts argued that the debate about `choice versus opportunity was never won
decisively by either side (p111) because:
there is an acknowledgement that the opportunities for choice are different
amongst different groups of young people;
the transition period for young people to move from education to employment is
now so extended that almost all young people are able to exercise some choices
at some stage of this process.
Various changes (e.g. economic restructuring, higher unemployment and pressure from
young people and their parents) have necessitated new concepts (Roberts, 1995, 1997) to
understand the process of transitions into employment:
Individualization:
Life patterns have become more individually distinctive than ever before, because of shrink-
ing social networks and changed social behaviour. Several trends have contributed, includ-
ing:
breakup of the concentration of employment in the frms and industries that once
dominated many local labour markets;
higher rates of residential mobility;
the increasing instability of marriages and families;
the weakening of neighbourhood and religious communities.
uncertain destinations & risk
Roberts uses the image of different types of transport to convey an understanding of how
individuals undertake life transitions. He suggests that typically, people embarkon their life
journeys without reliable maps - in private cars, rather than the trains and buses in which
entire classes once travelled together. Refecting reality, these vehicles dont all have equal-
ly powerful engines. That is, some young people have already accumulated advantages in
terms of economic assets and socio-cultural capital. Some have to travel by bicycle or on
foot. Common to all is the requirement to take risks. (Roberts, 1995, p118)
Individualization makes young peoples later destinations unclear. Young people themselves
are aware of this uncertainty and career steps now invariably involve some degree of risk.
21
Life course replaces life cycle
Established patterns are disappearing where individuals prepared for adulthood, then es-
tablish themselves in occupational careers and families. Marital instability together with the
growing expectation that individuals will return to education throughout their adult lives (i.e.
lifelong learning) has resulted in what Roberts refers to as a destandardization of the life
cycle.
Roberts identifes general policy implications and some specifcally for career guidance:
a) Customization
There is a need for continuous, individualized careers information, advice
and guidance. Young people need customized assistance that matches their
particular circumstances and involves a mixtures of strategy and chance.
Overall, guidance practitioners should acknowledge uncertainty, and help
young people work with it:

....whereas it used to be the minority of young people who made prolonged
transitions and embarked on careers that would create individualised
biographies, these are now the majority situations...... there were always those
at age 20 or older, who had little idea of where they were heading. Thirty years
ago, they might have been described as vocationally immature. Nowadays, the
situation has spread to the majority and what was once labelled immaturity has
become plain realism. (1997, p349)
b) Normalization:
It is important for practitioners to help clients recognise that this situation is
normal and prevent individuals worrying. Information about options and their
uncertainties should be included in the guidance process and practitioners will
constantly need to update about the changing requirements of employment.
Conclusion
Roberts, like other theorists, has been developing ideas in response to changes that have
occurred over the past 30 years. Guidance practitioners have often reacted negatively to
his thinking. His views about the limitations of guidance have been regarded as determin-
istic, negative and even gloomy, denying the autonomy of the individual and their right to
choose. However, many of his ideas have been refected in policy changes that have been
implemented in the area of careers guidance over the past 20 years. In 1997, he warned
that careers services preoccupation with a target driven culture and with action plans was
endangering resources being drawn away from the clients who most needed help to those
who were most adept, as consumers, at working systems to their advantage: `Guidance
22
staff may feel, or be made to feel, unable to devote the necessary time to young people
whose problems are likely to be the most time-consuming (p358). The refocusing agenda
has, of course, now ensured that this is less likely to occur.
In an assessment of the impact of the Connexions Service on careers guidance, Roberts
(2000) concluded that it will be at the heart of the new service. The new policy priorities em-
bodied in the Connexions Service demand a particular combination of knowledge and skills
which careers services can supply. He observes that:
Many careers offcers have long aspired to broaden out into life counselling. They will
now have that chance. The attractions of careers in careers guidance will receive a
boost (p27).
references
Bynner, J. & Roberts, K. (1991) (eds) Youth and Work: Transition to employment in England
and Germany, London: Anglo-German Foundation.
Daws, P.P. (1981) The socialisation/opportunity-structure theory of the occupational location
of school leavers: A critical appraisal, in Watts, A.G., Super, D.E. & Kidd, J.M. (Eds) Career
Development in Britain: Some contributions to theory and practice, Cambridge, England:
CRAC/Hobsons Press, p246-278.
Daws, P. (1992) Are Careers Education Programmes in Seconday Schools a Waste of
Time? - A Reply to Roberts: Postcript in Dryden, W. & Watts, A.G (eds) Guidance and Coun-
selling in Britain: a 20 year perspective, Cambridge: Hobsons Publishing, p208-210.
Roberts, K. (1968) `The entry into employment: an approach towards a general theory,
Sociological Review, 16, p165-84.
Roberts, K. (1977) `The social conditions, consequences and limitations of career guid-
ance, British Journal of Guidance and Counselling, 5, p1-9.
Roberts,K. (1984) School Leavers and their Prospects, Buckingham: OU Press.
Roberts, K. (1993) `Career Trajectories and the mirage of increased social mobility, in
Bates, I. and Riseboroug (eds.), Youth and Inequality, Buckingham: OU Press.
Roberts, K. (1995) Youth Employment in Modern Britain, Oxford: Oxford University Press.
Roberts, K. (1997) `Prolonged Transitions to Uncertain Destinations: the implications for
careers guidance, in British Journal of Guidance and Counselling, 25, 3, p345-360
Roberts, K. (2000) Cause for optimism: Current reforms can work, in Careers Guidance
Today, 8, 5, p25-27.
23
Learning theory of careers choice & counselling
People acquire their preferences through a variety of learning experiences, beliefs about
themselves and the nature of their world emerge through direct and indirect education
experiences. They take action on the basis of their beliefs using learned skills.
From social learning to happenstance
The original theory (Krumboltz et al, 1976, Mitchell & Krumboltz, 1990), known as the social
learning theory of career decision making (SLTCDM), has recently been developed into the
learning theory of careers counselling (LTCC) (Mitchell and Krumboltz, 1996). The more
recent version attempts to integrate practical ideas, research and procedures to provide
a theory that goes beyond an explanation of why people pursue various jobs: `While the
two theories were published at different times, they can be regarded as one theory with
two parts. Part one (SLTCDM) explains the origins of career choice and part two (LTCC)
explains what career counsellors can do about many career related problems (Mitchell and
Krumboltz, 1996, 234). Most recently, Krumboltz has been developing and integrating ideas
about the role of chance (happenstance) in career decision making. Summaries of these
theory developments are given below.
At the heart of Krumboltzs thinking is Banduras Social Learning Theory (SLT). Bandura
identifed three major types of learning experiences:
a) Instrumental:
results from direct experience when an individual is positively reinforced or
punished for some behaviour and its associated cognitive skills.
b) Associative:
results from direct experience together with reinforcement when an individual
associates some previously affectively neutral event or stimulus with an
emotionally laden stimulus.
c) Vicarious:
when individuals learn new behaviours and skills by observing the behaviours
of others or by gaining new information and ideas through media such as
books, flms and television.
1. social learning theory of career decision-making (sltcdm)
This theory focuses on teaching clients career decision-making alternatives and makes
use of the concept of the `triadic reciprocal interaction (learning as the interaction with en-
24
vironment and genetic endowment) and emphasises the role of instrumental & associative
learning. Consequently, key concepts/tools for the practitioner are reinforcement and mod-
elling. The application of this theory to practice involves the practitioner attempting to iden-
tify and correct any incorrect beliefs held by the client about the decision making process.
It was developed to address the questions:
why people enter particular educational course or jobs;
why they may change direction during their lives;
why they may express various preferences for different activities at different
points in their lives.
The following are identifed as infuential in these processes:
1.1 Infuential factors:
Krumboltz examines the impact of 4 categories of factors:
1. Genetic endowment and special abilities
race
gender
physical appearance & characteristics .
Individuals differ both in their ability to beneft from learning experiences and to get access
to different learning experiences because of these types of inherited qualities.
2. environmental Conditions and events
social, cultural & political
economic forces
natural forces & natural resources.
These are generally outside the control of any one individual. Their infuence can be planned
or unplanned.
3. Learning experiences
Each individual has a unique history of learning experiences that results in their occupation-
al choice. They often dont remember the specifc character or sequence of these learning
experiences, but rather they remember general conclusions from them (e.g. I love animals/
working with children). The two main types of learning experiences identifed in the theory
are:
25
instrumental learning experience
which consists of:
preceding circumstances/stimulus;
behavioural responses (overt & covert);
consequences .
associative learning experience
where individuals perceive a relationship between two (or more) sets of stimuli in the en-
vironment (e.g observation, reading or hearing about occupations). This can result in oc-
cupational stereotypes.
4. Task approach skills
Interactions among learning experiences, genetic characterises, and environmental infu-
ences result in the development of task approach skills. These include:
personal standards of performance;
work habits;
emotional responses.
Previously learned task approach skills that are applied to a new task or problem both affect
the outcome of that task or problem and may themselves be modifed.
1.2 resulting cognitions, beliefs, skills & actions:
As a result of the complex interaction of these four types of infuencing factors (i.e. genetic
endowment, environment, learning and task approach skills), people form generalisations
(beliefs) which represent their own reality. These beliefs about themselves and the world of
work infuence their approach to learning new skills and ultimately affect their aspirations
and actions. The SLTCDM refers to peoples beliefs about themselves as either:
Self-Observation Generalisations:
1.3 Task approach skills and Career decision Making:
Krumboltz proposes a seven stage career decision-making model (DECIDES):
Defne the problem: recognizing the decision;
Establish the action plan: refning the decision;
Clarify the values: examining (self-observations & world-view generalisations);
Identify alternatives: generating alternatives;
Discover probable outcomes: gathering information;
26
Eliminate alternatives: assessing information
Start action: planning & executing this 6 step sequence of decision-making behaviours.
The use of these task approach skills of career decision making depends on relevant learn-
ing. The most effective career development requires individuals to be exposed to the widest
possible range of learning experiences, regardless of race, gender, etc.
1.4 Potential Problems for Professional Practice:
Several types of problems may arise because of dysfunctional or inaccurate world-view and
self-observation generalizations. According to Krumboltz, these are that people may:
fail to recognize that a problem exists;
fail to make a decision or solve a problem ;
eliminate a potentially satisfying alternative for inappropriate reasons ;
choose poor alternatives for inappropriate reasons;
become anxious over perceived inability to achieve goals.
Techniques and strategies for guidance follow from an assessment of the problem.
2. Learning theory of careers choice & counselling
In 1996, Krumboltz developed the Learning Theory of Careers Choice and Counselling
(LTCC). Mitchell and Krumboltz (1996:250) state that `the Social Learning Theory of Ca-
reers Decision Making provides a coherent explanation of a persons career path after it
happens but it does not explain what a careers counselor can do to help people shape their
own paths. So, the LTCC was developed to provide à guide to practising career counsel-
lors who want to know what they can do now to help people troubled with a variety of career-
related concerns.
2.1 summary of Practical applications:
Mitchell and Krumboltz (1996) identify four fundamental trends with which people must
cope when making career choices in modern society and with which careers practitioners
must help:
a) People need to expand their capabilities and interests:
Practitioners should assist clients to explore new activities, rather than
routinely directing them on the basis of measured interests that refect limited
past experiences.
b) People need to prepare for changing work tasks:
Learning new skills for the changing labour market can be very stressful for
27
clients. Practitioners have a role to play in helping them to help them cope with
stress as they learn to develop new skills on an ongoing basis.
c) People need to be empowered to take action:
Many issues relevant to career decisions are often overlooked in guidance
practice (for example, a familys reaction to taking a particular job). This could
cause a fear of the decision making process (referred to by Krumboltz as
`zeteophobia) or cause delay in making a decision. Practitioners need to be
prepared to help with these issues as well as providing effective support during
the exploration process.
d) Career Practitioners need to play an extended role:
Career and personal counselling should be integrated. Issues such as burnout,
career change, peer relationships, obstacles to career development and
the work role itself together with its effect on other life roles are examples of
potential problems that should attract the support of the careers practitioner.
2.2 other suggestions:
The role of careers practitioners and the goals of careers guidance and o
counselling need to be re-evaluated. Practitioners actively need to promote
client learning. This may require creative re-thinking which involves designing
new learning experiences for clients (e.g. careers practitioners become coaches
and mentors to help clients meet the changes in work force requirements). It
will also involve developing fexibility in clients (e.g. teaching clients that the
criteria for work satisfaction are likely to change over time, as are labour market
requirements).
Learning experiences should be used to increase the range of opportunities that o
can be considered in career exploration. Practitioners should attempt to discover
unlimited experiences among clients and offer proper learning solutions.
Assessment results (of aptitudes, interests, beliefs, values and personality types) o
can be used to create new learning experiences. For example, aptitude test
results can be used to focus on new learning. Key interests identifed through
assessment need to be developed. The key issue for practitioners is to resist
accepting test results as an indication of `given abilities. Rather, as a framework
for identifying areas for change and development.
Intervention strategies suggested by Mitchell and Krumboltz (1996) include o
those which are:
28
a) developmental and preventive:
e.g. careers education, use of job clubs, occupational information resources
and simulations like work experience.
b) targeted and remedial:
~career practitioners becoming profcient in using cognitive restructuring. This
implies `reframing the perspective of the client. For example, a client who is
extremely nervous about attending for selection interview should rather accept
that the interview is an opportunity to impress the prospective employers and
the other candidates (positive self-talk).
~careers practitioners should use behavioural counselling techniques,
including role playing or trying new behaviours, desensitization when dealing
with phobias and `paradoxical intention (i.e. a client is helped to engage in the
types of behaviour that have created a problem).
2.3 evaluating and applying the LTCC:
Krumboltz discusses the increasingly important questions of measuring the outcomes of
guidance and evaluating practice.
a) New Outcome Measures:
Two favourite measures in careers practice are:
indecision:a major goal for practice has been overcoming decision. However,
in the new labour market, being òpen minded will be an increasingly attractive
quality.
congruence:work environments are becoming increasingly fuid. Job descriptions
are becoming less task orientated and more outcome orientated. Trying to
match individuals to congruent environments assumes that both individuals and
environments will remain constant.
b) Emerging Criteria:
The LTCC would put more emphasis on practitioners asking questions like these:
How successful have my interventions been in stimulating new learning on the
part of my clients?
How well have my interventions helped my clients cope will a constantly changing
world of work?
How much progress are my clients making in creating a satisfying life for
themselves?
29
3. happenstance in vocational & educational guidance
Most recently, Krumboltz has been developing his ideas around supporting (even encour-
aging) career indecision (Mitchell et al., 1999; Krumboltz & Levin, 2004). He promotes the
idea that not only is indecision sensible and desirable, but that clients can create and beneft
from unplanned events.
Key ideas from this new development of the theory are:
The ultimate goal of career counselling is creating satisfying lives, not just making
a decision;
Tests should be used to stimulate learning, not just to match;
Practitioners should get clients to engage in exploratory action;
Open-mindedness should be celebrated, not discouraged;
Benefts should be maximised from unplanned events; and
Lifelong learning is essential.
Some of the implications for practitioners for this new dimension of the theory are discussed
and include:
Career counselling should be a lifelong process, not a one-off event;
The distinction between career counselling and personal counselling should
disappear;
Transitional counselling is more appropriate than career counselling;
Professional training should be expanded to ensure practitioners are properly
supported in this extended role.
Conc lusion
Empirical evidence relevant to the SLTCDM is reviewed by Mitchell and Krumboltz (1996),
who conclude that there is considerable support for key propositions in the theory, but
that: `Much remains to be learned (p270). The strength of the theory lies in its potential
to èvolve and change easily as new facts and anomalies are revealed (Krumboltz, 1994,
p29). Osipow and Fitzgerald (1996) identify the strengths of SLTCDM as: `frst in its great
explicitness with respect to its objectives and the means to accomplish these objectives,
and second in its emphasis on the environment and social infuences (p177). Brown (1990)
agrees with this analysis, though observes that although materials have been produced,
they have not yet been integrated into career development programmes to the extent of
those produced by Holland and Super (p357).
Negative aspects of the theory are also identifed. Brown (1990) argues that the biggest
weakness of the theory is its failure to account for job change (p357), whilst Osipow and
30
Fitzgerald (1996) argue that there is too much emphasis on the choice itself and not enough
on the adjustment process. One other weakness is the `paucity of new data to validate
the idea of the theory and the relative shortage of new ideas or methods to accomplish its
objectives (Osipow and Fitzgerald, 1996, p177). Brown (1990) notes that although Krum-
boltzs theory is currently not a major infuence on either research or the practice of career
counselling, this seems likely to change since it is attractive in different respects to both
researchers and practitioners (p357).
references:
Bandura, A. (1986) Social foundations of thought and action: a social cognitive theory, En-
glewood Cliffs, NJ: Prentice Hall
Brown, D. (1990) Summary, Comparison & Critique of the Major Theories in Brown, D.,
Brooks, L. & Associates (Eds), Career Choice & Development (pp338-363). San Francisco:
Jossey Bass.
Krumboltz, J.D. (1994) Improving Career Development Theory from a Social Learning Per-
spective, in Savickas, M.L. & Lent, R.L.(Eds) Convergence in Career Development Theo-
ries, Palo Alto, CA: CPP Books, p9-31.
Krumboltz, J.D. & Coon, D.W. (1995) Current Professional Issues in Vocational Psychololgy
in Walsh, W.B. and Osipow, S.H. Handbook of Vocational Psychology: Theory, Research
and Practice, (2nd ed) Mahwah, New Jersey: Lawrence Erlbaum Associates, pp391-426.
Krumboltz, J.D. & Levin, A.S. (2004) Luck is no accident: making the most of happenstance
in your life and career. Atascadero, CA: Impact Publishers
Krumboltz, J.D., Mitchell, A.M. & Jones, G.B. (1976) A Social Learning Theory of Career
Selection in The Counselling Psychologist, 6, 1, pp71-81.
Krumboltz, J.D., Kinnier, R.T., Rude, S.S., Scherba, D.S. and Hamel, D.A. (1986) Teaching
a Rational Approach to Career Decision Making: who benefts most? in Journal of Voca-
tional
Krumboltz, J.D. & Nichols, C. W. (1990) Integrating the Social Learning Theory of Career
Decision Making in Walsh, W.B. & Osipow, S.H. (eds) Career Counseling: Contemporary
Topics in Vocational Psychology, Lawrence Erlbaum Associates Inc., New Jersey, pp.159-
192.
Leong, F. T.L. (1995) Career Development and Vocational Behaviour of Racial and Ethnic
Minorities, New Jersey: Lawrence Erlbaum Associates.
31
Mitchell, L.K. & Krumbolt, J.D. (1996) Krumboltzs Learning Theory of Career Choice and
Counseling in Brown, D., Brooks, L. & Associates (eds) (3rd edition) Career Choice and
Development San Francisco, California: Jossey Bass
Mitchell, K.E.., Levin, A.S. & Krumboltz, J.D. (1999) Planned happenstance: constructing
unexpected career opportunities in Journal of Counseling and Development, . 77, p115-
124.
Osipow, S.H. & Fitzgerald, L.F. (1996) (4th Ed) Theories of Career Development, Needham
Heights, Mass: Allyn & Bacon.
Sharf, R.S. (1997) Applying Career Development Theory to Counseling, Pacifc Grove, Cali-
fornia: Brooks/Cole.
Zunker, V.G. (1998) (5th edition) Career Counseling: Applied Concepts of Life Planning,
Pacifc Grove, California: Brooks/Cole
32
Psychodynamic theories
These theories guided by attempts to understand, make meaning of, and utilise individual
motives, purposes and drives to support career development.
The term psychodynamic refers to systems that use motives, drives, and related covert
variables to explain behaviour. Psychodynamic career counseling refers to counseling ap-
proaches that are guided by attempts to understand, make meaning of, and utilise individual
motives, purposes and drives to facilitate career exploration. (Watkins & Savickas, 1990,
p.79)
Compared with other psychological schools of thought, there has been little progress on de-
veloping psychodynamic approaches to career choice, change and development. However,
ideas and concepts from this theoretical perspective have certainly infuenced thinking in
the area of careers. For example, Anne Roe (1956, 1957), who trained as a clinical psy-
chologist as an extension of occupational psychology, undertook research that was heavily
infuenced by psychodynamic theory. More recently, other researchers (for example, Bordin,
1990; Savickas, 1989; Watkins and Savickas, 1990) have begun developing and applying
ideas fundamental to this theoretical perspective.
None emerge as particularly signifcant in the UK context, though since Roe was identifed
by practitioners in the research carried out by Kidd et al. (1993), a brief outline of her ideas,
and some originating from Mark Savickas, follow.
1. anne roe
Roe had no experience of careers counselling, and was originally interested in personality
theory and occupational classifcation (Roe, 1956, 1957). Much of her early research fo-
cused on the possible relationship between occupational behaviour (that is, not just choice)
and personality (Roe and Lunneborg, 1990). She found Maslows hierarchy of basic needs
(1954) a useful framework, as it offered the most effective way of discussing the relevance
of occupational behaviour to the satisfaction of basic needs. Maslows hierarchy of needs,
in order of their potency (from the most to the least potent) comprised eight categories: frst,
physiological needs; second, safety needs; third, needs for belongingness and love; fourth,
the need for importance, respect, self-esteem, independence; ffth, the need for information;
sixth, the need for understanding; seventh, the need for beauty; and eighth, the need for
self-actualisation. Maslow considered these needs to be innate and instinctive but (apart
from physiological needs) modifable, and proposed that the lower the potency of need in
the hierarchy, the more it is suppressible (Maslow, 1954).
Roe (1956) accepted Maslows hierarchy as originally proposed, though exchanged the
33
need for importance, respect, self-esteem, independence (number four in Maslows original
hierarchy) with the need for self-actualisation (the eighth need in the original version). Two
of her key propositions were that, frst, occupation is potentially the most powerful source of
individual satisfaction at all levels of need; and second, that social and economic status de-
pend more on the occupation of an individual than upon anything else (Roe, 1957, p.213).
She also constructed a new system of occupational classifcation, since she considered
that none of the systems available followed any logical system (Roe, 1957). She saw that
occupations could be arranged along a continuum based on the intensity and nature of the
interpersonal relationships involved in the occupational activities and in an order that would
have contiguous groups more alike than non-contiguous ones. The eight occupational
groups she posited were service, business contact, organisation, technology, outdoor, sci-
ence, general culture, and arts and entertainment (Roe, 1957, p.217). The levels of diffculty
and responsibility involved in each occupation were then considered, and six occupational
levels based on degree of responsibility, capacity and skill were identifed. These were: pro-
fessional and managerial (independent responsibility); professional and managerial; semi-
professional and small business; skilled; semiskilled and unskilled (Roe, 1956 & 1957).
The original theory contains various propositions on the origin of interest and needs, though
subsequent research concentrated on the proposition that since early experience is usu-
ally dominated by the family situation and particularly by relations with the parents, some
description of parental behaviours was necessary (Roe and Lunneborg, 1990). These are
conceptualised as emotional concentration on the child, which could be either overprotec-
tive or over-demanding; avoidance of the child, expressed either as emotional rejection or
neglect, or acceptance of the child, either casually or lovingly. It was also argued that there
are two basic orientations, either toward or not toward persons, that these are related to
early childhood experiences and that they can be related in turn to occupational choice.
A central weakness in Roes (1957) original ideas are identifed by Roe and Lunneborg
(1990) who suggest that it has become clear that there is no direct link between parent-child
relations and occupational choice. Brown (1990) identifes other weaknesses including the
lack of any longitudinal research necessary to test key propositions; its failure to provide an
adequate explanation of how socio-demographic variables interact with career choice; lack
of insight into the career-decision making process itself; and Roes lack of interest in the
practical application of her theory. Brown (1990) predicts that unless the research neces-
sary to validate Roes theory is undertaken, it will fall into disuse, even though some ideas
and concepts may continue in practice (p.352).
2. Mark savickas
Other psychodynamic approaches include Adlerian approaches, and it is within this aca-
34
demic tradition that Mark Savickas developed his career-style assessment (1989). His ap-
proach to careers counselling makes use of Adlerian concepts such as lifestyle and career
style, encouragement and the use of private logic that emanates from childhood experience
(Scharf, 1997, p.290). Savickass structured approach consists of two phases - assessment
and counselling. The assessment phase consists of a careers interview which focuses on
gathering information about lifestyle issues. Each question is focused and provides particu-
lar clues about the clients life goals. They include role models, books, magazines, leisure
activities, school subjects, mottoes, ambitions and decisions. After the initial assessment
interview, three more sessions are required. The frst is to discuss career style and path,
decision-making diffculties and interests; the second focuses on developing a list of oc-
cupations for further exploration and the third focuses on any diffculties that the individual
may be having in making a choice. Throughout the process, there is an emphasis on pre-
senting observations that the practitioner has made about the client (Scharf, 1997, p.290).
3. Conclusion
Watkins and Savickas (1990) argue that psychodynamic theories represent a subjective ap-
proach to careers guidance. The real value of psychodynamic career counseling is to com-
plement the objective perspective with the subjective perspective (p.101). Bordin (1994)
considers that a real strength of this approach is to provide the perspective of the family
as a system which provides a framework for understanding the transmission of social infu-
ences (p.60). However, psychodynamic approaches to careers have almost totally ignored
the importance of social variables (Brown, 1990, p.353), and remain inaccessible to most
practitioners. These approaches have not been incorporated generally into careers guid-
ance in the UK, though certain ideas and concepts have been used to enhance and inform
our approaches to guidance, such as the infuence of role models. Brown (1990) considers
that the present status of psychoanalytical thinking is that it has relatively few supporters
(p.354).
references
Bordin, E.S. (1994) Intrinsic motivation and the active self: convergence from a psychody-
namic perspective, in Savickas, M.L. & Lent, R.L. (Eds) Convergence in Career Develop-
ment Theories, Palo Alto, California, CPP Books, pp53-61.
Brown, D. (1990) Summary, comparison & critique of the major theories, in Brown, D.,
Brooks, L. & Associates (Eds), Career Choice & Development, San Francisco, Jossey
Bass, pp338-363.
Kidd, J.M., Killeen, J., Jarvis, J. & Offer, M. (1994) Is guidance an applied science?: the role
35
of theory in the careers guidance interview, British Journal of Guidance and Counselling,
Vol.22, No.3. pp373-384.
Maslow, A.H. (1954) Motivation and Personality, New York, Harper and Row.
Roe, A. (1956) The Psychology of Occupations, New York, Wiley.
Roe, A. (1957) Early determinants of vocational choice, Journal of Counseling Psychology,
Vol.4, No.3. pp212-217.
Roe, A. & Lunneborg, P.W. (1990) Personality, development and career choice, in Brown,
D., Brooks, L. & Associates, (Eds) Career Choice and Development, (2nd Edn), San Fran-
cisco, California, Jossey-Bass, pp68-101.
Sharf, R.S. (1997) Applying Career Development Theory to Counseling, Pacifc Grove, Cali-
fornia, Brooks/Cole.
Watkins, C.E. & Savickas, M.L. (1990) Psychodynamic career counselling, in Walsh, W.B.
and Osipow, S.H. (Eds) Career Counseling: contemporay topics in vocational psychology,
Hillsdale, New Jersey, Lawrence Erlbaum Associates, pp79-116.
36
Community interaction theory
According to this theory, the most signifcant factors in occupational choice are the inter-
personal transactions conducted in local settings.
The way in which who-does-what in society is decided is the product of a plurality of inter-
personal transactions conducted in local settings, and on the basis of interaction within and
between groups of which the individual is a member - the community ... The evidence gives
signifcance to the personal exchanges which occur between individuals and the people
with whom they are in community contact - notably family, neighbourhood, peer group, eth-
nic group and teachers at school. (Law, 1981, p.218)
Law suggests that events occur in the context of community interaction between the indi-
vidual and the social group of which she or he is a member. A number of modes or sources
of community infuence are identifed, specifcally: expectations, from an individuals family
and community groups; feedback, referring to the varied messages that individuals receive
about their suitability for particular occupations and roles; support, relating to the reinforce-
ment of young peoples aspirations; modelling, referring to the process by which people are
infuenced by example; and fnally, information, which is defned as young peoples observa-
tions of other peoples work habits and patterns.
In 1996, Law extended his theory to include additional propositions relating to the roles
of innate abilities, more advanced abilities and feelings in career choice. He identifes the
processes linked with these abilities as understanding, focusing, sensing and sifting, argu-
ing that the more developed capacities cannot be engaged unless some basic capacities
have been successfully developed to support them. These are all crucial for career devel-
opment, though Law (1996) suggests that like all other forms of learning, individuals can
acquire the necessary skills through education.
37
references
Law, B. (1981) Community interaction: a mid-range focus for theories of career develop-
ment in young adults, reproduced in Dryden, W. and Watts, A.G. (Ed) Guidance and Coun-
selling in Britain: a 20-year perspective, Cambridge, Hobsons Publishing, pp211-230.
Law, B. (1996) A career-learning theory, in Watts, A.G., Law, B., Killeen, J., Kidd, J.M. &
Hawthorn, R. (Eds) Rethinking Careers Education & Guidance: theory, policy and practice,
London, Routledge, pp23-45.
38
Career Guidance status in europe
Authors:
INSEAD, Ellinogermaniki Agogi, Orientum, Alba, Technical University of Dresden,
University of Louis Pasteur, Technical University of Sofa, IPA S.A.,
Alpha-Omega Communications, Newman College of Higher Education
39
1. institutions/organizations
1.1 Bulgaria
at national level
Council of Ministers (CM)
http://www.government.bg/
The CM is a body that determines the states policy in the feld of education and employ-
ment.
Ministry of Education and Science (MES)
http://www.minedu.government.bg/opencms/opencms/
The MES runs, coordinates and controls the implementation of the state policy in the feld
of vocational education and training. The ministry regulates and manages methodologically
vocational education carried out through the system of vocational schools, vocational high
schools, schools of art, vocational colleges and schools of higher education. The minis-
ter of education and science approves the State educational requirements for acquiring
qualifcations for jobs, the List of Professions for vocational education and training, provides
conditions for the implementation of the State educational requirements for the system of
vocational education and training, and approves programs for qualifcation in the system of
vocational education and training.
Ministry of Labour and Social Policy (MLSP)
http://www.mlsp.government.bg/bg/index.asp
The MLSP develops, coordinates and implements the state policy in the feld of vocational
qualifcation of the work force (namely the employed and unemployed). The Ministry is in
charge of determining the need of vocational education by means of analyzing the trends at
the labour market, as well as of the organization of career guidance. The ministry takes part
in the maintenance of the National Classifcation of Professions.
National Employment Agency
http://www.nsz.government.bg
The National Employment Agency is an executive agency to the Minister of Labour and So-
cial Policy for the implementation of the state policy on employment promotion, protection of
the labour market, career guidance, motivational training of the employed and unemployed
citizens, as well as for providing mediation services for searching jobs.
National Agency for Vocational Education and Training (NAVET)
http://www.navet.government.bg/en/index.html
40
The NAVET is a Council of Ministers body, established with the Vocational Education and
Training Act in 1999, for licensing activities in the vocational education and training system
and coordination of the institutions related to vocational guidance, education and training.
The Agency carries out the development of State Educational Standards for the system of
vocational education and training, as well as of the List of Professions for Vocational Educa-
tion and Training. NAVET regulates vocational training realized in the licensed Centres for
vocational training.
At regional and local level
The Regional Employment Service Directorates organize the implementation of the state
policy for training for acquiring professional qualifcations, propose educational measures
and projects, coordinate, support and encompass the LOD activities, including vocational
training services in each region.
The Regional Educational Inspectorates elaborate programs and strategies for the develop-
ment, functioning and enhancement of the educational bodies for vocational education and
training on the territory of each region.
Municipalities take part in the formation of the policy in the feld of vocational education and
training on their territory regarding the demand for trained specialists, career guidance of
students, unemployed and other people, the improvement of schools premises and facili-
ties, of the centres for vocational training and the information and career guidance centres
through grants from the municipal budget.
According to the Vocational Education and Training Act, the major institutions of continu-
ing vocational training are vocational schools, vocational high schools, vocational colleges,
and centres for vocational training (CVT). The Vocational schools network in the country
comprises 470 vocational schools, high schools and colleges, 421 of which are public, 12
municipal and 37 private. At present, a total of 146 licensed vocational training centres
and 169 divisions are functioning.
CAREER GUIDANCE SERVICES IN EDUCATION
The institutions providing career guidance services are information and career guidance
centres. These are public, municipal or private, either Bulgarian centres with foreign partici-
pation, or foreign ones.
Career guidance services are provided by:
At national level the Ministry of Education and Science, the Ministry of Labour and Social
Policy, NAVET, the National Employment Agency.
At regional and local level educational inspectorates, educational services and qualif-
cation centres, schools, regional Employment Agency directorates, LODs and specialized
divisions: vocational-information centres, vocational-information counselling centres, and
Job clubs.
41
National Centre of Pedagogy (NCP)
http://www.npc-bg.com/
The National Centre of Pedagogy (NCP) is a government servicing centre out-of-school
educative institution which organizes and coordinates the implementation of the Ministry of
Education and Sciences policy concerning the pedagogical assistance and consulting of
pupils, teachers and parents along the following lines:
Qualifcation of pedagogical staff
Encouraging pupils to attend school as well as combating pupils dropping out of school
Vocational consulting and guidance
The main principle which the NCP pursues is the promotion of a unity of traditions and
modernity for the employment of the European dimension in the process of educational
changes.
The organization and coordination of the activities implementation is managed by NCP and
its 27 regional offces, jointly with MES and through cooperation with the regional educa-
tional inspectorates of MES in partnership with trade-union organizations, employer unions,
regional and local administrations, universities and schools of higher education, qualifca-
tion departments, NGOs, vocational training centres.
nCPs main activities are the following:
Organizing and providing pedagogical assistance for pupils who have dropped
out of school or the ones who run the risk of dropping out, as well as for their
parents
Delivering information and advice concerning the choice of education, training
and career guidance
Providing pedagogical and psychological consultation
Sustaining, developing and utilizing the scientifc-pedagogical potential
effectively
Motivating teachers to employ ICT
Forming skills and abilities for lifelong learning
The national recourse Centre for vocational Guidance
http://nrcvg.hrdc.bg
In 1998 on an initiative of the European Commission based on an agreement between the
National Agency Leonardo da Vinci and the European foundation for education in Bulgaria
42
the National Recourse Centre for Vocational Guidance was established. In 1999 NRCVG
became part of the Human Resources Centre (http://www.hrdc.bg/).
At national level, NRCVG aims at unifying all forms of career guidance as well as at bringing
together the Ministry of Education and Science, the Ministry of Labour and Social Policy and
the institutions working in the feld of career guidance and development in Bulgaria. NRCVG
is one of the 65 Career Guidance Centres in all member states and associated members
of the EU, the EEC and in most of the countries in Central and Eastern Europe which com-
prise the Euroguidance network (http://www.euroguidance.net/index.htm) about education,
training and work opportunities in Europe. Their objective is to provide career guidance at
European and national level by answering career guidance counsellors questions and thus
indirectly answering young peoples questions as well. In such a way partners gain access
to national data bases and are able to support innovative initiatives in the feld of education,
vocational training and qualifcation.
The national resource Centre for vocational Guidance aims at:
Turning career guidance and consulting into an integral part of the current
educational system and of the labour market system;
Providing long-life career guidance;
Measuring the effciency of career consulting both for society and for particular
individuals;
Supporting the employment of modern information computer technologies for
the purposes of career guidance;
Developing and adapting standardized specialized methods and tools for the
purposes of career guidance;
Supporting the implementation of career guidance programs for various target
groups students with special needs, orphans, youths with chronic diseases
and physical ailments, youths belonging to ethnic minorities, etc.;
Carrying out an appropriate media policy in the feld of career guidance and
consulting;
Developing a system of practical training and sustainable qualifcation of career
counsellors meeting the European standards.
The major activities performed by NRCVG are as follows:
Setting up connections with already existing data bases and exchanging
information between partner organizations;
43
Enhancing enterprises and social partners involvement with the activities
regarding career guidance;
International cooperation for improving the systems of career guidance;
Introducing transnational projects aimed at training career counsellors as well as
at adding a European dimension to career guidance.
In 2007 a national Europass centre as part of NRCVG is scheduled to open. Up to now,
NRCVG has performed the function of coordinating the application of Europass framework
(http://europass.cedefop.europa.eu/ in Bulgaria.
Jointly with the other centres in the international network, NRCVG is working on the intro-
duction and updating of the information at the European internet portal PLOTEUS (http://eu-
ropa.eu.int/ploteus/portal/), which aims at stimulating mobility opportunities for young peo-
ple who want to study or work abroad. In its current form, PLOTEUS aims at unifying and
facilitating the access to information resources for education opportunities already existing.
The services for consulting and guiding users to information resources are expanded and
enriched regularly. In 2007 work on the second stage of PLOTUES starts, where the major
focus will be placed on the inclusion of national data bases.
On 1st January 2007, the Life-long Learning Program 2007-2013 starts, which will be ex-
ecuted by NHRC. The programs framework unifes the programs of the European Com-
munities so far Socrates and Leonardo da Vinci, as transformed into 4 separate programs
Komenski, Erasmus, Leonardo da Vinci and Grundtvig.
With the view of meeting the growing need of realizing activities at European level aiming
at implementing political priorities, providing support between inter-sector activities, broadly
applying them and using the results achieved within the programs framework, the four
separate programs complement each other by means of a horizontal program. In it activities
are encouraged which support transparency and acknowledgement of qualifcations and
competencies, including those acquired both formally and informally, provide information
and consulting on the opportunities for realizing mobility for the purpose of studying, coop-
eration aiming at quality enhancement. This comprises precisely the following:
Setting up networks of organizations contributing to the realization of mobility
and acknowledgement of the qualifcations acquired, such as Euroguidance;
Supporting trans-national services such as PLOTEUS;
Activities on the Europass initiative;
The horizontal programs main objectives are:
Encouraging quality and transparency of the EU countries educational
systems;
44
Developing the European dimension in the national educational systems and
career guidance and consulting jointly with the national authorities in charge of
providing guidance services in each country.
Promoting cooperation between EU countries in the feld of career guidance,
regarding working methods and dissemination of innovative practices, for
instance.
Supporting EUs policy in the feld of life-long career guidance through providing
and disseminating research data from preliminary analyses and discussions.
Supporting the development of information services and guidance by enhancing
their quality, promoting educational mobility and the realization of the language
potential in mobility.
Providing and exchanging quality information about:
The educational systems and career guidance in the EU member states and the
associated ones, in the EEC and the Central and Eastern European countries;
Projects outcomes, innovative working methods and good practices in the feld
of life-long guidance;
Initiatives and programs of the European Commission in the feld of education,
training and mobility;
Opportunities for mobility for the purpose of studying.

With the view of encouraging an active cooperation between the institutions working in the
feld of career guidance and development in Bulgaria, NRCVG organizes a seminar called
Life-long Guidance.
The seminar aims at:
Covering all levels of guidance secondary education, higher education, labour
market transition and the professional fulflment desired;
Providing an area a so-called territory for meetings, events, and exchange
of experience among the participants in the process of career guidance in
Bulgaria;
Concentrating on the necessity of an individuals personal development of skills
and abilities for guiding and managing his/her own career.
Regional Educational Services and Qualifcation Centres
Since the beginning of 2000, 13 regional educational services and qualifcation centres to
45
the Ministry of Education and Science working for students, parents and teachers have
been established. Founded as pilot divisions on the School for everyone project (http://
www.go2school.bg) within the framework of PHARE program, they create models for pre-
vention against students dropping out of school, for students inclusion in the educational
system for the second time, for acquiring professional qualifcations, vocational information
and counselling, training teachers in contemporary methods of communication and educa-
tion.
Specialized information-consulting divisions to LODs
http://www.az.government.bg/internal.asp?CatID=15/01/01&WA=Training/Zvena.htm
Within the system of the National Employment Agency career guidance services are offered
by specialized information-consulting divisions to LODs. 7 career information centres, 4
career information-consulting centres, 33 Job clubs (drawing on English experience) are
functioning at the moment. They support the solving of problems in choosing a profession,
and the search of opportunities for education and career development. The centres provide
a wide variety of printed, electronic and audio-visual information materials for career guid-
ance covering the professions of national importance. All individuals interested in career
development regardless of their age, education, social and health status could use these
services.
Schools
The providers of career guidance services in the feld of secondary education are schools as
well (3330 in number, 111 out of which are private. 21,7% of them have pedagogical coun-
sellors, who are directly involved in the activities providing career guidance for pupils).
Private organizations
At local level, career guidance services are offered by private organizations as well. The
services provided by private consulting offces aim at informing and consulting students,
parents and citizens about the opportunities for education in secondary and higher schools,
the conditions and terms of entering them; psychological consulting, medical professional
consultations, issuing and disseminating information brochures for secondary and higher
education.
LinKs
http://www.minedu.government.bg/opencms/opencms/ - Ministry of Education and Sci-
ence
http://www.mlsp.government.bg/bg/index.asp - Ministry of Labour and Social Policy
http://www.navet.government.bg/en/index.html - National Agency for Vocational Education
and Training
http://www.nsz.government.bg - National Employment Agency
http://www.hrdc.bg/ - Human Resource Development Centre /HRDC/ in Bulgaria
46
http://nrcvg.hrdc.bg - The National Recourse Centre for Vocational Guidance /NRCVG/
http://www.careercenteronline.org/index.php?&php_fle=about.php&php=About%20
VCC&lng=1&tab=0&inc=home - Virtual Career Centre
http://bgjob.com/ - Work offers in Bulgaria
http://borsa.bol.bg/job.html - BOL.BG offers
http://job.noxis.net/ - C&M labour - market
http://job.obyavi.net/ - Web site for job-seekers and employers
http://jobs.einet.bg - Euro INTEGRA e-Work
http://jobsearch.2ya.com/ - Work and study abroad
http://jobspartner.bg - Bulgarian web portal job seeking and job offering
http://www.abonamenti.com/ok - The most famous Bulgarian magazine for education and
career
http://www.bcci.bg - Bulgarian Chamber of Commerce and Industry
http://www.bia-bg.com - Bulgarian Industrial Association
http://www.bisclub.org - Business Club - job offers
http://www.bst.dir.bg - Student labour offce Sofa
http://www.correct-consult.com - CORRECT-CONSULT BULGARIA
http://www.itjobs.bg - Job for IT specialists
http://www.jobs.bg - Probably the best Bulgarian web site for career advice
http://www.jobtiger.bg/ - The Job positions and the Job-seekers in Bulgaria
http://www.jobuniverse.bg - Job Universe
http://www.kariera.hit.bg/ - Information for study and work abroad
http://www.karieri-bg.com - Job searching, staff searching, online consulting
http://www.karieri.com - arieri.com is a project of Youth Information Centre for Career
Orientation which aims to help young people in career development through the use of e-
learning technology
http://www.navet.government.bg - National agency for vocational education and training
http://www.pan-vt.com/ - Work and study abroad
http://www.rabota.bg/ - Job offers and job seeking web site
http://www.rh-bg.com - Working people - Online newspaper for job and education
47
1.2 estonia
Institutions/Organizations in Estonia focusing on providing Career Guidance.
The Foundation Innove has the major role in promoting career guidance in Estonia and has
http://www.pan-vt.com/ - Work and study abroad
http://www.rabota.bg/ - Job offers and job seeking web site
http://www.rh-bg.com - Working people - Online newspaper for job and education

1.2 Estonia
Institutions/Organizations in Estonia focusing on providing Career Guidance.

Foundation
Innove/NRCG
Estonian
Labour Marker
Ministry of Social Affairs
Service providers Service Providers
Youth
Information and
Counselling
Centre
General
Education
Schools
Employment
Office
counsellors
EURES
counsellors
Open Youth
Centres
Vocational
Education and
Training
institutions
University Career
Services
Ministry of Education and
Research
48
been established to promote initiatives and activities of lifelong learning through Estonian
and EU programmes in the area of human resources development. The mission of Founda-
tion for Lifelong Learning Development Innove is to offer experience, advice and support to
the organisations promoting VET and LLL, and to the learning members of society.
1.3 France
Three major categories of institutions can be distinguished. An important documentation
source can also be cited.
1.3.1. The institutions for school and career guidance at secondary school level
Through a Centre dInformation et dOrientation CIO (information and guidance centre),
each public secondary school provides the students with curriculum and career information
and advice. Guidance counsellors can also handle psychological cases when necessary.
1.3.2. Institutions for academic and career guidance at University level
In each university, a Service Commun Universitaire dInformation et dOrientation SCUIO
(university service for career information and guidance) provides the students with aca-
demic and labour market information and guidance. Students can get psychological help
there too.
1.3.3. Career guidance institutions for jobseekers
Outside the education system, young people can get career advice from mainly two types
of institutions.
a/ The Missions Locales and PAIO network
The Missions Locales (local services) and Permanences dAccueil, dInformation et
dOrientation PAIO (reception, information and guidance offces) have specialism in
young low-skilled job seekers.
b/ The support agencies for the unemployed
These agencies mainly focus on adult unemployment. Nevertheless, young people can also
get labour market information and guidance from any local offce of the Agence Nationale
Pour lEmploi ANPE , the French national employment agency. Another important agen-
cy, the Association Pour lEmploi des Cadres APEC is specifcally devoted to information
on and access to management staff employment.
1.3.4. An important documentation source
Paralleling these institutions are the documents published by the Offce National dInformation
sur les Enseignements et les Professions ONISEP , the French national offce for infor-
mation on curriculum and career. http://www.onisep.fr
49
1.4 Germany
Numerous private and public institutions offer counselling service, e.g. private education
providers, chambers of commerce & industry and industrial associations, some private
counselling frms, personnel and management consultants.
1.4.1 Public Institutions
The Federal Employment Agency (Bundeagentur fr Arbeit, BA)
One of the most important and public institution providing Career Guidance in Germany is
the Federal Employment Agency (BA). The BA is an independent, public institution admin-
istrated by three equal partners the government, the employer and the labour union. The
organisation offers career guidance for young people by the employment offces, regulate in
the Social Code III ( 29 ff. SGB III) as a nationwide service either participation or wanting
to participate in the labour force. Additionally to career guidance the BA is responsible for:
Placement of education and jobs
Career advancement and further education
Support of integration into employment
Promotion of job creation
Preservation of jobs
Financial management of unemployment benefts
The BA offers detailed information about career guidance.
Information platforms and addresses of career guidance counsellors:
www.arbeitsagentur.de
Berufsinformationszentrum (BIZ - Career Information Centres)
The BIZ as a service of the federal employment agency (BA) offers individual counselling
provides extensive printed information material about vocations and courses of study, as
well as media packages preparing for choosing a vocation.
The BIZ is available in almost every local job agency of the federal employment agency
(BA). In particular, the BIZ provides information about:
Education and course of studies
Job description and requirements
Further education and re-education
Labour market trend
Federal Institute for Vocational Education and Training (Bundesinstitut fr Berufsbildung -
BIBB)
The Federal Institute for Vocational Education and Training (BIBB) is a nationally and inter-
50
nationally recognized centre of excellence for research into and development of initial and
continuing vocational education and training. The aims of its research, development and
counselling work are to identify future tasks of vocational education and training, to promote
innovation in national and international vocational education and training and to develop
new, practice-oriented proposals for solving problems in initial and continuing vocational
education and training. The BIBB:
studies structural developments in the job market for training positions and in
continuing education and training
observes and studies initial and continuing training practice in enterprises
tests new methods in initial and continuing education and training
identifes future skills requirements through early detection
develops and modernizes initial and continuing training occupations
supports in-company vocational training practice with modern training documents
and training media
drafts concepts for the qualifcation of company trainers
promotes modern vocational education and training centres to supplement in-
company initial and continuing training
assesses the quality of the vocational distance learning offered
manages and supervises national and international programs for the further
development of vocational education and training
Does international comparative research on vocational education and training
Information platforms and addresses of career guidance counsellors:
www.bibb.de (also available in English)
BIBB - Bundesinstitut fr Berufsbildung
Robert-Schuman-Platz 3, 53175 Bonn
1.4.2 Private Institutions
Until 1998 the federal employment agency (BA) has had a monopoly of career guidance.
Career guidance by other public institutions (e.g. schools, chambers etc.) or private organi-
zations was not permitted in Germany. Since the amendment in 1998 there is a fast growing
and confusingly complex market of private career guidance providers.
1.5 Greece
Career Guidance is provided in Greece in two main areas: (a) educations sector and (b)
51
labours sector. The two ministries (a. Ministry of National Education and Religious Affairs/
www.ypepth.gr and b. Ministry of Labour and Social Security/ www.laborministry. gr) su-
pervise all activities that are being held from all institutions or organizations taking action
in career guidance. At the following paragraphs, the name of the Institution / Organization
will be presented, its supervising agency, the level (national / regional) that its services are
provided, its benefciates and an outline of its key activities.
1.5.1 Labours Sector
Public Institutions
A. Greek Manpower Employment Organization (O.A.E.D.) (http://www.oaed.gr)
Supervisor Agency:
Ministry of Labour and Social Security (http://www.ypakp.gr/)
Level: National
Benefciates: Unemployed people
Provided Services / Key Activities:
K.P.A. are staffed by career counsellors, psychologists, and special trained employees of
O.A.E.D.. Their main activities are to provide career guidance services to unemployed peo-
ple and to help them to move easily and effectively from unemployment or job searching to
employment.
1.5.2 Educations Sector
A. Pedagogical Institute, Sector of Educational and Career Counselling (S.E.P)
(http://195.251.20.34/)
Supervisor Agency: Ministry of National Education and Religious Affairs (http://www.ypepth.
gr/)
Level: National
Benefciates: Teachers and Students in Primary and Secondary Education.
Educational and Career Counselling (SEP) encourages and supports students of second-
ary education, in order to be able to plan their future career path through the todays com-
plex educational crossroads. The Pedagogical Institute, through its SEP Sector, aims at
providing the necessary support and aid the students educational and vocational choices,
through emphasizing counselling as a SEP function, but also through providing students
and counsellors with all available information regarding occupation in our country. In that
way, it enriches educational processs parameters and the education provided in our coun-
try.
B. Occupational Promotive Centres (K.P.A.) (http://www.oaed.gr/Pages/SN_28.pg)
Supervisor Agency: Greek Manpower Employment Organization (http://www.oaed.gr)
52
Level: Regional / Local
Benefciates: Unemployed people
KE.SY.P.s main aim is to provide students of secondary education with counselling serv-
ices, to expand the Educational and Career Counselling institution in regional level and to
help the individuals (students in secondary and tertiary education) to realize their capabili-
ties and to be placed uneventfully into the social and educational environment and into large
social groups (schools, students of secondary and tertiary education, parents of students,
teachers etc.).
C. Offces of Academic & Career Information Services Tertiary Education
These offces are founded in the Universities departments or in the Technological Edu-
cational Institutes all around Greece. They are the responsible offces in order to provide
their students with multiple services in education, training and employment, information
concerning career development and evolution, counselling and social support. All of them
are staffed by career counsellors, psychologists and special trained employees. More infor-
mation about them can be found in the sites of universities or technological institutes, e.g.
http://career.admin.uoi.gr/
1.5.3 Independent Public Institutions
A. National Resource Centre of Vocational Guidance E.K.E.P.
(www.ekep.gr)
EKEP is established in the year 2000 under the supervision of the Ministry of Employ-
ment Labour & Social Protection and the Ministry of National Education & Religious Af-
fairs, the National Resource Centre for Vocational Guidance Euroguidance Centre of
Greece (EKEP- NRCVG) is a Private Law Body Corporate pursuant to Law 2525/97 and
Presidential Decree 232/98 (Government Gazette 179A/29-7-1998). EKEP is governed by
a nine-member Board of Directors consisting of representatives from the two supervis-
ing Ministries, the Pedagogical Institute, the Greek Manpower Employment Organization
(OAED) and social partners. On a national level, EKEP is body for the coordination, sup-
port, certifcation and enhancement of the actions taken by those offering Counselling and
Vocational Guidance services in education, training and employment. In addition, EKEP is
an information resource centre for education and vocational guidance. In view of its role,
EKEP cares for the development of a unifed strategy with respect to the aims and orienta-
tion of Vocational Guidance in Greece.
53
1.6 Lithuania
The main providers of career guidance and counselling fall within the remit of the Ministry of
Education and Science and the Ministry of Social Security and Labour. These Ministries are
responsible for career guidance and counselling development at a national level. Ministries
differ by target goals:
The competence of the Ministry of Education and Science includes the provision
of career guidance at general education and vocational schools.
The competence of the Ministry of Social Security and Labour includes organizing
extra-curricular guidance for young people, their parents and teachers, and also
for other labour market participants such as unemployed people, those facing
unemployment, employers, employees and vulnerable groups.
Career counselling and guidance in Lithuania is regulated by:
Education Act of Lithuanian Republic (1997, Nr. 23-593; 2003 Nr. 63-2853)
clause 26, part 3;
Vocational Guidance Strategy (2003, Nr. ISAK-1635 / A1-180)
Lifelong Learning Strategy (2004, ISAK- 433/A1-83)
Inventory of requirements for vocational counselling and guidance service (2005,
Nr. ISAK 739/a1 116)
General vision of vocational counselling in Lithuania is:
Cohesive and effcient system of vocational guidance in Lithuania component of lifelong
learning policy, contributing to countrys economic and social development, stimulating in-
dividual progress of citizens.
Mission
To provide vocational counselling service, assisting all persons (irrespective of their age or
stage of life):
drop outs from secondary school,
young people with no vocational education,
persons from socially vulnerable groups,
in particular - in choosing or changing professions as well as becoming responsible for their
careers.
Aims of career counselling:
Provide Lithuanian people with high quality information about education and
employment opportunities;
Provide all people with high quality career counselling service;
54
Improve employment abilities of young people and adults, stimulate their
entrepreneurship skills and permanent aspiration for learning;
Develop social activeness of people.
To succeed in achieving these aims, there was created a number of institutions that are able
to provide career counselling:
Career centres at the biggest universities, which offer such services as
counselling for students who are making vocational choices and planning their
careers; organizing further education and internship programs within the country
and abroad; providing information on the situation in the labour market; and
helping to organise job searches;
Regional labour market training and counselling services and labour
exchanges;
Private consulting organisations, of which there are currently around 20, offering
such services as searching and selecting qualifed specialists, conducting
personnel and management training, and providing counselling on management
issues;
The National Resource Centre for Vocational Guidance (or Lithuanian
Euroguidance Centre), which was established in 1998 with the National Agency
for Leonardo da Vinci and which has as its main purpose the production and
dissemination of guidance material as well as supporting mobility across
Europe.
Despite the fact that activities of separate institutions are regulated by the laws of the
Republic of Lithuania, by government resolutions and by ministerial orders, national system
for providing career information, guidance and counselling is not working properly yet.
Career Guidance in the Education Sector
Each general education school has a person responsible for career guidance, usually a
headmaster or assistant of headmaster. Compulsory level schools can employ an educa-
tional psychologist, though not all of them are able to fnd or afford such specialists, espe-
cially in rural areas.
Career guidance began to be given more importance in 1998, when schools introduced
specialized curricular pathways. Students became more motivated to seek guidance sup-
port as their choices had an impact on their future educational and occupational trajectories.
Such guidance could be from obtained outside the school, in such places as:
The Territorial Labour Market Training and Counselling Services (TMLTCS,
under the remit of the Ministry of Social Security and Labour);
55
The Vocational Guidance Centre at the Lithuanian technological park (under the
remit of the Ministry of Education and Science);
The psycho-pedagogical services (under the remit of the municipalities).
Specialists in these institutions are professional psychologists, who help clients to identify
personal interests, abilities and vocational aptitudes, and to choose the suitable study path-
way in view of their career plans. Services can be offered to clients either individually or in
groups.
CIP career information points. Places with free access to internet, given as an alterna-
tive possibility to search for information. Network of CIP will be enlarged till 2008 according
guidelines of Ministry of Education.
Guidance in the Labour Market Sector
Two public institutions deal with employment, vocational training and career issues.
The Lithuanian Labour Exchange, which consists of one National and 46
Territorial Labour Exchanges. These offer generic vocational information; clients
who require more detailed career guidance and counselling are directed to
Territorial Labour Market Training and Counselling Services.
The Lithuanian Labour Market Training Authority and its regional subdivisions,
including six Territorial Labour Market Training and Counselling Services
(TLMTCSs) and 14 Labour Market Training Centres. Territorial Services employ
180 persons, of whom 35 are counsellors who are psychology graduates.
They provide career information and counselling to adults, and extra-curricular
counselling to schoolchildren in towns and districts. In addition, they visit
Territorial Labour Exchanges and schools in rural areas.
TLMTCS counsellors provide individual and group career information, guidance and coun-
selling; they also develop and implement programmes for labour market integration and
help clients in planning careers, while facilitating their social and personal development.
CIC Career information centres work under remit of Ministry of Social Security and La-
bour. Centres receive information not only from Education systems institutions but also from
labour market. Main services of these centres are oriented to help jobseekers and employ-
ers.
Links for the above mentioned institutions:
Ministry of Education and Science www.smm.lt
Ministry of Social Security and Labour www.socmin.lt
Career centres in biggest universities in Lithuania:
http://karjera.vdu.lt /
56
http://www.karjera.ktu.lt /
http://www.karjera.vu.lt /
http://karjera.lzuu.lt /
http://www.karjera.vgtu.lt /
Euroguidance centre LT - http://www.euroguidance.lt/jaunimui.htm
The psycho-pedagogical services (Kaunas) - www.kppt.lm.lt/
The Lithuanian Labour Exchange - http://www.ldb.lt
The Lithuanian Labour Market Training Authority - http://www.darborinka.lt/
english/?pid=600
Vytautas Magnus university coordinates and participates in some projects concerning CG.
Leonardo da Vinci projects: Meeting the Needs of Employment: European Curriculum
Guidelines for Lifelong Vocational Counsellors in the line with the Challenges of EU En-
largement ; Overcoming Intercultural and Linguistic Barriers in Continuously Accessible Vo-
cational Guidance and Counselling
European structural fund projects: Development and Implementation of the Master Study
Programme Career Counselling; Development of Career Guidance Normative Documents
and Study Programmes
Also PHARE , ES 5 framework, European Training Foundation projects.
1.7 romania
The structure of the Counselling and Vocational Guidance System from Romania
The Counselling and Vocational Guidance System from Romania is based on convergence
of two ministries: Ministry of Education and Research (MEC) and Ministry of Labour, Social
Solidarity and Family (MMSS), and the support of non-governmental organizations and pri-
vate sector, each having its own network of school and/or vocational guidance services.
Ministry of Education and Research the main objective is to offer services
related to school and vocational guidance for students from secondary and high
schools.
National Association for School and Vocational Guidance (ANOSP): professional
association with interdisciplinary character which organizes and develops
activities in the school and vocational guidance feld for young and adult people.
The main objective of ANOSP is: assistance and counselling related to career,
research and information.
EUROGUIDANCE ROMANIA - National Resource Centre for Vocational
57
Guidance from EUROGUIDANCE network (CNROP): counterpart of the
European network in vocational guidance within the European Programme for
Vocational Training Leonardo da Vinci. CNROP offers help to searching for
educational opportunities in post-compulsory education, to manage the data
obtained from clients in the counselling sessions and to test students abilities
with respect to choosing a profession.
The Consultancy Departments for selecting of the professional way and for
placement on the labour market were established in 1998, within different
universities. Their role is to offer information related to the existing study
programmes, to support students / graduates in contacting the labour market.
The National Agency for Employment (ANOFM). Its main role is to contribute to
decreasing of the unemployment rate. The Agency develop different activities on
career guidance such as: development of consulting and vocational guidance
programmes, guidance and support for forming actions, adaptation and
vocational reconversion for active people, counselling and vocational guidance
of the unemployed.
Centres of information and counselling regarding careers. Run within high
schools, local Agencies for Employment and of the County Agencies for Sport
and Young People. Their main role is to inform about the labour market, about
the possible educational ways and to support personality evaluation and self-
evaluation processes.
The Centre for Psycho-pedagogical Assistance (CAPP): institution of the Ministry
of Education and Research (MEC), with facilities in every county (CJAPP) and
in Bucharest. Main aims: co-ordination of the activity of school and inter-school
cabinets, mediation of the contact between the cabinets and other vocational
guidance institutions.
The Psycho-pedagogical Assistance Cabinets: structures running in schools or
school groups, carrying out information, educational counselling and vocational
guidance. Pupils, teachers and parents are assisted for reaching the educational
and formative objectives of the school, for a more harmonious development and
better social and professional integration of the individuals.
58
1.8 united Kingdom
1.8.1 Introduction
Two or three themes emerge from this overview of careers guidance in the UK:
In recent years national initiatives regarding careers guidance have been more
closely associated with macro-economic policy than was previously the case.
A central agenda of the British Government has been to upskill the workforce
as a necessary means of succeeding in a global, knowledge-based economy.
This means that some of the public bodies described below are closely involved
with actions taken at a central and regional level to attract people into industries
and sectors where skills shortages have been identifed. The focus is more on
meeting employer needs and less on individual development, although the two
remain, ideally, closely linked.
As part of the same strategic context, the recent rapid expansion in Higher
Education has concentrated on supporting work-based courses in preference to
traditional academic subjects. This involves a lot of what may be called career-
related education i.e. developing students, many of them vocational learners
already in the workforce, for specifc types of jobs.
The factors noted above have a third consequence, namely a very fuid and fast-
moving policy environment. Some of the bodies introduced below are relatively
recent in origin and subject to constant evaluation in terms of their performance
in meeting the national targets outlined above. In some cases, this means that
they may not have very a very long life. For example, Connexions (see 1.8.3) will
soon lose its separate identity.
Policies are not the same in all parts of the United Kingdom, with different
approaches being taken in Wales and Scotland. This report will focus on the
situation in England.
For these reasons, the situation described in the report is accurate at the time of writing
but may continue to change during the lifetime of the Careers Guide project. It is hoped to
update the report when this happens, to help all colleagues remain in touch with develop-
ments in the UK.
1.8.2 Defnitions
For the purposes of this report the following defnitions will be used:
Careers Education: development of the individual in a holistic way, building awareness of
self and of the attributes required for effective career development. Career education com-
prises the following elements: self-development, career exploration and career manage-
59
ment.
Careers Guidance or Advice: more specifc interventions designed to help young people
use their skills to further their interest in particular careers.
1.8.3 Public Institutions
The principal public body involved in the provision of careers advice to young people is
Connexions ( www.connexions-direct.com ). This organisation is funded by the Department
of Education and Science (DfES) in the national government. It functions in the following
ways:
a. Each secondary school has access to a Personal Adviser (PA) funded and
provided by Connexions. The role of this person is to provide group sessions
and individual support for pupils, alone or in conjunction with teaching staff. For
further detail about how schools operate in this regard please see Part 2.
b. Connexions also offers a range of services to schools careers staff. The larger
Connexions offces have a curriculum innovation and development team which
provides:
consultancy for school careers co-ordinators
advice on mapping provision against the national framework
development of activities and lesson plans
preparation for inspection visits
training for staff new to the careers function
help to schools in achieving the Investor in Careers award
c. Similar support is offered to Further Education Colleges, which are responsible
teaching some of the 14-19 age group, especially those interested in
vocational courses; and also to private work-based learning providers, who are
involved with apprenticeships.
d. Each local area also has a Connexions offce, usually very visible in the local
High Street. Young people can access information, advice and guidance (IAG)
directly through these offces. The Connexions website also offers a variety
of services which can be used on a personal basis, independent of a young
persons college or school.
e. Connexions also distribute a range of publications for young people, both on
a national basis (Get That Job) and on a local basis (32,000 copies of Beyond
16are sent to schools in Birmingham).
60
Connexions takes part in the planning of course provision at a national and regional level
and in activities designed to promote greater skills development in the workforce, so is a
strategic, proactive organisation as well as reacting to individual needs.
Another important player in promoting access to Higher Education among young people is
Aim Higher ( www.aimhigher.ac.uk ). Like Connexions this operates in two different ways:
a. The Aim Higher website allows direct access to anyone enquiring about
higher education and careers. It contains careers profles, helps to match
qualifcations to different types of job and offers advice to parents. There is
also a direct link to the Connexions website.
b. Aim Higher also takes a more strategic approach in support of Government
targets for participation in Higher Education. It funds projects designed to
identify problem areas or develop promotional materials and activities aimed
at specifc careers. The intention is to match young peoples aspirations with
national or regional skills needs.
A third arm of public provision is the Higher Education Careers Service Unit ( www.hecsu.
ac.uk ) which exists to generate and circulate information about career-related learning and
career guidance in Higher Education. HECSU is a registered charity but has a commercial
arm, Graduate Prospects, which provides information to universities, employers and stu-
dents.
In addition, there are special resources for parents who need help in advising and support-
ing their childrens study and career choices. The DfES runs a Parents Centre ( www.par-
entscentre.gov.uk ) which combines sections on health and nutrition and bullying at school
with more conventional information about employment opportunities.
Finally in this section mention should be made of Job Centres (www.jobcentreplus.gov.uk ).
These have a role to play in helping to get people into work for the frst time or back into the
workforce after a period of unemployment. Job Centres are located in all cities and towns
and are responsible for the payment of unemployment-related benefts, including the job
seekers allowance which is particularly relevant to young people who have left school and
not applied for further study. This function is supported by an advice service on how to get
into work.
1.8.4 Private Organisations
There is a range of private providers of careers advice, which operate both electronically
and through a traditional walk-in format. In some cases a greater degree of specialist sup-
port can be mobilised, such as psychologists able to develop more scientifc profles of the
job-seeker (see for example www.careeranalysts.co.uk ). However, as commercial busi-
61
nesses they tend to focus at least equally on adults already in work and seeking new jobs
or a change of career, which means that their services may not be as attractive to young
people as the state provision noted above.
In the same category are:
the services offered by private education organisations such as agents Gabbitas
Thring ( www.gabbitas.co.uk ), which combine advice on the selection of a school
or university with careers guidance
the resources made available by particular employment sectors, designed to
attract people into their profession or feld of work, ranging from the Army ( www.
armyjobs.mod.uk ) to the Financial Services sector (www.fssc.org.uk)
the sections on careers published by newspapers (see, for example, The
Independent on www.independent.co.uk/careers_advice ).
62
2. Methods in use
2.1 Bulgaria
The normative framework for the establishment and functioning of the national system of
career guidance of students and adults was regulated with the Vocational Education and
Training Act in 1999 and with the Law on Protection against Unemployment and Promotion
of Employability in 1998. The services supporting career guidance in Bulgaria are being
developed in accordance with the state policy on employability promotion.
According to the VET act, career guidance provides students, the unemployed, as well as
other people, with information and advice on choosing a profession and career develop-
ment and covers professions and specialties on the List of Professions for vocational edu-
cation and training.
The main users of the services supporting career guidance and offering career consulting
belong to the following target groups:
Elementary, primary, secondary and vocational school students up to the point
of their entering universities or getting a job;
Particular target group students:
With special educational needs deviant students or those dropping out of
school;
Gifted in the feld of art, music and sports;
With special educational needs those with chronic diseases, physical and
sensory defects, and mentally retarded;
Children of school age who are not included;
Young people and adults who are:
Over 16 to 29 year-old, who dropped out of school without acquiring an
educational degree or professional qualifcation;
University students;
Employed people needing pre-qualifcation or extension of their qualifcations;
Temporarily or permanently unemployed;
Discharged from prison;
Offcers and military men exempted from the army;
63
Immigrants;
Women on maternity leave;
Disabled.
Parents, employers (both users and participants in career guidance).
The National program for the development of school education and pre-school preparation
(2006 2015) provides for the introduction of a career development system. The possible
solutions could be found along two major lines:
In horizontal terms: The opportunity for development will be provided through
the differentiation of the position of teacher. The introduction of fve new
positions is planned: junior teacher, teacher, senior teacher, chief teacher
and methodologist. The horizontal career development will be governed by the
accumulation of a specifc length of work experience and by passing forms of
obligatory training and assessment of results.
In vertical terms: The changes are primarily related to modifying the requirements
for occupying administrative positions in the system of public education
principals, sub-principals, experts and heads of regional education inspectorates,
members of MES administration.
With the view of improving information services and career guidance in the system of sec-
ondary education, the following steps are planned: setting up a national network comprising
28 Information and Career Guidance Centres, establishment of a national data base for
life-long education and training, development of bilateral and multi-partite projects for infor-
mation services and career guidance of people with special educational needs, formation
of a wide network of divisions (state, municipal and private ones) providing career guidance
and consulting services, introduction of a career guidance and consulting module in each
form of training.
In 2006 the National Centre of Pedagogy (NCP) together with U.S. Agency for International
Development (USAID) (http://www.usaid.gov/) within the framework of the Labour Market
project (LMP) (http://www.bglabor.org/ signed an agreement for developing human resourc-
es and a system of career guidance in the secondary vocational education in Bulgaria.
The main objective of the agreement is that NCP, jointly with LMP shall lay the foundations
of a system for providing career guidance services and career development for secondary
and vocational school students, as well as a mechanism for collecting, processing and us-
ing information about the need for personnel with practical skills and abilities at the labour
market. The systems smooth functioning shall be ensured by the involvement of career
guidance specialists who will complete a special training course designed to prepare them
64
for effective methodologists and trainers of personnel within the system. This model shall
secure the inclusion of a maximum number of secondary and vocational school students.
The thematic plan for pedagogical staff qualifcation in secondary education was developed
by the National Centre of Pedagogy and was approved by the Minister of Education and
Science, Assoc. Prof. Daniel Valtchev. The qualifcation training of secondary education
pedagogues is realized in the form of courses, seminars and practical training along the
following lines:
European dimensions of vocational education and training for mobility, partnership
and trans-national initiatives. European Qualifcation framework;
Career guidance and consulting;
Intensifying practical preparation and getting closer to the sphere of employment
in vocational education;
Bringing forth a motivation for life-long-learning;
Prevention of students dropping out of school;
Work in a multi-ethnic environment;
Work with students with special educational needs;
Prevention of children and students at risk, etc.
The activities underlying the Thematic plan for pedagogical staff qualifcation in secondary
education in 2006 target at:
1. Principals and sub-principals;
2. Pre-school teachers;
3. Elementary school teachers (in 1st-8th grade);
4. Resource teachers in schools for students with special needs;
5. Secondary school teachers (in 8th-13th grade):
Secondary general schools
Profle high schools
Vocational high-schools
6. Pedagogical counsellors, teachers working at orphanages, social pedagogical
boarding schools, and at units providing services.
reFerenCes
Vocational Education and Training Act http://nrcvg.hrdc.bg/
National Strategy for Continuing Vocational Education 2005-2010 http://www.navet.govern-
65
ment.bg/
Report on the State of Career Guidance Services in Bulgaria http://nrcvg.hrdc.bg/
Vocational Education and Training... work paper from the meeting of the Joint Consulta-
tive Committee EU-Bulgaria www.esc.bg/reports_download.php?id=27
National Report on the Commissions Memorandum Lifelong Learning http://www.lifelon-
glearning-bulgaria.org/bg/natrep8.htm
2.2 estonia
In the education sector, guidance is provided both as part of youth work as well as part of
formal education.
Regional information and counselling centres
Within youth work, a network of information and counselling centres has operated since
1999/2000 and the number of them has risen to 24. As career guidance is an undefned
part of the centres services, some of them tend to place a greater emphasis on information
provision and youth work, rather than focusing on career guidance and counselling. The
main target groups are aged 7-26.
General education schools
Within general education, all schools must implement Professional Career and its Devel-
opment as a compulsory cross-curricular theme since September 2004. In many cases,
an individual staff member is responsible for the co-ordination of the career management
activities within the whole school. Tasks of a career coordinator include co-operation with
regional information and counselling centres and class teachers, supporting subject teach-
ers in the implementation of cross-curricular theme, organisation of student visits to/by em-
ployers, and in some cases delivery of a designated career lesson.
Vocational education and training (VET) institutions
According to the Estonian National Development Plan for the Implementation of the EU
Structural Funds SPD 2004/2006, VET institutions were also to establish permanent career
services for their students. Due to the lack of fnancial resource and trained specialists, in
reality a few VET institutions have taken up that initiative. In the few VET institutions where
the career practitioner is permanently employed, she/he provides the students with informa-
tion on the world of work, helps them to develop their job seeking skills, and supports their
search for employment. However, these examples are very rare and the most VET institu-
tions can be said to have virtually no career guidance services targeted at them.
Higher education institutions
At tertiary level, fve biggest Estonian universities have established career centres on their
66
own initiative and without any central regulation. Services are provided for current students,
employers and alumni. In addition to career guidance these centres often act like a bridge
between employers and students, by organizing relevant lectures and seminars, compa-
ny presentations, by providing job and in-service training mediation, and giving the target
groups an opportunity to join relevant databases. The main aim of the university career
services is to develop students job seeking skills, support them in fnding employment, and
research their career destinations after graduation.
Local labour market offces
Within the labour market sector, 22 counsellors working in 15 local labour market offces
across Estonia provide career counselling. Career counselling is carried out both as indi-
vidual work as well as in group sessions. Depending on the needs of the client, the coun-
sellor either helps to specify the clients educational and job related aspirations, maps the
market situation and different training possibilities, advises to how to make rational and
well-informed decisions concerning employment and training, and/or provides instructions
about job seeking, writing CV and other documents necessary to apply for a job, and pre-
paring for the job interview.
In addition to individual and group counselling, the clients of the labour sector can also use
self-service possibilities. All local labour market offces are equipped with computers where
jobseekers have access to Internet and can use the opportunity to search for information
and vacancies, register themselves in databases, fll in application forms, and prepare other
documents necessary to apply for a job.
The network of labour market career counsellors is coordinated by the Estonian Labour
Market Board, which is also responsible for the provision of training.
Private guidance provision
The main focus of guidance in the private sector tends to be on job mediation (both face to
face as well as over the Internet). Private enterprises are involved in guidance activities for
young people mainly through participation in work-shadowing days, career days and related
events, company presentations and as in-company training venues.
Look for more information on http://www.innove.ee/en/?p=2&op=prog&ID=7
2.3 France
Generally speaking, the French approach to school and career guidance is twofold. On the
one hand, guidance is construed from an economic perspective and is intended to serve the
countrys economic needs. On the other hand, guidance entails educational aspects. This
educational dimension is focused on enhancing any skill which might contribute to personal
development and enable everyone to adapt to social and economic change.
In the French educational system, the frst step for career decision takes place at lower sec-
67
ondary school. The orientation education begins at 11-12 years old, during the adaptation
cycle. The orientation to general or vocational upper secondary school takes place in lower
secondary school (at 14-15 years old). They also can be urged to do so by the Classroom
Staff Meeting (Conseil de classe). Staff decisions can be contested by an appeal to the Edu-
cation Inspectors. Especially, families can contest the vocational section proposed, and ask
for another one. Inspectors make their decision by taking into account not only the views of
families and school staff, but also the number of available places in the section requested.
As regards providing young people with career guidance in the strict sense, three major
methods are in use in France.
2.3.1. One-to-one interviews
Interview is the most frequently used technique for career guidance provision. Guidance
interviews are semi-directive. They aim to contribute to personal development and to
help students and young job seekers making career decision. Most often, interviews are
conducted in three stages, i.e. problem setting, analysis, and designing objectives for
problem solving.
2.3.2. Assessment techniques
Such techniques as skills assessment, psychological tests and questionnaires are also
used to assess vocational interests and competencies. Increasing use is made of self-help
tools, and especially of web-based tools.
2.3.3. Career education within the curriculum
The grounding assumption of career education in France is that career decision making
is a personal process. This means that individuals have to decide their own way, and are
responsible for their choice. As a consequence, it is necessary that they have some broad
knowledge and understanding of curricula and career matters, as well as self-awareness of
their own personality. Therefore, the role of career education consists of providing students
with labour market information and of developing their information gathering skills, self-
assessment abilities, self-knowledge and self-esteem.
Career education courses are comprised of three types of activities:
Self-awareness exercises such as describing ones interests, values or
personality traits;
Labour market related activities, for example resume writing or gathering
information on trades and professions;
Contacts with professionals through on-the-job training, company visits, or
inviting professionals to give talks to schools.
68
2.4 Germany
2.4.1 Career guidance at schools
Schools are also responsible for career guidance in the educational system. Elements of
career guidance have become part of the curriculum. Schools offer measures of career ori-
entation in the form of apprenticeship trainings e.g. factory tours and internships. Connec-
tions to the job environment guarantee a nationwide established network of ca. 450 part-
nerships within schools and companies. The network www.schule-wirtschaft.de is based on
local initiatives and is supporting professional practical training programs as well as a range
of other activities as follows:
Initiation and creation of dialogs and cooperation between schools and the
economic system
Offers the opportunity to both teachers and students to receive knowledge about
the work and the economic environment
Supports the economic educations
Additionally and especially for schools the networks provides the partnership of companies,
vocational orientation, business games, competitions and further trainings. These kind of
partnerships between school and economic are being supported nationwide by a fve year
running program called Schule-/Wirtschaft/Arbeitsleben fnanced by the Bundesministe-
rium fr Bildung und Forschung (BMBF) a public institution of the Federal Republic of Ger-
many. Furthermore, there are numerous of similar programs e.g.:
Transjob a program of the Stiftung der Deutschen Wirtschaft (SDW) www.
sdw.org
Workshop Zukunft a program of the Deutschen Gewerkschaftsbundes
(DGB) www.lernwelt.workshop-zukunft.de
2.4.1.1 Measures of the Federal Employment Agency (BA)
General agreements about the cooperation of schools and career guidance
agreement about job orientation at schools
agreement about media cooperation
agreement about coeducation of teacher and vocational counsellor
2.4.2 University course guidance
career guidance for high school graduates in cooperation with members of the
university: bundling competences of study and the academic labour market
69
a close cooperation with university and study course guidance/career service
2.4.2.1 Offers to provide Career Guidance by the Federal Employment Agency (BA)
Service and benefts for young people and youth adults
A team of career counsellors supports young people in vocational choice during
vocational training and the beginning of career
Counsellor teams are mentoring high school graduates in study course guidance
and study qualifcation
The BA provides orientation about career opportunities and answers questions
about career and study choice
It offers personal interviews as well as interviews at schools and other
institutions
Financial support of vocational training under certain requirements
2.5 Greece
The 2 main areas that Career Guidance appears are in the Labour Market Sector and in the
Education Sector. The methods of the main organizations, responsible for Career Counsel-
ling and Guidance are presented below.
2.5.1 Labours Sector
.P.. -...D
The programs are carried out by seven peripheral administrations, by the 114 Local Serv-
ices and Occupational Services, whose mission is to place unemployed people into the
labour market and to match the job offer and the job demand in Greece. In places where
the Organization does not have services, it entrusts its work to many Correspondents, who
work in small municipalities and communes. A signifcant improvement of the level of serv-
ices is expected through the function of the Occupational Services K.P.A, according to the
President Decree which is about to be published. After reconsidering the role of the Occu-
pational Services and after considering the contemporaneous condition of the labour mar-
ket and the methods and possibilities which are offered by technology nowadays, O.A.E.D.
made a necessary intervention. This intervention agrees with the decisions of the Council
of Employment and Social Affair Ministers of the Countries-Members of European Union
about the alteration of Occupational Services. As a result, they will be able to deal with the
new challenges which are related to the globalization of the economy, to the increase of
competition, to the new technology, to the new structure of occupational relationships and
to the increase of unemployment percentages.
70
The aim of the Organization is to improve the Occupational Services up to the level of K.P.A,
with the support of European Community Treasury. Emphasis will be given to the offer of
employment to unemployed people, so the unemployed will become the frst priority of
the Organization. Consequently, the net of the Occupational Services will come up to the
function of the labour market by keeping in mind the characteristics of the manpower. To
be more specifc, in favour of unemployed people there are Career Counsellors, Psycholo-
gists and special-trained servants, a touch screen IT system and many other technological
systems.
This new approach is going to have three directions:
Every unemployed person will have the opportunity to visit a specifc Career 1.
Counsellor.
The satisfaction of any need will be based to the immediateness of the 2.
communication with any person who is interested in the above services.
Every unemployed whose name is written in the records of the Organization 3.
has got the chance to choose an alternative which is offered by the new card of
O.A.E.D., after contacting the special Counsellor. This card refers to:
Occupational education
Participation of unemployed in working programs in businesses, which are
subsidized
Participation in programs of subsidy to young free lancers.
Providing of advice by the Career Counsellors of O.A.E.D.
Collection of unemployment benefts.
The Occupational Services will collaborate with the Career Offces which are situated in
Universities as well as with the Champers. This kind of action aims to come up against with
the unemployment caused by the movement of individuals into the labour market or by the
passage from education or military to the labour market.
2.5.2 Educations Sector
Ke.Sy.P. and GraSep.
History of foundation
The foundation of Ke.Sy.P and GraSep in favour of young people in our country aimed at
the improvement of Career Guidance Services. According to the Law 2525/97, no 10,3 68
Ke.Sy.Ps are founded at the prefectures of country, one at the Pedagogical Institute, one at
71
the Secondary Education Administration of the Ministry of National Education and Religious
Affairs and 200 at schools of our country. In addition, 11 more Ke.Sy.Ps and 270 GraSeps
have been founded recently and 100 more will be founded at 100 schools.
The aim of the Ke.Sy.P is to expand the Educational and Career Counselling institution in
regional level and to help the individuals (students in secondary and tertiary education) to
realize their capabilities and to be placed uneventfully into the social and educational envi-
ronment and into large social groups ( schools, students of secondary and tertiary educa-
tion, parents of students, teachers etc.).
To be more specifc:
In September of 1997 a new Law was voted, the Law 2525/97 which was entitled Unifed
High School, Access of Secondary Education graduates in Tertiary Education, Evaluation
of the Educational Process and more dispositions. The article 10 of this new Law includes
the following:
Article 10 / Educational and Career Counselling
Educational and Career Counselling aims to provide help to students at their 1.
several levels of growth in order to realize their interests, to develop their
capabilities and to support their participation in society.
The National Centre of Career Counselling (E.K.E.P.) is situated in Athens 2.
according to the disposition 16 of the Law 2224/1994 and is supervised by the
Ministry of National Education and Religious Affairs and the Ministry of Labour
and Social Security.
A). In order to spread the institute of Educational Career Counselling to all over 3.
the country, Ke.Sy.Ps are founded at the seats of nomes, one at the Pedagogical
Institute, one at the Secondary Education Administration of the Ministry of National
Education and Religious Affairs and 200 at schools of our country. Ke.Sy.Ps and
GraSeps are supervised by the Ministry of National Education and Religious
Affairs and are fnanced by the budget of the same Ministry.
B). The aims of GraSeps, the numbers of counsellors and their salaries and
obligations, as well as the function and the number of Ke.Sy.Ps per nome and
the schools which will have a GraSep are factors determined by a President
decree.
Fulflment of needs
Ke.Sy.Ps and GraSeps fulfl the needs of students in secondary and tertiary
72
education, of parents, of employees and generally the needs of society.
Ke.Sy.Ps are founded in central locations and provide their services to all
interested people.
Ke.Sy.Ps provide their services to handicapped people but very few Ke.Sy.
Ps can be reached by them due to lack of equipment. Ke.Sy.Ps and GraSeps
contact each other through the net Nestor in order to obtain timely, reliable
information about subjects like Career and Access to information.
Recently, almost every school satisfes its needs through the PanHellenic Interschool Net
EDUNET and in this net there are the correlative GraSeps connected. Moreover, Ke.Sy.
Ps are connected to EDUNET, too.
The Nestor net is a Panhellenic Intranet (through telephone net). The access is allowed
to those who have an access code. The Nestor net facilitates the communication and col-
laboration of teachers who are involved in subjects of Counselling and Educational Guid-
ance. The Ke.Sy.P of Pedagogical Institute supports the function of Nestor in Ke.Sy.Ps
and GraSeps. The specialized members of Ke.Sy.Ps and GraSeps have access to the net
Nestor about subjects such as:
Educational information
Occupational information
General subjects about Career Counselling
Seminaries, assemblies and more activities
Information from Websites and more issues that refer to the existence and
function of Ke.Sy.Ps and GraSeps.
Those who are responsible for Career Counselling:
Are occupied with the function of Career Counselling in schools and collaborate
with the Information Specialist.
Support GraSeps and collaborate with teachers who work there.
Provide counselling services.
2.6 Lithuania
Describing career guidance services at secondary school level there should be mentioned
three main target groups: pupil, their parents and teachers. Each of these groups has their
73
own idea what is contemporary career path thats why it is wise to use different methods in
communication with these groups.
Pupils get career counselling and guidance services in schools or nearest department of
Lithuanian Labour Exchange. For their convenience there are used at least 4 different ways
to provide CG:
Individual counselling. A session that is provided for only one individual; it takes
45 min. It can be a discussion or time for a test, to fnd out more about his/her
objectives in life, main ideas on choosing a vocation.
Group counselling. A session that is provided for 8-12 pupil, it takes 45 min. It
can be discussion on actual topic, a game, or a test for number of people with
the same/similar ideas.
Seminars are provided for 15 to 30 pupils. It takes from 45 min. to 2 hours. Usually
topics for seminars are connected with very important and new information (for
example: New Rules for Entering University). If it is need seminars can be
completed from two parts: theoretical and practical.
Group vocational information session with the IT background. It takes 45
min. Is provided for 15 to 30 pupils. It is necessary to have good IT class and
Internet connection at high speed. Using IT system it is fastest way to use links
connected with national Educational system, to provide online test, try to fulfl
frst CV online.
Teachers and parents are used to take part in seminars that are held by authorities or
administrative of the secondary school. Other possibility is individual communication with
psychologist or career counsellor in school or elsewhere.
Methods that are widely used in Lithuanian schools are: questionnaires, tests, team and in-
dividual work, brainstorm, interviews, complete the sentence tasks, discussions, lectures,
role-play, simulation games.
2.7 romania
Vocational information and counselling represent an assembly of services offered, for free,
to the persons looking for a job.
These services aim at:
Provision of information related to the labour market and the evolution of the
occupations;
74
Personality evaluation and self-evaluation in view of a better professional
orientation;
Development of the abilities and of the self-confdence of the persons looking for
a job, in view of helping them to make decisions about their own career;
Training in the methods and techniques of searching for a job (e.g., self-
presentation at an interview and the elaboration of the CV)
The users of these services are the persons looking for a job, who registered at the Coun-
ty Agencies for Employment. Information related to the labour market, establishing of the
professional routing, evaluation and self-evaluation are done through self-information and
through individual or group counselling services offered to the persons looking for a job.
Vocational / Career counselling and the training in the methods and techniques of search-
ing for a job and in the manner of presenting oneself at job interviews are done by career
orientation counsellors, in the centres for career information and counselling, functioning
inside the County Agencies for Employment.
2.8 united Kingdom
2.8.1 Career guidance in schools
The provision of careers education is a statutory (legal) requirement between
Years 7 and 11 (ages 11 16). It is not statutory in Years 12-13 (post-16),
although that is when young people are preparing for major life choices.
There is a National Framework for careers education (this can be found at http://
www.teachernet.gov.uk/_doc/6009/DFES-0163-2003.pdf). However, this is
currently non-statutory.
Schools differ in how they organise and present this part of the curriculum. In
many cases it is included under the heading of Citizenship, while in others it is
catered for in Personal, Social and Health Education (PSHE) or Personal, Social
and Moral Education (PSME). Most schools have a Careers Co-ordinator but
these vary in terms of specialist knowledge and experience. As noted in Section
1, Connexions provides a Personal Adviser (PA) for secondary schools. Besides
the various aspects of support offered by Connexions it is not unusual for
teachers and Connexions PAs to work together in delivering aspects of careers
education and guidance. Use is also made of private careers databases, such
as those noted above, which are networked to schools through their Connexions
offces.
75
Schools also differ in how they deliver careers education. Some do so as part of
classes or tutor-based sessions, others set whole days aside for consideration
of the issues involved. It is also the case that elements of career education can
be taught in other subjects e.g. writing CVs in English.
Further Education Colleges also enter into partnerships with their local
Connexions offces. However these Colleges are generally much larger than
schools and tend to have their own specialist careers staff who take on more of
the work.
In addition, it is now standard practice for school children to have at least one
experience of a work placement during their studies, with a view to inculcating
the general skills and attitudes required in the workplace but also in the hope
that this will stimulate interest in particular careers.
Aim Higher is pioneering a range of innovative activities designed to acquaint
pupils and students with different types of jobs and give them hands-on experience
of working in these environments.
2.8.2 Curriculum developments
Planning and preparing for careers is featuring more and more prominently in the subjects
which schoolchildren study and the qualifcations they receive. The latest move in this direc-
tion is the Vocational Diplomas which will be piloted over the next two years and introduced
nationally thereafter. These diplomas will focus on certain groups of families of jobs, such
as the creative industries (music, flm, theatre and media) or health and care.
2.8.3 University career guidance
Universities are increasingly making use of taster days and summer schools to
interest pupils in their courses and introduce them to the career opportunities
that will follow.
It is no longer normal for applicants to universities to be interviewed (although
there are some exceptions, such as teacher training). However, the use of Open
Days is widespread and these give an opportunity for potential students to
receive guidance on their career plans and course choices.
The curriculum developments noted in 2.8.2. have been matched in Higher
Education by the introduction and rapid spread of Foundation Degrees.
Equivalent to two-thirds of an honours degree, these programmes take as their
focus a specifc type of job, and deliver not only the skills required to carry this
76
out but also an awareness of the professional context which resembles careers
guidance in an embedded form.
The main means of providing support and advice for careers advice in universities
is Graduate Prospects ( www.prospects.ac.uk ). An arm of the HECSU, this offers
guidance on selecting a frst job or on choosing a postgraduate course. As with
Connexions and Aim Higher it can be accessed directly through its website but
also works in collaboration with careers services in universities. The latter will
typically include counsellors trained to answer questions and make available the
necessary resources and information. Careers advisors also help students by
supporting volunteering and other practical work experience activities.
77
3. Limitations
3.1 Bulgaria
The offcial statistics data, the social research carried out on the topic, as well as the in-
dependent experts analyses allow us to draw the conclusion that Bulgaria has marked
progress in the feld of vocational education and training. At the same time, there are also
some negative tendencies and problems which should be limited and solved in a short-term
perspective with the view of achieving the average levels in Europe in the feld of vocational
education and training by 2010.
The most critical problems the system of vocational education and training is facing are:
Slow development in terms of the premises and facilities modernization;
Insuffcient fnancial support with regard to the systems aims and objectives;
Limited contribution on the part of civil society for vocational education and life-
long learning;
The opportunities underlying social partnership are not exploited to the full.
The challenges in front of the system of continuing vocational education refer to:
Enhancing the mechanisms for approaching information and for feedback;
Improving the quality of education and bringing it closer to the dimensions providing
access to the European labour market;
Creating mechanisms for motivating both the users of qualifcation services and
the organizations investing in continuing vocational education;
Joining the efforts of all social partners, local authorities bodies and non-
government organizations involved in human resources development and in the
countrys economic advancement.
The analysis of the state of career guidance system brings the following serious limitations
to the fore:
A lack of coordination among the programs;
A lack of qualifed personnel or a low level of personnel qualifcation;
A lack of mechanisms providing quality;
Underestimation of the individuals personal development and consulting, etc.
The challenges and areas subject to change are:
The need of an integrated national policy and a national strategy for realizing
career guidance at schools;
78
Establishing new institutions and enhancing the functioning of career guidance
institutions existing;
Expanding partnerships through involving all the institutions concerned, the social
partners, NGOs, and the general public;
Accessibility and quality of services;
Personnel training and qualifcation.
3.2 estonia
The recent survey has proven that the need for career guidance in Estonian society is
clearly evident, with information about labour market opportunities being the most required.
However, almost half of those potentially needing career guidance do not consider the serv-
ice suffciently available for them. Large amount of career-related information and guidance
is received from informal channels, most frequently from friends, acquaintances, Internet
and public media.
Increasing the awareness of services as well as of service providers and, through that,
improving the image of career guidance service in general, is of key importance in the com-
ing years. As to availability of service then guidance is mainly provided to 2-3 target groups
with the main content being the exchange of information concerning training and studying
opportunities, vacations and professions.
At the same time, the provision of career guidance services is the main activity or part of it
for only 58% of service providers. For the rest, it is an additional activity, which is in most
cases unpaid.
3.3 France
At lower secondary school level, pupils are too often shifted to vocational education as a
penalty for not being able to succeed in general education. Entering vocational education
is not, in most cases, a personal deliberate choice. This affects vocational students self-
esteem and motivation.
Another problem perceived is that Career education suffers from a lack of consideration in
secondary education. This can be explained by the fact that most teachers involved in ca-
reer education did not themselves receive the specifc training needed to perform that duty.
They therefore tend to consider career education as a second-rate subject. In addition, ca-
79
reer education is not better regarded among students. There are at least three reasons for
that: career education activities are allowed a short time; they are not evaluated; and fnally,
as a transversal subject, career education is not as valued as other disciplines.
3.4 Germany
Candidates are often confused because of none clarifed and expensive offers by
private career counsellors
None existing of a standardized training for career guidance counsellors (no
certifcations)
None standardized career guidance at schools (matters of the curriculum)
3.5 Greece
Nowadays, the biggest problem concerning Career Counselling in Greece is the lack of cer-
tifcation for the practice of Career Counselling. The National Centre of CareerCounseling
(E.K.E.P.) is responsible for the certifcation, but the procedure has not been completed yet.
The second problem in Greek education is the poor training of Career Counsellors and of
people who work in Ke.Sy.Ps and GraSeps, and the small number of counsellors in propor-
tion to the number of students. Teachers of secondary education who teach the lesson of
Career Guidance usually want to fll their weekly timetable and they usually have partici-
pated only in few seminars of Career Counselling. Moreover, the way in which the lesson of
Career Guidance is carried out, without examinations and marks, makes the lesson ineffec-
tive. This is caused by the above lack of education/training of teachers and generally by the
Greek attitude, which imposes that some lessons are more signifcant than others.
3.6 Lithuania
There are no limitations that could be connected with career information in Lithuania.
All the information on CG in post- secondary planning is provided in web sites of offcial
bodies, universities and colleges. Most universities in Lithuania take part in Association of
Lithuanian Higher Education Institutions (LAMA- http://www.lamabpo.lt/foreign.html ) work.
This association started a centralized procedure on entering Lithuanian universities. Other
resource systems are also working in this feld and provide all the necessary information
concerning CG policy, perspectives, training and job market. The limitation is when it comes
to special methodologies that could be applied in schools.
80
3.7 romania
Hereby are presented some limitations frequently encountered in distance counselling:
through: a) internet and through: b) telephone
a) Counselling through Internet (World Wide Web)
In this case, there is a gap between the waiting for the Internet products to ensure valid
solutions and the actual development of qualifed guidance instruments.
From the user point of view, the Internet can be seen as a major instrument in obtaining
information, offering equal and democratic opportunities due to the fact that anybody can
put information on the web if he/she has Internet access and the basic knowledge required.
This means that an Internet user can access a much greater volume of information in con-
trast to the traditional media means. As such, citizens have more possibilities and options
to explore, and a higher level of comparison.
Because Internet is a cheap and easily accessible medium, generally uncontrolled, anyone
can create a website. Furthermore, it is also extremely anonymous, allowing the creation of
a website without giving any information regarding the creator. Websites with a very profes-
sional look can be created with very limited resources.
The website contents and standards are subject to a low level of control, in comparison to
the printed information, in which the costs of production and distribution meant that publish-
ers had to be very careful in selecting the information to be published: it had to be very ac-
curate / correct, up-to-date and qualitative in order for them to be able to justify those costs
in front of the reader. In this case, the readers obtained the guarantee of the quality of the
information through buying from acknowledged publishers and authors.
The possibility to publish websites with limited resources contributed to the great increase
in their number. On the other hand, some important question marks arise in relation to their
standards, accuracy and aims. If in the case of traditional materials, the investment required
for production represented a guarantee of their quality, the World Wide Web is not offering
such guarantees.
b) Telephone Distance Counselling (TDC)
In this case, the counsellor cannot assume responsibility for the clients decisions. The cli-
ent has to make decisions by themselves.
Distance counselling has in view the client-counsellor relationships, but only through com-
munication which takes place in limited time intervals. The counsellor is not allowed to di-
rectly contact the client but only through the institution he is working in.
In the case of TDC the main diffculties are the following:
lack of physical proximity between the participants (counsellor counselled
81
person),
mediation of communication through technical means,
decrease in the number of feedback elements in communication, impossibility
to observe the client and his communication behaviours (absence of non-verbal
communication, eye-contact, posture attitudes, gestures, mimics, fashion style),
decrease in accuracy in relation to verbal elements (tone, rhythm, voice modulation,
articulation etc.) because of the dependency on the technical conditions of the
call, on the fdelity and sensibility of the microphone and of the phone speaker,
diffculty in ensuring full confdentiality of the communication with the client against
interception accidental or deliberated by third persons.
Hereby are some additional diffculties of TDC:
insuffcient functional alphabetization in using the telephone (in some cases),
diffculty in communicating with the clients not having telephone at home or with
insuffcient means to use a public or mobile phone,
lack in self-confdence, timidity, excessive emotiveness, high level of the crisis
situation, moral barriers, speaking diffculties, low levels of instructions, improper
/ insuffcient knowledge of the main language in the country,
diffculties for the counsellor in quickly identifying the needs of the client and in
fnding the best solution for solving his problems immediately,
counsellor client relationship is maximally impersonal.
3.8 united Kingdom
The fact that the national framework for careers education is not statutory, which
means that practice varies from school to school.
The lack of a consistent policy across the whole country, with careers education
being dealt with differently in England, Scotland and Wales.
Constant change: Connexions, which is at the centre of careers education and
advice in England, will soon be absorbed into larger units called Childrens Trusts
which will include other services for children but which may reduce the clarity and
autonomy of careers work.
Cultural factors, notably the resistance of certain groups of young people to
conventional work and careers e.g. white working class boys.
An overview of the Tools, Systems and Games used to support Career Guidance
in Europe
82
4. Tools and systems
1.1 Bulgaria
Some of the most important initiatives related to providing career information and guidance
undertaken so far have been:
Rendering the information regarding professional paths, felds and profles,
professions and specialties in secondary education automatic;
Developing programs for literacy courses, general education and vocational
training for people with special educational needs, deviant ones and prisoners.
Holding regional and school forums for career guidance panoramas, markets,
secondary and higher school exhibitions jointly with users of personnel;
Developing methods and tools of studying attitudes, interests and skills;
A model of an inter-institutional approach called Secondary School/Higher
School users of personnel is being developed;
Issuing printed, electronic and audio-visual products for the individuals unaided
career guidance and informing;
The information used is in the form of:
Brochures about professions, schools and universities
Information portfolios about 450 professions, information sheets, leafets,
brochures, newssheets, posters
Videos for students and adults, for job seekers and career guidance specialists
Computer programs for self-test diagnostics designed for 7th grade students
(Interests-training-profession) and for secondary school-leavers (Interests-
university studies-profession)
Multimedia discs (a total of 90 products) for young people aged 16-28
Specialized radio and television broadcasts
The internet
The activities described below aim at providing secondary school students with adequate
information about the opportunities for continuing their studies in different universities of the
country. They became popular in the early 1990s when the Bulgarian higher schools - in the
new socio-economic context - started to face a severe competition and had to develop new
practices in order to attract a greater number of young people. Consequently, all these ac-
83
tions have had the characteristics of an advertising campaign. Experience shows that they
are approved by secondary school students, as well as by teachers and parents, and thus
could be considered as good practices for guiding secondary school students to universi-
ties. As to the main disadvantage of this kind of actions the fact that they are inevitably
biased against some specifc higher school and therefore do not offer impartial and com-
plex information normally it is compensated by the availability of several similar initiatives
taken by various universities.
A. Editing leafets containing information about a university
Although a huge amount of information is available through the electronic media (Internet,
TV, DVD, CD) nowadays, the traditional paper-based information sources are still playing
an important role, especially for career guiding needs. Their main advantages are:
no electronic equipment is necessary for their use;
for many people leafets and brochures are still the most familiar way to get
informed about something;
The process of editing information materials for secondary school career guidance consists
of the following steps:
Defning the students target groups. It is important because in Bulgaria there are 1.
different categories of secondary schools (secondary comprehensive schools,
vocational secondary schools and profle oriented secondary schools) and their
students have different level of competence in various felds.
Preparing a draft of the leafet which should meet the requirements of 2.
comprehensiveness and reasonable volume and in the same time provide
relevant information about academic structure, courses available, fnancial and
living conditions, enrolment procedures etc. If the leafet covers more than one
university which is the case with joint actions carried out by several universities
the setting up of their corresponding sections should precede the general draft
construction.
A professional artistic design has to be made in order to ensure the leafets 3.
attractiveness.
The leafets have to be edited in an optimal print run so that the necessary stock 4.
for the current year should be ensured, but without excessive quantities. (The
use of materials from the previous year is not recommended, since as a rule the
information should be updated often enough. For the same reason it is better to
84
edit the information materials in March-April, so that they could be used for the
enrolment campaign of the current year)
Dissemination of the information materials could be carried out through one of 5.
the following methods:
during specially organized meetings between university representatives and
secondary school students;
during higher education fairs which are periodically organized in various Bulgarian
cities.
B. Organization of meetings between university representatives and secondary school
students
As a rule, such events are organized by the universities themselves and take place in vari-
ous secondary schools. This involves academic staff members visiting schools and meet-
ing students in order to provide them with relevant information about the opportunities for
studies in the relevant higher education institution. This practice has gained ground in the
last few years because of the opportunity for establishing personal contacts with a large
number of students and answering their questions directly.
The steps of this action are:
Choice of the school to be visited. It has to be made in line with the general 1.
strategy of the university which normally is to maintain and enlarge its infuence
and popularity in different regions of the country. (Available statistics about the
regions of origin of the young people studying in the university could be very
useful).
Recruiting academic staff for the visits. 2.
First volunteers are enlisted, but if their number turns out not to be large enough 3.
for fulflling the whole meetings program, additional Professors, Associate
Professors, Assistant Professors or research fellows are assigned to this task.
Experience shows that the best results are achieved when the visiting university
representative already has some connection with the hosting school (In the ideal
case he/she should have graduated the same school).
Setting up a visits schedule. 4.
The whole campaign should be carried out in April-May, i.e. just before the 5.
85
secondary school graduation. The good coordination with the secondary school
representatives is a prerequisite for its smooth running.
Analyzing the experience gained and drawing conclusions. 6.
After fnishing the campaign a small group of experts analyzes the reports of all 7.
visitors and draws conclusions about the interest shown by the secondary school
students and about the FAQ. This feedback is important for the organization of
the next years campaign and for assessing the universitys popularity in the
various regions.
C. Participation in annual higher education fairs.
This kind of events is organized on a commercial basis by small private companies offer-
ing guidance services to secondary school students. They take place annually in April, in
Sofa, and in other Bulgarian cities: Varna, Plovdiv, Bourgas, Rousse, Stara Zagora etc. The
organizers offer the universities stands with all facilities - offce equipment, multimedia etc
which can be used during the fair.
The following steps have to be made with regard to carrying out this action.
Signing a contract with the company organizing the event. 1.
Preparing presentations and publicity materials about the university. 2.
Assigning university representatives to the stand and organizing a periodic 3.
supply of information materials.
Analyzing the representatives reports and drawing conclusions about the interest 4.
shown by the visitors of the fair and the FAQ.
1.2 estonia
No detailed information about tools and systems received from Estonia.
1.3 France
Two public websites
http://www.onisep.fr
http://eduscol.education.fr/D0095F/accueil.php
Two private editors website
www.delta-expert.com : Career guides and software for lower and upper secondary
86
schools
www.fontainepicard.com : Career guides and software for upper secondary schools and
higher education
1.4 Germany
The Berufsinformationszentrum (BIZ)
The BIZ as an institution of the Federal Employment Agency provides:
A variety offer on media and events according vocational training, study and
career
Relevant information brochures, books and magazines
Computer based workstations (internet access)
Databases
KURSNET offers nationwide opportunities for vocational training and further education. It
also informs about career chances on the European labour market
BERUFNET. The database provides all important facts about vocational training opportuni-
ties and profle descriptions to the user. Additionally it presents ca. 600 job describing mov-
ies.
Internet addresses
www.arbeitsagentur.de offers available apprenticeship training positions in cooperation with
companies
www.europaserviceba.de presents information about vocational training, study and work in
Europe
1.5 Greece
Psychometrical tools
In Greece, career counsellors do not offcially make use of psychometrical tools unless they
use their own ones. The Pedagogical Institute is responsible for the construction, the evalu-
ation and the training of the counsellors. In the private sector, there are several psycho-
metrical tools (about occupational interests, personality, occupational values etc). Below,
we present a list which includes the companies that have created and used psychometrical
tools. These tools can be also used in the sector of private education, after buying them.
1. SHL http://www.shl.gr/
87
2. ISON Phsycometrica http://www.ison.gr/
3. Crme de la Crme http://www.cremedelacreme.gr/
4. Computer Academy http://www.computeracademy.gr/
5. http://www.metrontest.gr/
6. Laboratory of Experimental Pedagogy of University of Athens (Tertiary Education)
(training seminars of counsellors about the use of psychometrical tools) http://
www.ergastirio.ppp.uoa.gr/seminaria/epag_prosanatol_2006.html
Career Counsellors of O.A.E.D and K.P.A. do not usually use career guidance tests, be-
cause they just place people into the labour market and they do not use the approach of a
personal interview.
1.6 Lithuania
After entering EU Lithuania started new project (project number: BPD2004-
ERPF-1.5.0-07-04/0003) on designing national career guidance system AIKOS (Open
Information, Counselling and Guidance System).
One of main products of the project website, designed not only for schoolchildren and
students, but also for adults. This website is a part of AIKOS system and is used to show
the internet data from education, statistics and labour registers for the wide scope of users.
The data is displayed as a result of a search query or referring to the links to other related
information sources.
AIKOS objectives:
To provide relevant information on the learning opportunities and employment
possibilities to the Career Information and Career Guidance Centres;
To ensure the availability of the relevant information on the learning opportunities
and employment possibilities for the citizens of Lithuania during the entire life;
To provide career information services to all citizens, taking into account the
individual and society needs;
To improve the employability skills of young and adult people, to encourage their
entrepreneurship and lifelong learning;
To develop the social activity and personal responsibility for career development in
order to prevent the unemployment, to provide information to the citizens of European
countries on learning opportunities and employment possibilities in Lithuania.
http://www.aikos.smm.lt/aikos/webdriver.exe?kalba=lt&kalba=en&MIval=/
DizPirmas.html
Career Planning Steps - an online tool designed by Euroguidance (www.euroguidance.lt/
88
jaunimaui.htm). Career guidance tool that is very popular between teenagers. Gives clear
theoretical idea on future career path. This tool is used by career counsellors during the
group vocational counselling session with IT.
Online tests:
Test prepared by E.Klimov. http://www.euroguidance.lt/profesijosvadovas/gui/testas.htm
Test for personal communicational - organizational skills assessment http://www.euroguid-
ance.lt/profesijosvadovas/gui/testas2.htm
Test for personal needs assessment - http://www.euroguidance.lt/profesijosvadovas/gui/
testas3.htm
Questionnaire of interests www.profeijupasaulis.lt
Questionnaire of skills www.profesijupasaulis.lt
Online exercises for choosing a career (www.profesijupasaulis.lt):
Choosing a career on the background of most liked school subject
Choosing a career on the background of most liked work activity
Choosing a career on the background of appearance in work environment.
Profesijos vadovas Guide for vocation is an online product that also has print version.
This product is provided to each Lithuanian school by authorities. This guide shows a sys-
tem of different professions, and their families in Lithuania.
http://www.euroguidance.lt/profesijosvadovas/gui/index.htm
Different online systems that provides information on fulflling CV (curriculum vitae) forms:
http://www.europass.lt/en
http://www.cvonline.lt/
http://www.cv.lt/index.do;jsessionid=aaabvSIsXPhJnS?lang=en
http://cvmarket.info.lt/
89
System of Vocational Information in Lithuania

1.7 Romania
The main categories of products and means of information and counselling in
career guidance are:
Occupational profiles: refer to the job descriptions, working instruments
and tools, occupational dynamics on the labour market, physical and
psychical requirements of each occupation etc.
Group Counselling: is a form of information and counselling in career
guidance through which the same set of information is sent to a group of
persons with common interests.
MINISTRY OF EDUCATION
AND SCIENCE
Coords inatework of CG
system in the country

CAREER INFORMATION
POINTS (CIP)
Plan and prepare material for
vocational information.
Responsible for proper
counselling services.
SECONDARY SCHOOLS, VOCATIONAL SCHOOLS
Responsible for career guidance integration into curriculum. Take
care about proper internet connection and usage of AIKOS.
THE VOCATIONAL GUIDANCE CENTRE AT THE LITHUANIAN
TECHNOLOGICAL PARK
Prepares seminars for staff of CIP and CIC.
INSTITUTIONS OF HIGHER EDUCATION
Proceed in vocational information and career counselling. Take
care about proper internet connection and usage of AIKOS.
PRIVATE CONSULTING ORGANIZATIONS
Proceed in vocational information and career counselling.
Take care proper internet connection and usage of AIKOS.
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AUTHORITIES AT REGIONAL LEVEL
Suvervise system of vocational information at regional level.
Special focus on CIPs in secondary schools
CAREER INFORMATION
CENTERS (CIC)
Responsible for vocational
information and vocational
counselling of different
target groups.
90
1.7 romania
The main categories of products and means of information and counselling in career guid-
ance are:
Occupational profles: refer to the job descriptions, working instruments and
tools, occupational dynamics on the labour market, physical and psychical
requirements of each occupation etc.
Group Counselling: is a form of information and counselling in career guidance
through which the same set of information is sent to a group of persons with
common interests.
Individual Counselling: is done for correctly identifying the personal necessities,
abilities and aspirations, in order for the individual to make the correct decision
when choosing his career.
Video cassettes: present information regarding the techniques of searching for
a job, of how to present oneself at an interview, information related to the labour
market and to the qualifcation possibilities etc.
Newspapers related to career guidance: contain self-knowledge instruments,
self-evaluation, forecasts with respect to occupations, answers to different
questionnaires etc.
Posters: presenting attractive/supportive messages and drawings related to how
to choose a career and to the chances of and steps in building a successful
career etc.
Tests of attention, memory, intelligence, personality, ability and interests: these
are used for a precise evaluation of some psychical dominants, as well as of the
ability and motivational traits, and of the clients interests.
Computer systems for interactive testing and assistance in choosing a career:
they are used to explore the contents and the requirements of an occupation in
Romania, as well as at evaluating human behaviour
Systems
The Sectorial Operational Programme for the Development of Human Resources 2007-
2012 Link: SOP DHR Informative bulletin
The general objective of SOP DHR is the development of the human resources and the in-
crease in their competitiveness on the labour market, through ensuring equal opportunities
of life-long learning and the development of a modern, fexible and inclusive labour market,
that is to determine, until 2015, the sustainable integration on the labour market of 900 000
persons.
91
Specifc objectives:
Increasing the level of education and vocational training of the human resources;
Development of human resources in the education system;
Promotion of enterprise culture; Facilitation of the entrance on the labour market
of the young people; Development of a modern, fexible and inclusive labour
market; Promotion of the entrance / re-entrance on the labour market of the
inactive population, rural areas not excepted; Improvement in the employment
public services; Facilitating the access to education and on the labour market
of vulnerable groups.
1.8 united Kingdom
Self-Development
Activities here focus on identifying and developing personal skills, key skills and personal
qualities. One example is the SNIP analysis, where S = Strengths, N = Needs, I = Inter-
ests and P = Preferences (the last including such aspects as whether the child would prefer
working indoors or outdoors).
Career Exploration
Activities here concentrate on raising awareness about the possibilities offered by different
job types. This can include challenging childrens acceptance of stereotypes, such as that
certain careers are limited to men or women.
Career Management
This area of work looks at what may be called life skills in relation to work e.g. managing
ones money, flling in application forms and doing oneself justice in interviews. There is
a strong connection between this aspect and self-development e.g. in cultivating decision-
making skills.
Careers databases.
Databases can be accessed privately by children and their families but are also often net-
worked by Connexions to local schools for access by Personal Advisers and the students
they work with. Prominent examples include Kudos and Careerscape, both published by
CASCAiD ( www.cascaid.co.uk ), and Careers Information Database (CID) produced by
Careersoft ( www.careersoft.co.uk ), which is designed with particular reference to young
people with disabilities.
Published materials
Now that careers education is statutory many educational publishers have developed their
own ranges of teaching and self-access materials to meet the needs of teachers and PAs
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working in schools. An excellent example is The Trotman Directory (available online at
www.trotman.co.uk).
Connexions
Staff at local and regional offces of Connexions produce their own materials as part of their
consultancy and support work with schools. For obvious reasons these are not produced
to the same standard of presentation as published materials. On the other hand they pose
fewer problems regarding copyright and there are examples of resources produced by Con-
nexions being taken up by commercial publishers.
93
5. Games
Games are a potentially attractive way to support rich learning experiences in childrens
and young adults education, and have also recently demonstrated their effectiveness in
addressing adults (managers, professionals) competence development needs.
For instance, SmallWorld Simulations and similar experiential, Learning-by-Doing / Learn-
ing-by-Playing, game-based approaches have been developed and deployed successfully
in management schools and universities, as well as private and public organizations world-
wide to address complex subjects such as change management, collaboration, and inno-
vation. These game-based approaches are proving to be more effective than the traditional
(and online) approaches used until now to support awareness-building, learning and com-
petence development in these critical domains.
As career guidance also requires effective awareness-building, learning and competence
development services, the principal aim of this section of the report is to explore the current
usage as well as the potential of adopting game-based approaches to address career guid-
ance challenges.
Each partner country was asked to provide details about any game-like (e.g. role-playing
games) approaches used in Career Guidance within their country.
2.1 Bulgaria

BULGARIAN CENTRE OF TRAINING FIRMS
http://www.buct.org/newsite/en/projects_info.php
Basic Principles
Training Environment learning by doing
Simulation: trade, business administration, payments and bank operations
Interdisciplinary relations
A tool for developing entrepreneurship knowledge and skills /technical,
professional and social)
Target Group Benefts
Development of entrepreneurship skills
94
Development of international links and language skills
Provision of work experience
Live Trading at Trade Fairs
Direct links with employers
Networking within Virtual Business network
Alternative of traditional apprenticeship programs
Education Business
Simulation Real environment
Theory Practice
Job Training
The Training Firm /practice enterprise/ is
A simulated company, run as areal business.
It silhouettes areal frms business procedures.
Integrated practical education in economics, ICT and foreign languages
Practice frms conduct a real business with other practice frms
There is no real transfer of money and goods
Practice frms have real mentor-companies
Students-employees of training/practice frms gain:
Professional competencies
Technical skills
Social experience
Training and Qualifcation
Training of teachers-managers by training frms:
Teachers from schools of economics
Teachers from vocational schools
Teachers from comprehensive schools
In-service courses - topical
Life-long/continuing education
Projects
95
Training Firms in the Penitentiary System Leonardo da Vinci
Bridge between School and Business
Training Recruitment Procedure Looking for a Job
Education-Training-Employment TF for people with special needs
http://www.bblf.bg/projects.php
BUSINESS HOUR
The initiative Business hour is a part of the ENGAGE campaign of the International Busi-
ness Leaders Forum of the Prince of Wales, whose main objective is to increase the extent
and quality of our member companies employees involvement in the development of the
sustainable community.
Main objective - meeting the employees of BBLF membership companies with the students
from vocational high schools in order to provide them with information about the latest de-
velopment of each business sector and quality advice on their future development.
Methodology:
Meetings with business professionals which share their expertise from day-to-day -
business and their own personal success stories.
Acquainting students with the basic standards of business ethics, ways of conducting -
transparent business, the basic requirements for labour legislation, with the
appropriate duties and behaviour of an accurate businessman and taxpayer etc.
Achievements:
The project includes a total of 34 vocational high schools and 20 leading Bulgarian -
and international companies
2.2 estonia
We are not aware of any game-like (e.g. role-playing games) approaches used in Career
Guidance in Estonia.
2.3 France
PERFORMANSE designs, develops and markets behavioural skills assessment solutions
96
for Human Resources Professionals. PERFORMANSE software applications, which can be
accessed via the Internet, are used as a decision-making aid in several situations: recruit-
ment, annual assessment, skills assessment, career advice, team management, creation of
professional reference guides, internal mobilityand, in general, skills management. http://
www.performanse.com/uk/
2.4 Germany
Berufswahltest as a standardized qualifcation test of the Federal Employment Agency (BA)
provides detailed information about Career Guidance. It helps users to fnd out what kind of
offered vocational training fts with the personal interest. It also provides information about
personal strength and weak points as well as the occupational aptitude. In addition to that,
the Federal Employment Agency (BA) offers medical and psychological services, internship
and company presentations. Similar qualifcations tests are offered by a numerous of pri-
vate organizations. Most of them are comprehensive and professional but only available for
purchase. The homepage www.machs-richtig.de provides an overview about all important
facts regarding vocational choice, job application and career guidance. Detailed informa-
tion and interactive games are available. Young people are being advised, counselled and
prepared during their application time.
Tool: Choice of vocation (Berufswahlportal)
http://www.machs-richtig.de/Berufe_fnden/Meine_Interessen/mi_main.jsp?action=new
Tool: virtual factory search (geriatric nurse)
http://www.machs-richtig.de/Berufe_fnden/vbList.html
Tool: virtual job interview training
2.5 Greece
Until nowadays, there is no offcial role-playing games in Career Counselling used in the
public sector. On the contrary, in private sector there are some game approaches which are
not for free, so we are not able to present them.
2.6 Lithuania
There are some game-like activities used in Kaunas Maironis gymnasium and other par-
ticipating countries in Comenius 1.3 project Better Behaviour for Better Future which can
be described as self development, self confdence, and career design activities. http://www.
maironis.kaunas.lm.lt/betterBehavior/
97
2.7 romania
N/A in present
On the next period, we will try to collect some materials (games) from Romanian schools
which included in the project network schools, if will be available.
2.8 united Kingdom
Games are used with the younger age group. Paws in Jobland is aimed at 7-11 year olds
and introduces them to 100 different types of jobs (details are on http://www.bridges.com/
usa/product/paws/theloveofpaws.pdf ). Other examples include card games (Lets Talk!,
Lets Draw, Lets Mime are a series offered by Trotman, see previous section.)
Part 3: Conclusions and Next Steps
In this report we have identifed a number of methods and tools used in several European
countries to address career guidance. Thus Section 1 provides a basis for benchmarking
and knowledge exchange to be extended further during the next phases of the project.
Concerning the potential of game-based approaches to address career guidance, based on
the evidence provided by the country partners in section 2, there do not appear to be many
games developed or deployed for Career Guidance yet, compared to other areas in which
games are adopted more rapidly as an approach to complement or substitute traditional
awareness-building, learning and competence development methods and tools, such as
the ones included in section 1. We have therefore identifed a number of additional games,
which we consider worth exploring to extend our research on this specifc subject during the
next phases of the project:
A Day In A Life - Career Board Games - This career board game uses situations
familiar to middle school students rather than workplace situations. Players 6 total
per game.
Bully Busters - is an educational game that deals with the complex nature of bullying
in a way school students can understand and learn specifc skills. Versions for
Elementary, Middle School and High School Levels. Players 6 total per game.
Career Challenge Game - combines the fun of a quiz show with a board game.
Players learn about a wide range of careers and which careers may be good
matches for their interests, talents and job preferences. Questions help players
learn (1) education requirements, (2) about everyday life on the job, and (3) the
advantages of various careers. Elementary Grades 3 to 6. Board Game. Players 6
total per game.
Career Odyssey - Career Interest Game - is a board game specifcally designed
to help students explore careers that may be good matches for their talents and
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interests. Grades 6th - Adult. School to Work, Welfare to work, Middle school, High
school and adult. Players 6 total per game.
Meeting of the Minds - Confict Resolution - This board game teaches middle school
age children confict resolution skills, using situations familiar to middle school
students. Players 6 total per game
Youre Hired - helps students learn important skills in the job search process,
especially flling out applications and interviewing. Players in the game play the role
of the employer. They evaluate job applications and interview the job candidates.
Interest 8th - adult. High school and adult. School to Work. Players 6 total per game
(For more details on the games listed above, see: http://www.careercc.com/links/
search.cgi?query=game)
Career Bingo II Gamekit (http://marcoproducts.stores.yahoo.net/carbiniigam.html)
Teach ffteen career clusters in a way that kids will not only learn them, but enjoy
learning them. This gamebox includes three different bingo games. Each bingo
game has 30 gameboards and focuses on fve career clusters and the jobs
associated with them. The leader draws the calling card and can choose whether to
call the cluster and the career or call the cluster and a clue about the career.
The Real Game Series (http://www.realgame.org/)
The Real Game Series is a set of six evolutionary, world-class programs designed to
bring real life to the classroom.
The LOral e-strat Challenge (http://www.e-strat.loreal.com/_int/_en/home.aspx)
This business competition challenges students from all majors to work in teams and
to think like a general manager in order to manage a portfolio of products through
5 weeks of intensive global competition - via the internet. Sixteen fnalist teams will
be asked to present their business plans and sell their virtual company to a LOral
senior executive jury as part of the grand fnal.
Career Moves (http://www.maryfanagan.com/career/career.htm)
Career Moves explores the contradictory world of women in corporate America
through an interactive, computer controlled board game. The game itself represents
several aspects of women and work under a variety of conditions, from menial jobs
to corporate spaces.
Better understanding the application potential in different European countries of games
such as the ones listed above will help us:
to better assess the value of game-based approaches for career guidance
to determine the specifc conditions and key features underlying the successful
99
diffusion of game-based approaches in the career guidance context
to identify new trends in the domain of methods and tools used to provide
effective career guidance
100
Career Guide For schools projects Methodologies and
approaches
101
The working group is the main methodological unit of the Career Guide network. As far as
the network activities on training and supporting teachers and counsellors are concerned,
there are three underlying pedagogical concepts:
To embody career guidance in the schools curriculum as a wide open process
by exploring and adapting the best practices of it
To establish horizontal links between school & society by bridging the gap
between education and labour market
To adapt and evaluate the application of ICT-based methodologies and practices
addressed to career guidance.
The main objectives of the working groups are:
To stimulate the effort of bringing career guidance to the education policy front
and contribute to the upgrading of teaching and learning career development.
To develop generic skills profles relevant to key jobs and to create a dedicated
web portal, the CareerGUIDE for Schools portal and a series of additional
communications (workshops, info-days, conferences) to make this information
available.
To explore the best practices on the implementation of career guidance education
in Europe through extended surveys (Report on Effective Career Guidance in
Schools).
To offer specialized support and training opportunities to educators of career
guidance in schools throughout Europe.
To develop new curriculum guidelines
To establish horizontal links between school & society.
To evaluate the application of ICT-based methodologies and practices addressed
to career guidance.
To promote the European Dimension in career guidance reinforcing long-term
mobility in Europe
To create the conditions for the networks sustainability and expansion.
Following the evolution of the research activities and according to all theories for career
counselling, three thematic areas were developed. These thematic areas represent the
102
three vital steps a student should do in order to achieve a successful career and in general
a life path.
The student, at frst, recognizes and accepts his personal inner and external traits. Student
makes an effort to understand himself/her self, his/her abilities and his/her skills, his/her
values and his/her motivations. This thematic area concerns the Personal Development,
one of the most substantive and diffcult part of the procedure of career guidance.
After having the information for him/her self, student wants to learn information about
the system of education and the labor market. The education that institutions provide, the
needs of labor market, the skills required most and the main links regarding labor market
tendencies are topics that included in the second thematic area.
The last step concerns theTransition from school to the world of work and the detection of
alternatives choices and career plans. The development of career skills, the steps to make a
good decision, the construction of cv and cover letter, the preparation for a job interview and
the adaptation in new work placements, comprise the topics of the third thematic area.
The three thematic areas are presented at the table below:
TA1
Find out about yourself
Self
general and life skills (learning skills and competences, talents,
abilities)
coaching(coaching, process, practice, methodology)
personal, values, interests and motivations
TA2
Find about the job market
job market
Skills, experience and knowledge required for different groups of professions
Marketable and non-marketable professions
Easy steps how to fnd out the information about the job market and its needs
in the countries of project partners
Proposed methodologies
TA3
How to develop your career
Career design skills
Work placement
transition
Know about yourself: In thisthematic area, the procedure of recognition of
the self aspects is the vital thematic. In this framework, practices concerning
103
personal recognition and development were studied and then published in the
website (www.career-guide.eu). Other parts of the research activities of this area
were self concept, self esteem, self assessment, a proposed coaching process,
practices, methodology on childrens interests and values.
Know about the labour market: In this thematic area, topics concerning
labour market were worked on. Main topics are industry constraints, research
on marketable and non marketable professions, providing a methodology for
organizing career panels and career days in schools or educational institutes.
develop your career path: In this working group, some practices concerning
career design skills especially, problem solving and decision making are
studied and then published in the website. The development of competencies
and skills or Role playing games and exercises on: Decision making skills, CV
writing, presentation skills, social skills, communication, personal effectiveness,
Cultural adaptation skills, learn how to search job vacancies were investigated
and published in the website
According to this categorization, activities and exercise were developed in structured and
detailed way, covering the three thematic areas. This material comprise the 3rd part of the
Effective Career Guidance report.
The main aim is to provide to teacher or counsellor a practical manual with exercises and
activities detailed described, with a theoretical framework and the expected results.
All the exercises have been implemented and evaluated by teachers and counsellors from
different countries through Europe. It is a fact that some activities had different evaluation
in different countries. It is normal and expected result, as far the educational systems, the
aims, procedures and the culture are different in each country.
The CareerGUIDE Materials were provided for download in the CareerGUIDE Forum (www.
carer-guide.eu). For each material the forum contained a thread including the English ver-
sion of the material and additional translations in several of the project partner languages.
An online evaluation form was designed for teachers who implemented CareerGUIDE Ma-
terials at schools
(This form could be accessed from within the respective forum thread. For some teachers
access to the CareerGUIDE Forum was diffcult due to low practical experience in the use
of forums in general. For that reason, a clear description of the evaluation process was
provided in the CareerGUIDE Portal to support the teachers. In some cases, partners de-
cided to provide the teachers with a print version of the evaluation form. The form asked the
teachers to rate each implemented material according to three aspects:
Applicability: its practicability for you as a career guidance professional (e.g. suitability
104
in learning/teaching context)
Effectiveness: its effective functioning (e.g. reaching learning objectives with regard
to the target group)
Effciency: effort for implementing the material (e.g. costs, time, materials needed)
In the CareerGUIDE Forum more than 40 different materials were linked with the evaluation
form. Additionally, teachers had the chance to comment on the materials in the discussion
forum.
105
106
activities and exercises
107
Thematic area 1: Find out about yourself
Boosting Your self-esteem
Theoretical background:
Self esteem is related to your self worth and your value. Building esteem is a frst step to-
wards your happiness and a better life.
Self esteem increases your confdence. If you have confdence you will respect yourself. If
you respect yourself you can respect others, improve your relationships, your achievements
and your happiness....
Low self esteem causes depression, unhappiness, insecurity and poor confdence. Others
desires may take preference over yours. Inner criticism, that nagging voice of disapproval
inside you, causes you to stumble at every challenge and challenges seem impossible.
activities description:
All activities referred to self- esteem and can be described as tips or advice as well.
Pedagogical aims:
This exercise aims to boost the students self-esteem and learn to students to love and ac-
cept their selves through specifc actions.
Target group:
students 14 17 years old
Guidelines for the counselor:
The teachers role is kept on giving the instructions for the activities, avoiding animating
mottos.
Counselor passes white papers to students, and asks from them to make a list, writing the
things or activities they are good at. Then, ask from them to write down some more things
that they would like to be good at. Counselor ask to turn around their worksheet and write
down three compliments for their selves, for something that happened the last two days,
giving details and the reason they are proud of.
Of course its normal for someone to have ups and downs in his/her feelings, but having
108
low self-esteem isnt accepted. Feeling like youre not important can make you sad and can
keep you from trying new things. It can keep you from making friends or hurt how you do
at school. Having strong self-esteem is also a very big part of growing up. As you get older
and face tough decisions - especially under peer pressure - the more self-esteem you have,
the better. Its important to know youre worth a lot.
Time:
45 minutes
resources needed:
papers
here are a few activities that you can try to increase students self-esteem:
Make a list of the stuff youre good at.
It can be anything from drawing or singing to playing a sport or telling a good
joke. (f youre having trouble with your list, ask your mom or dad to help you with
it.) Then add a few things to the list that youd like to be good at.
Give yourself three compliments every day. Dont just say,
Im so great. Be specifc about something good about yourself, like, I was a
good friend to Jill today or I did better on that test than I thought I would.
Tips:
Remember that your body is your own, no matter what shape, size, or color it is.
If you are worried about your weight or size, you can check with your doctor to
make sure that things are OK. Remind yourself of things about your body that
are cool, like, My legs are strong and I can skate really well.
Remember that there are things about yourself you cant change. You should
accept and love these things - such as skin color and shoe size - because they
are part of you.
When you hear negative comments in your head, tell yourself to stop. When you
do this, you take the power away from the voice inside that discourages you.
By focusing on the good things you do and all your great qualities, you learn to love and
accept yourself - the main ingredients for strong self-esteem! Even if youve got room for
improvement (and who doesnt?), realizing that youre valuable and important helps your
self-esteem to shine.
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references
Updated and reviewed by: David V. Sheslow, PhD, and Colleen Taylor Lukens, MA
Date reviewed: July 2005
Originally reviewed by: DArcy Lyness, PhD
icebergs exercise
Personal Development is straightly correlated with Career Guidance Procedure. It is stu-
dents frst step in a long life path, in a path of realizing and acting.
The presented exercise has been based on Johari Window Theory and has been imple-
mented at Ellinogermaniki Agogi school.
johari Window Theory
The Johari Window is a widely used model for understanding and training self-awareness,
personal development, improving communications, interpersonal relationships, group dy-
namics, team development and inter-group relationships.
The Johari Window actually represents information - feelings, experience, views, attitudes,
skills, intentions, motivation, etc - within or about a person - in relation to their group, from
four perspectives, which are described below. Johari Window terminology refers to self and
others: self means oneself. Others means, other people in the persons group or team.
The four Johari Window perspectives are called regions or areas or quadrants. Each of
these regions contains and represents the information - feelings, motivation, etc - known
about the person, in terms of whether the information is known or unknown by the person,
and whether the information is known or unknown by others in the group.
The Johari Windows four regions are as follows, showing the quadrant numbers and com-
monly used names:
johari window four regions
what is known by the person about him/herself and is also known by others - 1.
open area, open self, free area, free self, or the arena
what is unknown by the person about him/herself but which others know - blind 2.
area, blind self, or blindspot
110
what the person knows about him/herself that others do not know - hidden area, 3.
hidden self, avoided area, avoided self
what is unknown by the person about him/herself and is also unknown by others 4.
- unknown area or unknown self
Open/free self Blind self
Hidden self Unknown self
The aim in any group should always be to develop the open area for every person, be-
cause when we work in this area with others we are at our most effective and productive
and the group is at its most productive too. The open free area, or the arena, can be seen
as the space where good communications and cooperation occur, free from distractions,
mistrust, confusion, confict and misunderstanding.
The elements of each region can be information, feelings, sensitivities, fears, manipulative
intentions etc.
By telling others how we feel and other information about ourselves we increase the open
area, through the process of disclosure, which enables better understanding, cooperation,
trust, team-working effectiveness and productivity..
Target group:
Pupils 15 to 17 years old
Counsellors
Teachers
exercise description:
This is an activity based on self- concept and tries to motivate pupils to search inside
them.
111
Pedagogical aims:
To motivate students to discriminate the external self traits from the internal
ones
To help them accept their traits
To recognize and name their feelings
To help students to develop team spirit, to interact with each other, to pose the
same goals, to reveal their thoughts and to share experience.
To motivate them to realize that all traits are essential and to accept that fact.
To motivate them to understand that they should accept their traits and then to
try to change them those which are considered as negative ones.
In few words to help students to develop team spirit, to interact with each other, to pose the
same goals, to reveal their thoughts and to share experience.
Time:
45 minutes including the conversation
resources needed:
photocopier, cartons for cartels, glues
112
icebergs exercises steps:
step 1:
Students arrange the traits in order from what they most like about themselves to what they
least like. When done, we ask, Do you like what you see? Do you want to keep it? Now give
up one trait. How does the lack of that affect you? It isnt obligatory for all students to an-
swer the questions. 5-6 opinions can be heard. We also try to clarify students movements,
facial expressions even their glance.
Picture 2: Some human traits in the board
We write in the board a series of human
traits or we give pupils a photocopy with all
these traits plus 6 cartels to each one. Then
students choose 6 traits that describe them-
selves and write them on the 6 cartels. We
assure students that no one will see what
they have written, so a student can be ex-
tremely honest.
Picture 1: The icebergs image
113
Step 2:
Children paste traits in a way that visible ones go
in the upper part and the invisible ones below the
line sea. Children make their guess concerning
the icebergs creator.
Step 3.
Afterwards, we suggest students to give up another trait and next to give up three. Now we
ask them what kind of person are you? After giving up six of the qualities, we could hear
all comments student have circularly in order to clarify their feelings. We recommend them
to regain all traits one by one, if they feel like. This exercise ends up when children obtain
all traits they really want or think they need.
We give children a sheet with the
icebergs image and we explain its
function.
Picture 3 : A students iceberg
Picture 4: The ice-
bergs images
114
Step 4.
As the implementation completed, we saw great tension as students decideded, which
traits they will give up. We heard comments about how incomplete the student felt
without those traits, and we saw great relief, and a new understanding of the importance
of those traits, as they are regained.
115
vaK (visual-auditory-kinesthetic) learning style indicators
Here is a free VAK learning style indicator, which can be used as a questionnaire or test
to assess your own preferred learning style or styles, or the VAK learning styles of your
people. Score each statement and then add the totals for each column to indicate learning
style dominance and mix. Your learning style is also a refection of the type of person you
are - how you perceive things and the way that you relate to the world. This questionnaire
helps you to improve your understanding of yourself and your strengths. There are no right
or wrong answers. You can use various scoring systems to suit your purposes:
Select one from each line and add the total selections for each column. The totals will indi-
cate your relative learning style preference and mix.
Q1 When operating new equipment for the frst time I prefer to..
a) read the instructions
b) listen or ask for an explanation
c) have a go and learn by trial and error
vak learning style indicators
visual auditory kinesthetic/physical
1
when operating
new equipment
for the frst time I
prefer to
read the
instructions
listen to or ask for
an explanation
have a go and learn by
trial and error
2
when seeking
travel directions I..
look at a map
ask for spoken
directions
follow my nose or
maybe use a compass
3
when cooking a
new dish I..
follow a recipe
call a friend for
explanation
follow my instinct,
tasting as I cook
4
to teach someone
something I..
write
instructions
explain verbally
demonstrate and let
them have a go
5 I tend to say..
I see what you
mean
I hear what you
are saying
I know how you feel
116
6 I tend to say.. show me tell me let me try
7 I tend to say..
watch how I
do it
listen to me
explain
you have a go
8
complaining about
faulty goods I tend
to..
write a letter phone
go back to the store, or
send the faulty item to
the head offce
9
I prefer these
leisure activities
museums or
galleries
music or
conversation
physical activities or
making things
10
when shopping
generally I tend to..
look and decide
discuss with shop
staff
try on, handle or test
11
choosing a holiday
I..
read the
brochures
listen to
recommendations
imagine the experience
12
choosing a new
car I..
read the
reviews
discuss with
friends
test-drive what you
fancy
13 learning a new skill
I watch what
the teacher is
doing
I talk through
with the teacher
exactly what I am
supposed to do
I like to give it a try and
work it out as I go along
by doing it
14
choosing from a
restaurant menu..
I imagine what
the food will
look like
I talk through the
options in my
head
I imagine what the food
will taste like
15
when listening to a
band
I sing along to
the lyrics (in
my head or out
loud!)
I listen to the
lyrics and the
beats
I move in time with the
music
16
when
concentrating I..
focus on the
words or
pictures in front
of me
discuss the
problem and
possible solutions
in my head
move around a lot,
fddle with pens and
pencils and touch
unrelated things
117
17
I remember things
best by..
writing notes or
keeping printed
details
saying them
aloud or repeating
words and key
points in my head
doing and practising
the activity, or
imagining it being done
18
my frst memory
is of
looking at
something
being spoken to doing something
19 when anxious, I..
visualise the
worst-case
scenarios
talk over in
my head what
worries me most
cant sit still, fddle
and move around
constantly
20
I feel especially
connected to
others because of
how they look
what they say to
me
how they make me feel
21
when I revise for
an exam, I..
write lots of
revision notes
(using lots of
colours!)
I talk over my
notes, to myself
or to other people
imagine making the
movement or creating
the formula
22
when explaining
something to
someone, I tend
to..
show them
what I mean
explain to them
in different
ways until they
understand
encourage them to try
and talk them through
the idea as they try
23
my main interests
are
photography
or watching
flms or people-
watching
listening to music
or listening to the
radio or talking to
friends
physical/sports
activities or fne wines,
fne foods or dancing
24
most of my free
time is spent..
watching
television
talking to friends
doing physical activity
or making things
25
when I frst contact
a new person..
I arrange a face
to face meeting
I talk to them on
the telephone
I try to get together to
share an activity
26
I frst notice how
people..
look and dress sound and speak stand and move
118
27 if I am very angry..
I keep
replaying in my
mind what it is
that has upset
me
I shout lots and
tell people how I
feel
I stomp about, slam
doors and throw things
28
I fnd it easiest to
remember
faces names things I have done
29
I think I can tell
someone is lying
because..
they avoid
looking at you
their voice
changes
the vibes I get from
them
30
When Im meeting
with an old friend..
I say its great
to see you!
I say its great to
hear your voice!
I give them a hug or a
handshake
totals visual auditory kinesthetic/physical
However you calculate the totals, ensure you use the chosen method consistently through-
out the questionnaire. The total scores for each style indicate your relative preferred learn-
ing style or styles. There are no right or wrong answers. Some people have very strong pref-
erences, even to the extent that they have little or no preference in one or two of the styles.
Other people have more evenly balanced preferences, with no particularly strong style. The
point is simply to try to understand as much as you can about yourself and your strengths
(your preferred style or styles), and then make best use of learning methods which suit your
strengths (your preferred style or styles).
Personal development plans
The following section will give you guidance on the Personal Development Plan, what it is
and how you can utilise it in support of your educational aspirations.
1. What is a Personal development Plan(PdP)?
A PDP is just another name for a plan of action, only this one refers specifcally to your
119
aspirations regarding personal development. We make plans every day, but do not always
write them down; a PDP allows you to set your own personal targets and fnd the best way
to achieve them.
2. Why should i have one?
An action plan will help you to visualise what you are doing and keep track of your achieve-
ments. To be totally effective, it must be a fuid document that is reviewed at regular in-
tervals to ensure that it is always accurate, relevant and realistic. Furthermore, certain
courses may be eligible for fnancial assistance, such as the SLC and ELC. In order to
qualify for these allowances, you will have to prove your commitment to your studies. You
must have a PDP in order to claim the ELC, in accordance with the ELC DCI. Remember,
the PDP is your personal document, but with your permission it is recommended that a copy
be held in your Personal Educational Folder, the F7269. Access to this will be restricted to
the Learning Centre Staff only.
3. How can I write one to refect my own aspirations?
You now have 2 options. Some of you may feel confdent enough to go straight ahead and
fll in a PDP, if this applies to you, go to page 2-A-1, consider the example and then fll in the
template on page 2-A-3. Please note that the design used for the template is only a sug-
gested format. Any layout will be acceptable, provided it satisfes the 3 questions discussed
on the next few pages. Many of you may need a little more time to consider the various fac-
tors that will affect your future decisions. If this is the case, take some time to go through the
guidance on the following pages. The questions aim to promote thought and consideration
of the direction that you want to go in and the methods that you want to use. They also take
account of your own personal circumstances before you decide on a course of action.
120
SIMPLE STEPS TO WRITING A PDP
ask yourself a further 3 questions..
Where am i now?
Where do i want to be?
how can i get there?
GeTTinG sTarTed
Where am i now?
Firstly you will need to decide what you current situation is. This will form the lower edge of
your Learning Gap. You may fnd it helpful to consider the following questions.
What am I good at? -
What do I need to work on? -
What could help me along? -
What might stop me? -
Consider the following example and then repeat the exercise to refect your own circum-
stances.
Box 1
What am I good at?
Box 2
What do I need to work on?
Good interpersonal skills
Sound IT skills
Fair organisational skills
Limited qualifcations
Does not like formal exams
Box 3
What could help me along?
Box 4
What might stop me?
Attending promotion course
soon
Plenty of exciting projects
underway at work
Change to organisation
imminent
Possible detachment
Lack of resources (money/time)
The above example could apply to someone wanting to improve their educational
qualifcations by concentrating on vocational skills (see box 1) rather than more
formal exam-based courses (see box 2).
They could use this exercise to identify that work-based learning would be an
121
ideal solution as it involves gathering evidence from the many and varied projects
that service personnel get involved with on a daily basis (see box 3).
The skills gained are transferable and learning could continue wherever they are
in the world (see box 4).
Where do i want to be?
This is the most exciting but also the most diffcult stage to defne. Only you can answer this
question, but be aware that there are many factors to consider when fnding the solution.
You may fnd the following questions provoke thought in many areas
What do I like doing?
In my job, as a hobby.

What is my motive for learning?
Promotion, Personal Improvement, Overcome a
Learning Diffculty.

What qualifcations and/or experience do I already have?
Some of these may be transferable.

What method of study would suit me best?
Part-time, Distance Learning, E-learning.

How much time do I have to complete my learning?
Be realistic, development takes time.
What effect will studying have on my home life?
Consider commitments that you already have.
Are there any imminent changes to my lifestyle?
Marriage, Children, Promotion.
What will happen if I am detached or posted?
Can you study anywhere in the world?
Will the course be eligible for fnancial support?
122
SLC/ELC/IRTC.
What is my ultimate goal?
A qualifcation, personal fulflment, career
development.
How will I measure my success?
Recognised qualifcations, personal goals..
Where can I get help and advice?
Your Personal Learning Advisor (PLA) is trained to
guide you. Contact your Learning Centre for more
details, or visit the Learning Forces Web Site at www.
learning-forces.org.uk.
Once you have considered all of the factors, you will have decided on a future goal. This
may be one single goal, or many smaller goals that make up the fnal solution. Either way,
you have now defned the upper edge of your Learning Gap.
123
how can i get there?
You have now identifed your Learning Gap. The question of How can I get there? can be
answered by splitting your task into bite-size pieces. This is a good way to plan effec-
tively without losing sight of your overall aim, and will motivate you to continue as you
achieve small victories on your way to completing the fnal goal.
The best way to organise your work into manageable chunks is to set short, medium and
long-term objectives. Always remember, short, medium and long are all relative terms and
will mean different things to different people. Some plans may only last over a 1 year pe-
riod, others may last up to 6 years, it all depends on you and your own circumstances.
It is also important to remember that these short, medium and long term objectives are fuid
and must be reviewed on a regular basis to ensure that they are still relevant. If your plan
changes, that is OK, just follow the basic principles outlined here, and continually ask your-
self the 3 main questions (see diagram above). Your plan will then remain an effective tool
to support your personal development.
Lower Edge of Gap

Where am I now?
Upper Edge of
Gap
Learning Gap
How can I get there?
Short-Term Objectives Long -Term Objectives Medium -Term Objectives
124

SUMMARY FLOW CHART FOR WRITING YOUR PDP

Remember, these are relative terms and will mean different things to different people.
(for more information see Pg 2-A-2)
Where am I now?
What is my current situation?
What am I
good at?
Where do I want to be?
Consider all factors, professional and personal, such as time,
support, finance, motivation and imminent changes.
How can I get there?
Split task into..
Medium-Term
Objectives
Review Review
What do I need
to work on?
What could
help me along?
What could
stop me?
Short-Term
Objectives
Long-Term
Objectives
125
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126
PersonaL deveLoPMenT PLan - TeMPLaTe
Time scale
start
date
end
date
sLC/eLC/
irTC
Comments
shorT-TerM oBjeCTives
Is there anything you need to be doing
before the course starts? This could
include:
Researching the course and the
provider, including costs/level of qual.
Will you be using SLC/ELC/IRTC?
Have you made contact/registered with
the Learning Provider.
Completing a pre-course study module
(if applicable).
MediuM-TerM oBjeCTives
This is where the main part of your plan
will lie. List the stages of the course in
date order to allow you to complete your
period of study in bite-size pieces.
Try not to set too many tasks, you
need to be realistic in order to remain
motivated!
LonG-TerM oBjeCTives
Identify where the qualifcations will
lead. Is it to further study, an overall
qualifcation, a different career,
resettlement, promotion or a better
understanding of your job?
Recognise your achievement and use
these to determine the way forward.
127
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128
Time scale
start
date
end date sLC/eLC/irTC Comments
SHORT-TERM OBJECTIVES
MEDIUM-TERM OBJECTIVES
LONG-TERM OBJECTIVES
129
a different identity card
Self-concept or self-identity is the mental and conceptual understanding and persistent re-
gard that sentient beings hold for their own existence. In other words, it is the sum total of
a beings knowledge and understanding of his or her self. The self-concept is different from
self-consciousness, which is an awareness or preoccupation with ones self. Components
of the self-concept include physical, psychological, and social attributes, which can be in-
fuenced by the individuals attitudes, habits, beliefs and ideas. These components and at-
tributes can not be condensed to the general concepts of self-image and the self-esteem.
Target group:
Counsellors
Teachers
This is an activity based on self- concept and tries to match the pupils characteristics with
these of various professions.
Pedagogical aims:
To motivate students to discriminate the external self traits from the internal
ones
To help them accept their traits
To motivate them to realize that all traits are essential and to accept that fact.
To motivate them to understand that all professions have specifc characteristics
and the safer way to choose a profession is frstly to realize and understand
them.
To motivate them to match personal characteristics with the professions ones.
Time:
35 minutes including the conversation
resources needed:
photocopier
130
a different identity card.
Look yourself in the mirrorand try to fnd fve or more words to describe yourself..who
you believe you really are!! Dont be scared if you note you are the best in the world.or
that you are not so popular in your class!!! Just describe yourself!!!!!
At the table below you will fnd some opposites characteristics. Tick the number that repre-
sents you at every pair of characteristics.
i aM.
Shy 1 2 3 4 5 6 7 friendly
lonely sociable
Cursory Contained
Stubborn Collaborative
Irresponsible Reliable
Day dreamer Down to earth
Cranky Pleasant
jackleg Tidy
Insecure Confdent
Sensitive Hard
Meek Assertive
Calm Nervous
Grumpy cheerful
Contained Warm
Critical Compliant
Impatient Patient
Timid Manful
Suspicious Committed
Dishonest Honest
Conational Rationalist
Ductile Independent
Diffcult to forgive Easy to forgive
Rebellious Conservative
Pessimistic Optimistic
Lazy Active
Luck of Self- control Insistent
Now write the adjectives with grade 1 or 7 (in turn 2 6), and fll at the next column a profes-
131
sion that you believe that fts with this characteristic.
Characteristics Profession matching
1
2
3
4
5
6
7
8
9
10
i am
i am
age group
Teenagers 13-15 years old
Goals
To develop personal skills - self assessment, refection.
To develop social skills effective work in pairs.
Material needed
A room for 15 -20 persons. Paper forms, pens.
exercise description
Students receive forms to fulfll and list of personal characteristics. It is given 10 minutes
to choose 5 words that describe his/her personality. After that students give their ,,I am
forms to a friends to fulfll.
i am form
No. i am (student choose description
about his/her personality )
My friend is (students friend gives descrip-
tion about owner of the ,,I am form)
1.
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2.
3.
4.
5.
List of characteristics:
Easy-going. Team worker. Artistic. Organized. Friendly. Merry. Patient. Calm. Polite. Attrac-
tive. Self-confdent. Popular. Shy. Logical. Impulsive. Sensitive. With a sense o humor. Self-
dependent. Cautious. Reliable. Lively. Petty. Sympathetic. Diehard. Resolved. Sincere.
Refection
What have you discovered about yourself while doing the exercise?
decision Making
Theoretical background
Decision-making theory is not a unifed branch of psychology or any other discipline. One
of the earliest attempts to formulate an empirical approach was utilitarianism, which advo-
cated weighing the utility of a decision, including the outcomes in terms of good and bad
results. Choosing a career might involve estimating the likely benefts against the chances
of success. In business a number of decision-making tools have been developed, most no-
tably the SWOT analysis (Strengths, Weaknesses, Opportunities, Threats).
Target group:
Students aged 14 - 19
Students are given a situation and a list of characters and are asked to select which ones
they would select for survival, based on information which is gradually revealed about the
characters.
Pedagogical aim:
To encourage students to think about the way in which they make decisions and then apply
this more considered approach to their own life decisions, including career planning.
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Time:
60 minutes
resources needed:
Teachers need to create the characters and their statements.
decision Making activity
Teacher notes
Some preparation by teacher is required.
resources:
4 envelopes
character pictures (one set per group)
1 set of statements for each character. Statements need to be cut up and all (a) state-
ments placed in envelope 1, all (b) statements placed in envelope 2 etc.
Explain to the class that this interactive exercise will enable them to practise their decision
making skills.
They will need to work in small groups and arrive at a group decision.
We all make decisions every day but some decisions are more important than others.
For example, deciding what to eat for breakfast or where to go at the weekend is not as
important as making your option choices or deciding what to do after Year 11.
Divide the class into small groups.
Read out the following information to the class.
Ask the groups to look at the pictures and select 3 people to rescue from the characters.
A group of people have been exploring an island in shark infested waters. It is getting
dark and they are ready to go home. A storm has smashed the boat they used to reach
the island. Luckily they can shelter in a cave.
As they sit there discussing what to do, a rowing boat comes into view a chance of
rescue and a safe return home. Unfortunately, it will only take 3 people. No-one has ever
been known to survive a night on the island. Who should go on the boat? Who will be
left behind?
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Groups need to write down how they reached each decision as these will be discussed at
the end of the exercise. Teacher records response.
Open envelope 1 which contains all the (a) statements for the characters.
Read out the statements and match them to the pictures.
Having considered the statements ask the groups which 3 people they now think should be
rescued. Teacher records response.
Open envelope 2 which contains all the (b) statements for the characters. Repeat as
above.
Open envelope 3 which contains all the (c) statements and repeat as above.
Open envelope 4 which contains all the (d) statements and ask the groups to make their
fnal decision about who should be rescued.
Discuss and review how each decision was made.
Ask the groups why they changed their decisions at different stages.
The aim is to show students that it is a good idea to gather as much information as possible
before reaching a decision.
The activity can also be used to challenge stereotyping.
Source: adapted from a self- awareness activity in STOP GAP produced by Birmingham
and Solihull Connexions.

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decision Making activity
Remember to briefy describe how you reached each decision.
First decision :
Second decision:
Third decision:
Final decision:
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decisions! decisions!
tably the SWOT analysis (Strengths, Weaknesses, Opportunities, Threats). This exercise
offers students profles of different types of decision-makers and asks them to consider
which is most like them.
Target group:
Students aged 16 19
tably the SWOT analysis (Strengths, Weaknesses, Opportunities, Threats).
Pedagogical aim:
A questionnaire presents a range of different situations and asks students to choose how
they would react from a set of multiple-choice questions. Their scores are then used to de-
fne which type of decision maker they are.
Time:
30 45 minutes
resources needed:
Photocopier
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deCisions!! deCisions!!
QuiZ
Circle the answer which refects the way you would respond in the given situation. Remem-
ber there is no correct answer!
1. Your friends have recently bought some
new trainers. You see a similar pair which
cost a bit more than you can afford. Do
you.....
1) Buy them, using up all your savings? You
want them, so you are going to have them!
b) Try to fnd some other trainers which,
although you may not like them as much,
are a little cheaper?
c) Not buy the trainers and spend the next
few days wondering whether you should
have?
d) Buy them because you want to look good
with your friends?
2. A few of your friends have decided
to miss the last lesson at school, to see
a flm. Youve wanted to see it for a long
time. Do you....
a) Go because you want to see it?
b) Find out whether any other friends
want to see it and arrange to go anoth-
er time?
c) Have diffculty deciding what to do
because you want to see the flm with
those particular friends and yet you
dont want to risk being caught missing
school?
d) Go with your friends as theyll think
youre boring if you dont?
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3. As yet, you are undecided about what to
do after your GCSEs. Do you...
a) Not worry about it? Youre confdent
some idea will come to you.
b) Visit the careers library to fnd out what
options are open to you and then arrange to
speak to someone about it?
c) Stay on at school as you do not want to
make the wrong decision?
d) Ask your family and friends what they
think and fnd out what your best friends are
intending to do?
4. Youre faced with choosing a work
experience placement. Do you....
a) Look through the options and choose
the one that is most appealing to you?
b) Look quickly through the options,
choose a few that interest you and then
take into consideration travelling time,
what will it bring you in terms of experi-
ence, etc.?
c) Choose three different placements
and then wait to see which one you
get?
d) Choose a placement that some-
one has recommended to you and one
where you know someone who works
there?\
5. Its Friday night. A few friends are go-
ing to one place, others to somewhere else.
You have to decide what youre going to do.
Do you....
a) Flip a coin - youll enjoy yourself either
way?
b) Find out how much each will cost, what
time theyre coming home, what lifts are
available, etc? Then you decide.
c) Spend half of the evening with one group
or people, make your excuses and go to the
other place for the rest of the evening?
d) Not want to let either group down? How-
ever, you go with those who are the most
persuasive.
6. You have two assignments that need
to be handed in tomorrow. You only
have time to do one. Do you...
a) Do the one that interests you the
most?
b) Do the one that is most important in
terms of marks?
c) Try to complete both of them even
though the standard wont be as good?
d) Do the assignment for the teacher
who you like the most?
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7. You want to join a youth club. There are
two in your area to choose from. Do you...
a) Just pick one - if you dont like it, you can
always go to the other?
b) Find out what each one has to offer?
c) Try one one week, the other the next,
and then choose?
d) Find out who goes to which youth club
and pick the one where you know youll like
the people?
8. You are a member of the schools re-
lay team. You recently pulled a muscle
and should be taking it easy, yet there
is an important sports event soon and
people are relying on you to run. Do
you...
a) Take the risk and enter the race?
b) Go and ask the doctors opinion and
discuss it with your sports teacher?
c) Say you will run only if they cannot
fnd anyone to take your place?
d) Feel guilty about letting them down
and run.
now add up your score
as Bs Cs ds
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deCision MaKinG TYPes
Type a - independent
You are a very decisive person, making quick decisions based on how you feel
at the time. You like being in control of your decisions and are more likely to
listen to your own feelings than to other peoples advice.
You tend to take risks without really thinking through the long-term
consequences.
Description: Intuitive, emotive, fearless, independent, positive.
Type B - Logical
You tend to consider all your options carefully, weighing up the pros and cons. You have a
strong sense of what you like and dislike, and know your strengths and weaknesses. Be-
fore making a decision, you fnd out as much information as you can, researching or asking
people for advice. You also consider the long-term implications of your decision and rely on
logic more than intuition. You take your time in deciding but one youve made up your mind,
you will stick to it.
Description: Logical, responsible, self-aware, informed, independent.
Type C - Careful
You tend to be a cautious decision maker, not wanting to make mistakes or take unneces-
sary risks. You can see both sides of an argument and therefore know that each option has
its good and bad points. This open-mindedness can be a good quality in terms of keeping
your options open. However, it can also lead to confusion and may result in you not making
decisions but letting events take over.
Description: Tolerant, open-minded, careful, forward-looking.
Type d - social
In making your decisions, you consider other peoples feelings and actions. You are sensi-
tive and like to avoid confict. You like to be liked by others. Whilst this can be a good quality,
you need to be careful that you are not infuenced too much by other people. You tend to
respond rather than lead and you prefer to be a member of a group rather than be on your
own.
Description: Sociable, easy-going, eager to please, supportive.
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Playing the residence constructor
activity description:
This is a supplementary activity based on discovering various professions and fnally match-
ing pupils characteristics with the professions ones. The aim is to provide an alternative,
innovative, open-ended web-based scenario supporting ICT-enabled career guidance and
counselling for students. It can be the main annual project in the framework of the course of
career guidance in school curriculum. It is also a cross-cultural activity borrowing learning
paths from physics, arts and career guidance. Mainly, in the course of career guidance, it
belongs both to the chapter-thematic area about labour market and its conditions and to the
chapter-thematic area about professional skills and their development. Teacher who imple-
ments the specifc scenario in classroom possess a manual which describes at length the
whole procedure.
Target group:
Counsellors
Teachers
Pedagogical aims:
To achieve Europes aim for an increased number of young people from all backgrounds
entering careers in science and technology, it is necessary to make scientifc, research
and technological careers more visible, better understandable, and more attractive to
students.
To combat stereotypical images of professions and to broaden the narrow images of
them as usually portrayed through the popular media.
To make the students think about the skills they will require in work and how
these can be developed at school and university.
To motivate them to understand that all professions have specifc characteristics
and the safer way to choose a profession is frstly to realize and understand
them.
To motivate them to match their personal characteristics with the professions
ones.
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To motivate students get informed about career choices and make relevant
decisions in playful and highly involving activities
Time needed:
It is a project for a scholar semester
Procedure
Appoint the specifc scenario
This specifc scenario is inspired by the scientifc area of technical sciences and professions.
The scenario is adjusted to a real and specifc project: The construction of a residence
Teacher gives children the idea of constructing a residence. He/ she may give them some
pictures with house schemes in all phases of construction. Then, a brainstorming conversa-
tion between students and teacher starts concerning this thematic area.
Part 1: Students are divided in groups of 5 (one should be team coordinator) and try to
make a draft plan with the phases of construction (conception of the idea up until the com-
pletion of the project : fnding a building ground, studying the ground morphology, making
an antiseismic study, making the electro-mechanical design, planning and designing of
housing schemes, fnding the appropriate antiseismic stock, fnding a group of blue collars,
starting the construction, creating the external environment of the residence eg. a garden or
a swimming pool, studying the environmental impact of the construction and making a risk
assessment study). Teacher can give them some key words in order to fnd all the appro-
priate phases of the residences construction and the professions that suit them. Some of
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them can be: design, ground morphology, antiseismic stock, study, stock, electro-mechani-
cal design, construction, garden, swimming pool, earthquake engineering e.t.c.
Afterwards, students make a draft list with all professions seem to be appropriate for such
a project taking into account the various phases of the houses construction. Teacher can
encourage children with observations or questions.
Think about your house and make a comparison. What other professions are
needed for such a construction?
how can we have a functional house, a luminous house, an airy house, a
beautiful house? Who will take into account all these aspects?
how can the architect, the mechanical engineer, the electrical engineer, the rural
and surveying engineer and the civil engineer can cooperate with each other?
how can a geologist contribute to such a construction?
how important is an earthquake study? Who will do it?
Part 2: Children can match the phases of construction with the professions and the needed
skills. They can clarify the duties of each profession/occupation, clarify the personal and
professional competences and fnally fnd which main specialties of engineering plays role
in each phase of construction.
An example of matching could be:
Design architect and civil engineer specialized in residencies structural engineer
creativity, accuracy, mechanical perception
Electrical survey electrical engineer concentration, sharpness
Swimming pool hydraulic engineer persistence, practical ability
Garden landscape architect practical ability, imagination, artistic skills
Part 3: Children gather all the information given in the classroom and continue to search
and fnd extra material.
Sources for extra material can be the Curious Minds web repository of images of science,
including rich resources (e.g. systematically prepared and presented profles of ordinary
scientists (in video format) in different felds and other relevant to science careers materials,
interviews with scientists, career games focusing on science and technology, archives pre-
senting moments of the life of important scientists). Videos, presentations as well as real
time on-line discussions will be implemented to support the realisation of this virtual dia-
logue between children and professional. Internships and apprenticeships are valuable be-
cause they allow students to learn new skills and investigate potential career interests.
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Other useful links could found in the internet like http://195.251.20.34/studies.asp, profes-
sional books like The Complete Guide to Environmental Careers in the 21st Century, Envi-
ronmental Careers Organization or Getting Real: Helping Teens Find Their Future, Kenneth
C. (Carter) Gray .
Part 4: The outcomes
Students gather all the information and prepare a presentation of the project images, power
point, poster, collage, real interviews of the professionals). Then, this presentation or rel-
evant material will be uploaded to the Curious Mind Web portal and could be the main infor-
mation material for some professions.
sniP analysis
The closest analogy to this activity is the SWOT analysis developed for use in business,

Electrical survey electrical engineer concentration, sharpness
Swimming pool hydraulic engineer persistence, practical ability
Garden landscape architect practical ability, imagination, artistic skills

Part 3: Children gather all the information given in the classroom and continue to search and
find extra material.
Sources for extra material can be the Curious Minds web repository of images of science,
including rich resources (e.g. systematically prepared and presented profiles of ordinary
scientists (in video format) in different fields and other relevant to science careers materials,
interviews with scientists, career games focusing on science and technology, archives
presenting moments of the life of important scientists). Videos, presentations as well as real
time on-line discussions will be implemented to support the realisation of this virtual dialogue
between children and professional. Internships and apprenticeships are valuable because they
allow students to learn new skills and investigate potential career interests. Other useful links
could found in the internet like http://195.251.20.34/studies.asp, professional books like The
Complete Guide to Environmental Careers in the 21st Century, Environmental Careers
Organization or Getting Real: Helping Teens Find Their Future, Kenneth C. (Carter) Gray .

Part 4: The Outcomes
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which is related to decision-making theory.
Target group:
Students aged 14 19
Students are asked to defne Strengths, Needs, Interests and Preferences and then list their
own. As an extension to this activity students can try to identify which jobs are most suitable
for them.
Pedagogical aim:
To provide students with a clearer self-concept and a more informed basis for their decision-
making about careers.
Time:
45-60 minutes
resources needed:
Photocopier
s.n.i.P. activity Teacher notes
Explain to the group that this activity is about considering your strengths, needs, interests
and preferences.
We are all different different looks, hopes, dreams, wants, needs, likes and dislikes and
skills and qualities. It is this combination that makes us unique individuals.
Ask the group to brainstorm what they think is meant by each of the following words and
to give examples.
Strengths Needs Interests Preferences
Answers:
Strengths the things you are good at.
Examples of strengths include: hard working, honest, determined, computer skills, able to
get on with other people or good at drawing.
Needs the things you need to improve or have help or support with.
Examples of needs include: learn to control your temper, help with spelling or maths or im-
prove your punctuality or attendance.
Interests these are the things you enjoy doing in your spare time (your hobbies). Exam-
ples may include skateboarding, playing a musical instrument or being a member of a Youth
146
Club or the Territorial Army.
Preferences the things you like or prefer doing
In this session we are looking at preferences that relate to jobs
Examples of preferences include: work indoors or outdoors, work on your own or with oth-
ers or work in a factory or an offce.
Once students feel confdent about what is meant by strengths, needs, interests and prefer-
ences, ask them to complete the SNIP worksheet.
The information on the completed worksheet will be useful for when students are required
to write a career plan or a personal development plan.
Remind pupils that the information will also be useful to refer to when they research pos-
sible job ideas. Different jobs have different working conditions and also require different
strengths and interests.
My strengths, needs, interests and Preferences
(s.n.i.P.)
My strengths are:
My needs are:
My interests are:
My preferences are:
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Personal skills and qualities
Target group:
Students aged 16 19
Students are asked to discuss the difference between skills and qualities. They then list
their own skills and qualities and give examples of situations in which they have used them.
Finally they look at real job vacancies and identify which skills and qualities are likely to be
required.
Pedagogical aim:
To present the students with a clearer self-concept as a basis for selecting a career.
Time:
60 minutes
resources needed:
Photocopier; job advertisements from local/national newspapers
Teacher notes
1. Ask the class to brainstorm what they think:
a) a personal skill is and give an example
b) a personal quality is and give an example
c) why are personal skills and qualities important and to whom?
d) go through the list of skills and qualities (each student has a list in their
pack) and explain any words that students are not familiar with
2. Ask students, working individually, to complete the personal profle sheet.
They need to state their four strongest personal skills and qualities and give
examples of when they have used them i.e. justify their statements.
3. Divide the class into small groups. Give each group the a set of
4. sheets of jobs and ask the groups to identify and write down as many personal
skills and qualities as possible that employers have stated they require from
applicants.
Ask the groups to feedback their answers
148
and discuss the fndings.
Teachers notes answers
1a. A personal skill is the ability to do
something see skills and qualities
answer sheet for list of examples.
1b. A personal quality is a characteristic\
- see skills and qualities answer sheet
for list of examples.
1c. Personal skills and qualities are
important to employers, colleges, work
based learning providers and universities.
Many application forms now ask
people to state their skills and qualities in
addition to their qualifcations and
previous experience.
149
Personal skills and Qualities
vacancy requirements
Skills and Qualities
Personal skills Personal qualities
analyse information calm
playing a sport confdent
reading a map sensitive
communication punctual
designing/making responsible
recalling facts conscientious
caring for others strong minded
repairing machines team worker
frst aid determined
drawing/painting hard working
singing trustworthy
solving problems well organised
estimating enterprising
gathering evidence friendly
bilingual leadership
taking photographs enthusiastic
ICT skills adaptable
managing money patient
mental arithmetic considerate
planning own work polite
playing a musical instrument imaginative
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Personal Profle
Write down your four strongest personal skills and
qualities and give an example of when you have
demonstrated each of them.
Skills Qualities
1.. 1.
Evidence Evidence
.
.
.
2.. 2.
Evidence Evidence

3. 3
Evidence Evidence
..
..
..
4. 4
Evidence Evidence
..
..

151
Thomas edisons story
Target group: students from 12 to 18 years old
Pedagogical aims:
to inspire pupils. To indicate alternative choices. To make them believe on their personal
skills more than pure knowledge. To make them believe that a school failure does not mean
a life failure.
description:
Counsellor gives to pupils the worksheet (1). We explain that there is the frst part of a story,
and we ask them to give an end. We give them about 10 minutes to close the story. Then we
collect all worksheets and read some of them trying have a discussion. At the end we read
the full story, revealing that little Thomas is the great scientist, researcher and entrepreneur-
ship Thomas Edison.
Time: 40 minutes
Material: a worksheet
152
Thomas story: Worksheet 1
Please read the following true story and give your personal end. How do you believe this
story ends up?
Thomas dropped out school when he was 9 years old.
His teachers deemed that he was not clever at all. So her mother taught him to learn and
write. From the very early age Thomas was very curious and had a great interest for eve-
rything around himso he had as a chance to way out the reading of many many scientifc
books.
From the age of 13 years old, Thomas was selling newspapers and candies near to the lo-
cal rail way stationjust to earn some coins.his favor game was fipping a coin. When
he was ffteen years old, he saved the little son of the stationmaster from a train that was
coming with great rapidity. As a return for saving his son, the stationmaster taught to Tho-
mas how a telegrapher works..
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Thomas edisons story.General electric Company
Thomas dropped out school when he was 9 years old.
His teachers deemed that he was not clever at all. So her mother taught him to learn and
write. From the very early age Thomas was very curious and had a great interest for eve-
rything around himso he had as a chance to way out the reading of many many scientifc
books.
From the age of 13 years old, Thomas was selling newspapers and candies near to the lo-
cal rail way stationjust to earn some coins.his favor game was fipping a coin. when
he was ffteen years old, he saved the little son of the stationmaster from a train that was
coming with great rapidity. As a return for saving his son, the stationmaster taught to Tho-
mas how a telegrapher works..
Soon Edison left his work and made his own small lab, where his experiments were taking
place. In 1869 the twenty two young men had his frst patent, discovering a machine that
counts the votes. Unfortunately, no one bought that machineThe next patent was a tel-
egraphic shares receiver that gave him about 40.000 dollars, an amount that was enough
for new patents. In 1876, Edison opened a new lab at the Menlo Park, which was the frst
lab of industrial lab in the world. At that lab he made the greatest patents and got the name
the magician of Menlo Park. After a year he created the phonograph and a machine that
could reproduce sounds. In 1891 he created a machine that could screen images in move.
These two patents actually opened new channels to the industrial music and cinema.
Of course Thomas Edison is most known for the glows light (1879) but there is a confict as
far as about 18 scientists had worked on that patent before Edison.
Thomas Edison was died on 1931, at the age of 84 years old. That day the light cut off for
a minute at the memory of the great inventor
activity concerning setting goals and professional values
A powerful process for personal planning, which helps people:
to choose where they want to go in life,
to concentrate their efforts on specifc felds,
to spot the distractions that would otherwise lure them from their course,
to motivate and build fast self-confdence.
Goals in some areas of life:
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Family and Home
Financial and Career
Spiritual and Ethical
Physical and Health
Social and Cultural
Mental and Educational
Setting goals in each area of life will ensure a more balanced life as we begin to examin and
change the fundamentals of everyday living. Setting goals in each area of life also helps in
eliminating the non-integrated thinking.
Target group:
Counsellors
Teachers
We implement an activity based on setting goals in order to introduce children with such a
procedure. For this reason, we use famous cinema movies.
Pedagogical aim:
To motivate students to search inside their personal goals and to start catching
them.
To motivate students to set specifc, realistic and measurable goals but also
high.
To motivate students to set goals related and integrated to their personality.
To help students to interact with each other, to pose the same goals, to reveal
their thoughts and to share experience.
Time:
45 minutes for each movie
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resources needed:
The movies, a dvd player or a lap-top and a tv or a projector.
First Movie : jerry McGuire
The frst 3 parts of the movie are shown in the classroom and then as sequence,
we start a discussion with pupils.
We pose to pupils a series of questions just to motivate them to describe the
profession of the protagonist, his professional values, his goals, his life plan.
So, the content of the discussion.
Professions Description
Athletic Manager
Professional Values - Goals
Success
Social prestige
Money
Glory
What lucks him?
Spare time
Creativity
Social offer
True human relationships in the workplace
An original goal he has been disoriented
Happiness
We continue the sequence of the movie by showing parts 5, 6, 7 and
then we discuss points such as:
An accidental event shakes him and shows him the truth
The result of this event is his dismissal
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The results of his dismissal is the consciousness of some circumstances,
such us :
His relationships in the work place
The deepest meaning of his profession
The fnding of a new goal show me the money (money can be his
value, his competencies, his possibilities)
Now, it is a perfect time to reset his goals by revising them. Why?
If you revise a goal as circumstances and other goals change do not
consider it a failure, consider it a victory as you had the insight to realize
something was different
At this time, we can show the end of the movie, indicating and revealing our
theoretical background the process of fnding and adopting a goal.
exercises for pupils based on the movie
Find, develop and write down the years goals by creating the roadmap to
success
Find a slogan, which describes your personality and your life, paint it or
make a collage revealing it.
references
http://www.topachievement.com/goalsetting.html
www.mindtools.com
http://www.imdb.com/title/tt0116695/
First steps with the fve elements
The frst steps to be taken with the Five Elements for Personal Development are very much
to do with gathering information about yourself, and so the tools on this page are primarily a
series of questions to help you identify where you are now, where you want to be, and what
157
resources you have to help you on your way.
Where are you now?
- List up to 10 tolerations, ie. things that you are putting up with in your life that 1.
you can do something about (untidy home, creaky door hinges, clothes which no
longer ft properly, job that you hate, you name it...)
- What would you say your strengths are? 2.
- What things do you enjoy doing most? 3.
Where would you like to be?
- If you knew that nothing could stop you, what things would you really like to 4.
do?
- What one thing could you accomplish within the next month that would 5.
substantially improve the quality of your life?
- What would you like to achieve in the next three months? (if youre a bit unclear 6.
on this, just try thinking of three things youd like more of and three things youd
like less of):
- What is it that motivates you to achieve these things? 7.
So what do I do now?
OK, so youve answered the questions above, you know whats irritating you and you know
what sort of things youd like to do in the next 3 months - what next? Well, next is to start
acting on the information you have in whatever way works best for you - and there are many
options. You might choose to:
pick one item each from your list of tolerations and what youd like to do in the
next 3 months and decided to act on them this week.
focus on the one thing you can do that will improve the quality of your life now.
start with the easiest items on the list. That way you could get a quick win
and build up some momentum before tackling the more diffcult things youve
identifed.
start with the most diffcult items on the list. This is following the path of greatest
resistance and eliminating the things that are bothering you most at the
beginning.
If you think of another way that works for you, all well and good - these are just ideas for you
158
to play with - and do play with them until it feels right.
Keeping a track on your progress
Keep track of what you are achieving at least once a week - preferably at the same time
each week. These are the sort of questions you might ask yourself:
What have I done towards achieving my goals this week?
What did I not do that Id intended to do?
What opportunities are there this coming week?
What would I like to be different in 7 days time?
All the way through this process, keep dated, written records for yourself to refer back to.
Why? Quite simply, its very diffcult for us to see on a day to day basis how we are progress-
ing. By having clearly stated objectives to work towards, and focusing on them at regular
intervals, we are much more likely to achieve what we want, when we want. If you track your
progress in this fashion you will see a number of things:
What progress you are actually making. If you look back after 3 months of regular
focused activity you will be astonished at the shifts youve made.
By tracking what you intended to do but didnt you will soon fnd out where there
are blocks, or patterns of resistence.
How much you can achieve with regular focused attention. By carrying out
regular reviews - reminding yourself of how you want things to be different and
what you can do about it, you can hold yourself accountable to yourself for taking
action. This can be very powerful.
If youve read this far, youre obviously serious about wanting some change in your life, and
the tools here are designed to get you going on your own. If you get stuck at any point, you
can always re-visit these pages for more ideas, or contact me, David Bates, at Tree of Life
Coaching to book a FREE one-off introductory telephone coaching session.
Copyright 2002, all rights reserved.
You may copy, forward or distribute this article if this copyright notice and full information for
contacting David Bates at Tree of Life Coaching (www.treeofifecoaching.co.uk) are included.
David can be contacted on 020 8440 4925 or by email: david@treeofifecoaching.co.uk
159
Thematic area 2: Know about job Market
de stereotyping job titles
From a psychological standpoint a stereotype can be defned as the association of a so-
cial group concept with one or more attribute concepts and involves the interaction of
social knowledge with the concept of self.
1
There is no unifed theory of stereotyping upon
which psychologists agree. Feminist theory addresses the negative stereotyping of women
in terms of employment, representation in the media and other areas. Legislation in many
European countries is designed to expand job opportunities for women but this can be
hindered by a lack of aspiration among girls caused by internalising stereotypes related to
particular occupations. This exercise attempts to expose some of these fallacies.
Target group:
Students aged 14 19
Group discussion of stereotypes in general, followed by completion of a worksheet which
challenges some stereotypical job titles.
Pedagogical aim:
To make students more aware and critical of stereotypes in society and to shift the thinking
of both boys and girls about what careers are open to them.
Time: 30 45 minutes
resources needed: Photocopier
This exercise has been kindly donated by Connexions, Birmingham & Solihull.
1 Greenwald, A.G. et al A Unifed Theory of Implicit Attitudes, Stereotypes, Self-Esteem and
Self-Concept Psychological Review 2002 Vol. 109, 1, p.5
160
de-stereotyping job titles
Teacher notes
Ask students, working in pairs, to defne what stereotyping means to them.
Ask the pairs to read out their defnition o the rest of the class.
Do people agree or disagree with the defnitions? Try to come up with a
defnition that the majority are happy with.
One possible defnition could be a standardised image of a person or group
f people based on their gender, race or the region of the country they come
from.
In other words, to pigeon-hole someone!
Examples include
all australians drink beer all day long and.
all females are gentle and caring.
Can students think of any flms or television
programmes where there are stereotypical characters?
Apart from the media, the use of incorrect language can contribute to
stereotypes.
Inaccurate job titles are another example
Give each student a job title worksheet and ask them to complete it.
Ask students to feedback their answers.

161
joB TiTLes QuesTion sheeT

Stereotypical Job Title Inclusive Job Title
Head Mistress
Doorman
Spaceman
Air Hostess
Woman Doctor
Fireman
Policeman
Male Nurse
Chairman
Manageress
Foreman
Cameraman
Workman

162
joB TiTLes ansWer sheeT

stereotypical job Title inclusive job Title

Head Mistress
Doorman
Spaceman
Air Hostess
Woman Doctor
Fireman
Policeman
Male Nurse
Chairman
Manageress
Foreman
Cameraman
Workman
Head/Head Teacher
Door Attendant
Astronaut
Flight Attendant
Doctor
Fire Fighter
Police Offcer
Nurse
Chair
Manager
Supervisor
Camera Operator
Worker
163
Key skills in different jobs
Key skills have become an important concept in the UK where they are used to describe
the generic (i.e. not job-specifc) skills which are needed by students in their courses and
employees in their jobs.
Target group:
Students aged 14 19
The concept of key skills is introduced and the skills themselves are identifed, using stu-
dent feedback in the frst instance. Students are then given a range of jobs and asked to
identify which skills are needed and how they are used.
Pedagogical aim:
To make the students think about the skills they will require in work and how these can be
developed at school and university.
Time: 60 minutes
resources needed: Photocopier
Key skills in different jobs Teacher notes
Ask the class to brainstorm:
a) how many key skills there are
b) what those key skills are
c) why key skills are important - and to whom
answers:
a) 6
b) communication,
application of number,
164
IT,
working with others,
problem solving
improving own learning and performance.
c) they are important in personal and professional life. You may be asked about
your key skills during an interview for college, university, a job or with a training
provider.
Ask the class if they can think of examples for each key skill.
Divide the class into up to 7 small groups and distribute a set of worksheets
Key Skills in Different Jobs to each group.
Ask them to think of the key skills that that job would require and enter the answers in the
frst column. In the second column they need to enter when that key skill may be used.
For example, receptionist communication used when dealing with enquiries on the tel-
ephone and receiving visitors.
Not all of the jobs will involve use of all the key skills.
When completed, ask students to complete a worksheet on another job.
Allow time for feedback and discussion on the task.

165
job title: Physiotherapist
Key skill How is it used?
166
job title: doctor
167
job title: judge

168
Job title: Police Offcer
169
job title: receptionist
170
job title: estate agent
171
job title: scientist
172
job title: Civil engineer
173
job title: Bricklayer
174
job title: horse riding instructor
175
job title: Farmer
176
Job title: Firefghter

177
job title: Photographer
178
job title: Professional Footballer

179
job title: Professional Tennis Player
180
job title: actor
181
job title: hairdresser
182
job title: Professional Musician
183
job title: Chef
184
job title: Food service assistant
185
job title: dentist
186
job title: Postal Worker
187
Marketable and not marketable professions in Greece
1. huManiTarian oCCuPaTions
Lawyer
The graduates of the Faculties of Law can work as lawyers, judges, attorneys and nota-
ries. In order to work as lawyers, the graduates of the Faculty of Law are obliged to have a
special license. This license is obtained after 18month training in a lawyers offce and after
relevant examinations at the Supreme Court. Then, the graduates get enrolled in the local
Union of Lawyers. After working for four years, lawyers can present in the Appeal and after
completing eight years of work, they can present in the Supreme Court. Usually, lawyers
obtain a specialization in one feld, such as criminal law, commercial law and international
law. Nowadays in Greece, the Faculty of Law is among the frst choices of graduates of
secondary education and the occupation of the lawyer seems to be extremely tempting to
both teenagers and their parents. Nevertheless, this occupation is replete and it is getting
more and more diffcult for lawyers to have a satisfactory and well-paid job.
More information is available at the following websites:
www.lawnet.gr
www.dsa.gr
www.esdi.gr
Professor of Greek Literature
The professors of Greek Literature are graduates of Greek Literature Faculties, which are
very popular in Greece and are situated in almost every capital of nomarchies (municipali-
ties in Greece). The professors of Greek Literature can work in both private and public edu-
cation. In reality, the occupational prospects for this profession are rather negative, because
the graduates of the relevant faculties are thousands and the places offered in the public
sector are very few. To be more specifc, in 2004 there were 863 places offered in the public
sector and the graduates who applied in order to take part in a certain examination proce-
dure were 17.149. The private sector does not provide more opportunities, as professors of
Greek literature can work only in private schools and in private tutoring groups.
More information is available at the following website:
http://www.p-e-f.gr/index2.html
188
Journalist
The journalists are graduates of Faculties of Communication, Journalism and Mass Media.
They can work as reporters, advertisers and art critics. The above occupations do not have
specifc occupational rights, which mean that someone can work as a journalist without hav-
ing graduated from a relevant faculty. Moreover, journalists can work in mass media (televi-
sion, radio, magazines, newspapers), in services of the Ministry of Press, in Press Offces,
in advertising companies and in Cultural Organizations. The occupational prospects for
this profession are rather negative due to two factors: frstly, journalists do not have specifc
occupational rights and, secondly, there are many private colleges and faculties in Greece,
which offer this kind of studies.
www.esiea.gr
www.poesy.gr
http://www.psat.gr
http://www.edee.gr
2. oCCuPaTions oF sCienCes
Professor of mathematics
The professors of Mathematics are graduates of the relevant Faculties of Mathematics.
They can work both in research and in private and public education. With a certain Master
degree in Computer Science, they can work in I.T. companies, or with a Master in Econom-
ics (MBA), they can work in businesses, as fnancial counselors. The prospects of working
in the public sector, as teachers in secondary education, are rather negative. To be more
specifc, in 2004 there were 388 places offered in the public sector and the graduates who
applied in order to take part in a certain examination procedure were 6.051.
www.olme.gr
http://www.hms.gr
http://www.actuaries.org.gr
189
Agriculturalist
The agriculturalists are graduates of the relevant Faculties of Agricultural Universities. They
can work in both private and public sector. Generally, the occupational prospects of this
profession are extremely negative in Greece. On the other hand, there are quite positive
prospects for one of their brunches - Food Science - especially in large food factories.
www.geotee.gr
http://www.ekby.gr
http://www.agriculture.gr/eee/index.php
http://www.infolab.aua.gr/epege.gr/
http://www.pete.org.gr/home.asp
Computer Scientists
The Computer Scientists are graduates of the relevant Faculties of Computer Science.
They can work both in private and in public sector as computer programmers, analysts and
designers. In general, computer scientists have got extremely positive prospects for get-
ting easily a well-paid position into the labor market, as there is a big demand for computer
scientists in Greece.
http://www.oe-e.gr/
http://www.epy.gr/gr/home/index.asp
http://www.pekap.gr/enosi.htm
http://www.sese.gr/defautl.asp
http://www.epe.org.gr/index.jsp
http://www.informatics.org.gr/main.htm
3. heaLTh oCCuPaTions
Biologist
Biologists are graduates of the relevant Faculties of Biology. They can work both as re-
searchers and professors in secondary education, public and private. Generally, the quality
of education provided in the Faculties of Biology is extremely good and the level of studies
is very high, so biologists have got a good knowledge of their science. Nevertheless, in
190
Greece, they can not fnd easily a job in research, because research in our country is not
fnanced by companies. In addition, the prospects of working in public and private education
are negative for biologists, because there is not a big demand for them in the educational
system, as biology is considered to be a less signifcant lesson.
http://www.pev.gr/
http://www.env.gr
Doctors
Doctors are graduates of the relevant Faculties of Medicine, which are among the frst
choices of teenagers and their parents in Greek society. The graduates of Medicine are
obliged to work in a cottage hospital at least for a year after their studies and, after that year,
they can get their specialization by working in a hospital. In Medicine, there are offcially
37 specializations, which are divided in four basic factors: pathology, surgery, laboratory
medicine and psychiatry. Doctors have the opportunity to work in hospitals (only if they have
completed their specialization), in health centers, in their own private offce, in volunteer or-
ganizations etc. Doctors face two big problems in Greece nowadays: a) there is a very long
time waiting in order to get their specialization (from 3 to 10 years) and b) the occupational
prospects are quite negative for doctors who work in big cities, because their proportion to
patients is enormous. On the other hand, the occupational prospects are positive for doc-
tors who work in the countryside.
www.pis.gr
www.who.int/en/
http://www.mohaw.gr/gr/inex_html
Veterinarians
Veterinarians are graduates of the relevant Faculties, which are situated in only two cities,
Karditsa and Thessaloniki. They are obliged to have a practical training in order to work in
both public and private sector. According to a survey carried out by the faculty of Thessalo-
niki, there are very positive occupational prospects for veterinarians in the labor market.
www.geotte.gr
www.hva.gr
http://www.hvms.gr/eke/eke.html
191
Speech Therapists
Speech Therapists are graduates of the relevant Faculties of Speech Therapy, which are
situated in only two cities, Ioannina and Patra. Their mission is to treat people who face
diffculties in speech. They can work in health organizations, hospitals, centers of mental
health, schools as well as in their private offce. Of course, speech therapists must not have
a problem themselves in written and verbal speech! It is estimated that this occupation has
already got and will continue to have signifcantly positive prospects in the labor market.
http://www.asha.org/
http://www.specialeducation.gr/
www.cplol.org
www.ialp.info
Physiotherapists
Physiotherapists are graduates of the relevant Faculties of Physiotherapy. They can work
both in private and in public sector in hospitals, health centers, scientifc laboratories, ath-
letic unions and in their private offce. It is estimated that this occupation has got and will
continue to have in the future signifcantly positive prospects in the labor market.
http://www.psf.org.gr/
http://www.eeef.gr/
4. TeChniCaL oCCuPaTions (PoLYTeChniCs)
Architects
Architects are graduates of the relevant Faculties of Architecture. Graduates of the previ-
ous faculties can work as architects after obtaining a special license which is given by the
Technical Chamber of Greece after sitting examinations. Moreover, architects pose their
signature on construction designs. If they want to work in the public sector, they must obtain
a degree from the General Union of Public Constructions, four years after the acquisition of
the special license. Architects can work in constructive companies, in Ministries, in Organi-
192
zations and in their private offces. The occupational prospects of architects are rather posi-
tive in the Greek labor market; on condition that they have a suitable family background in
the feld of architecture (it is quite diffcult, in Greece, for architects or civil engineers to enter
the world of constructions if they dont have someone else to help them in the beginning).
http://www.tee.gr
www.sadas-pea.gr
Mechanical Engineer
Mechanical Engineers are graduates of the relevant Faculties of Mechanical Engineering.
Graduates of the previous faculties can work as mechanical engineers after obtaining a
special license which is given by the Technical Chamber of Greece after sitting examina-
tions. They can work in constructive companies, in technical offces, in factories, in refner-
ies etc. The occupational prospects of mechanical engineers are extremely positive in the
Greek labor market, mostly because of the variety of occupational outlets.
http://www.tee.gr
http://www.haes.gr
www.pedmede.gr
Chemical Engineer
Chemical Engineers are graduates of the relevant Faculties of Chemical Engineering. Grad-
uates of the previous faculties can work as chemical engineers after obtaining a special li-
cense which is given by the Technical Chamber of Greece after sitting examinations. They
can work in both private and public sector. To be more specifc, they can work in factories
of cosmetics, drinks and food, in chemical businesses and in their private offces. The oc-
cupational prospects of chemical engineers are quite positive in the Greek labor market.
http://www.tee.gr
www.psxm.gr
Electrical Engineer
Electrical Engineers are graduates of the relevant Faculties of Electrical Engineering and
Computer Engineering. Graduates of the previous faculties can work as electrical engineers
193
after obtaining a special license which is given by the Technical Chamber of Greece. They
can work both as IT-Communication engineers and as engineers in the sector of Construc-
tions, in the private and in the public sector. The occupational prospects of electrical en-
gineers are extremely positive in the Greek labor market, mostly because of the variety of
occupational outlets.
http://www.tee.gr
www.pedmede.gr
5. FinanCiaL oCCuPaTions
Marketing Manager
Marketing Managers are graduates of the relevant Faculties of Marketing. Graduates sign
up at the Economic Chamber of Greece and have the same occupational rights with econo-
mists. They have the ability to work in many different sectors of a business, such as com-
munication, public relations, production planning, market search, sales, trade, etc. It is es-
timated that this occupation has signifcantly positive prospects in the labor market, as it
covers a vital sector in a company.
http://www.oe-e.gr
www.eede.gr
Accountant
Accountants are graduates of the relevant Faculties of Accounting. Graduates can work
in both private and public sector, mostly in companies and businesses. Furthermore, they
have the ability to work in accountancy offces and establish their own accountancy offce.
We have to point the fact that accountants can work after obtaining a special license from
the Economic Chamber of Greece. It is estimated that this occupation has signifcantly posi-
tive prospects in the labor market, mostly due to the demands of businesses for economic
services and accounting.
More information is available at the following website:
http://www.oe-e.gr
194
Economist
Economists are graduates of the relevant Faculties of Economics. Graduates sign up at the
Economic Chamber of Greece and have the occupational right to work both as economists
and as accountants, as well. An economist can work in the private and in the public sec-
tor. To be more specifc, an economist has the opportunity to work in banks, in companies
and businesses, in research etc. The occupational prospects of economists are extremely
positive in the Greek labor market, mostly due to the demands of businesses for economic
services.
http://www.oe-e.gr
www.aiesec.gr
Sales Manager
Sales managers are not graduates of a certain Faculty. This occupation is not based on
specifc studies, but on personal interests and capabilities in the feld of sales. Usually, sales
managers have studied economics or have got economic knowledge. The occupational
prospects of sales managers are extremely positive in the Greek labor market and there is
an enormous demand for this occupation.
As a fnal comment, we must say that all the Military Schools and the Police Academy are
very popular amongst Greek students, since they assure a certain job place. In Greece,
a great amount of students (and their parents as well) have the great wish to work in the
public sector, where there is a steady salary and a specifc time shift (the so called Greek
Dream).
195
essential Tips for your job hunt
In the old days, fnding a job was easy. All you had to do was get your hands on a fint-tipped
spear and skewer a few mastodons and you were considered gainfully employed. The only
headhunters were people who were after your skull, and getting your name out there
meant painting it on a cave wall.
As much as we may long for these simple times, the job search of today is a much more
complicated and often vicious process. After all, they dont call it job hunting for nothing.
Todays competitive and fast-paced job market has forced job seekers to develop a variety
of techniques in order to stay ahead of the evolutionary curve. The only way to go about
your job search is to think as though youre employed in the business of fnding yourself a
job.
For most people, having a job means that they go to work at a certain time, do their best to
fnish a certain number of tasks, and leave at a certain time. While the actual amount of time
and energy spent varies from employee to employee, the formula remains the same.
But when most people look for a job their search often turns into a free-for-all. Many job
seekers dont realize that organization and time management pose just as much of a prob-
lem for them as it does for the employed. This is especially true for people coming out of
college, who may or may not have held a long-term full-time job.
If you think about it in terms of our ancestors, youre not going to bring home any fsh if
youre not standing in the stream with your spear in hand everyday. In an effort to bring you
back to your prehistoric roots, WetFeet has put together a list of suggestions to help you
stay on track and bring home the bacon (or at least the wild boar).
Dont Procrastinate
Looking for a job can seem like an impossible task, leading to frustration and disgust. If you fnd
yourself reading every magazine in the house, rearranging the furniture, and sewing new cur-
tains because youre too overwhelmed by your job search, its time to get a grip and reprioritize.

The best way to avoid procrastinating is to set manageable goals for yourself. Dont hesitate
to put a padlock on your Nintendo and rid yourself of any distractions that will keep you from
focusing on the task at hand: job hunting.
set Goals for Yourself and Prioritize Them
At the beginning of each day or week, set your goals. Your goals should not be overwhelming
ones like Have a well paying job by the end of the month, but rather a series of smaller goals that
will lead to employment. That way, each time you check something off your list it will be a victory.
Possible goals might include fnding out the best person to contact about an interview or
196
returning a prospective employers phone call by the end of the workday. By giving each of
these tasks a priority levellow to highyou begin, you can make sure you use your time
wisely. The priority level of these goals will change daily, and the smart job seeker learns to
roll with the punches in order to complete high-priority tasks.
Plan to Work Regular Hours at Your Job Search
Just as hunting mastodons required prehunting rituals for tracking and catching the beasts,
you need to work regular and steady hours when you hunt for work. This doesnt mean that
you have to sit hunched over your computer for a full eight hours, but you should be doing
things that will move your job hunt forward.
Sample tasks might include phone calls to get the proper spelling of the names of hiring
managers; drafting a cover letter; researching a company; networking with a neighbor over
coffee; and training yourself on a computer program that will make you more hirable.
When you do these things doesnt really matter, but make sure at least some of your work-
ing hours fall during the business hours of the companies youre contacting.
Make Sure You Have What You Need
If you were out hunting for food, youd need certain equipment to be successful. Youd have
your spear (more effective than bare hands), comfortable moccasins (to protect your feet
from thorns), and furry loincloth (because it looks good). Searching for a job is no different.
Set your desk up with offce supplies, folders for tracking information, and anything else you
might need to work comfortably. If you dont have these things on hand when you begin,
youll spend a lot of time running to the copy shop and offce supply store when you should
be looking for a job.
Dont Work Yourself into the Ground
Unless your job is working on sleep-deprivation studies, you want to be fresh when youre in-
terviewing and when you start work. If you toil 24 hours a day, 7 days a week at your job search,
youre going to burn out. The last thing you want to do is to work so hard trying to get interviews
that when you fnally enter one, youre only able to communicate through grunts and whistles.
Get plenty of rest, drink plenty of fuids, and stay healthy so you dont start your brand-new
job on sick leave. This includes making sure you dont get stressed out. Looking for work
can be tough, but if you do what you need to do to keep your spirits up, you should be
fne.
Get Your Friends and Family to Help
The people youre close to can do more in your job search than bring you pizza and listen to you com-
plain about looking for a job. Depending on their temperaments, your friends and family can help
you research companies, conduct mock interviews, and proofread your rsum and cover letters.
They are also a great source for networking. And chances are theyll be more than willing to
help as long as youre appreciative. Just as a prehistoric hunter would bring meat back to
197
the cave for the whole tribe, promise to take them out on the town as soon as you get your
new high-profle, high-paying job.
As you go through this rite of initiation, keep looking forward to the feast. It will get you
through the lean times, just as it did for the cavepeople.
198
Thematic area 3: develop yourself for your Career Path
Cv writing tips and advice
The Best CV Strategy
If you want the best CV, you will need to get organised. To create a winning CV, you will
have to change your writing style. Sarah Berry, best selling author of Write a Perfect CV
in a Weekend has this advice to offer you: If you are still in any doubt about your CV get it
reviewed. Lets take a closer look at CVs.
You have probably heard it all before and you may even think that your current CV is
pretty good anyway. It has done the job in the past and you have always managed to get
interviews. However, whether you are new to the job market or working your way up the
career ladder, you may feel that you should be earning more money, have more perks or be
snapped up more quickly. Job selection is always down to how you sell yourself on paper.
Have you got the sales tactics right for the level of job you are going for? Have you rewritten
your CV or just revamped it? Have you equipped yourself with the winning CV approach?
So, its not the glaring problems that sink most CVs but the easy-to-overlook goofs. They
may not seem like much to worry about, but when you think that most personnel managers
get hundreds of applications for one job, its obvious that a good CV can make the ultimate
difference. Some candidates spend more time planning an interview outft than writing their
new CV. Yet without the right approach and an excellent CV and sales tactics, you wont
need that new outft anyway! Sad but true.
So, what are the most common CV mistakes? Listed below are the most common pitfalls;
if you are still in any doubt about your CV, why not opt for a professional CV Assessment
from Career Consultants? If you can avoid the glaring goofs, your CV will stand out for all
the right reasons.
Not tailoring the CV. Ten years ago it was alright to have a one-size-fts-all approach to
your CV, but with todays more competitive job market, whats needed is a couture CV that
you can update and alter to highlight the ways you can beneft each particular company.
A standard CV says, I need a job, help me; a couture CV and covering letter says, I love
your company, you have a problem and I am the one to solve it. With time and effort spent
on selecting your capabilities and by focusing on the company and not yourself, you will
convey your sales message.
Not answering the questions posed by the ad. It is too easy to skip the questions because
you are in a rush or you want to see if you can get away with not doing it. However, waiting
until you get to the interview to show them how good you are is a risky tactic. Read through
199
the ad and notice the employers subtle requests. What personal qualities is the company
looking for? What skills are identifed as essential? What factual information has been re-
quested? Identify the employers requirements, not yours. Does your CV answer the how,
what, where and when questions?
Waffing too much. How long is your CV? The ideal length is two to three pages and one
page for the covering letter. If you have just left college you will have less to say, but dont
pad your CV out with waffe. One page of useful information is undoubtedly worth far more
than two pages of irrelevant facts.
Putting information in the wrong order. Your introduction is one of the most important parts
of the CV. So many job hunters hide their personal details at the end of the CV and others
often omit details like age, marital status and contact details. The sell is vital in terms of CV
writing but most candidates choose to bombard the reader with personal profle sections,
career history and education. Candidates forget to mention what they have for sale. Hence
the most important part of the sell is the capability section. What have you put up for sale
on your CV? Have you clearly identifed your level of expertise and competence? Have you
done everything you can to convince and reassure your reader that an investment in your
skills is a good choice?
Droning on at length about your education. How long is your education section? Are you in
doubt about your skills and expertise so you have listed out every qualifcation you have ever
gained? Have you gone down to minute details such as your driving licence and your piano
examinations? Qualifcations are vital because they convince the reader of your credentials
but you have to remember that employers are looking as well for candidates who possess
commercial awareness. So keep this section to the factual details and demonstrate your
commercial value in the skills and capability section. Dont bother with GCSE grades unless
they are your highest qualifcation or you are applying for your frst job. Otherwise just give
the qualifcation gained (the number of GCSEs), the educational establishment and then the
date. The emphasis is always on what you have achieved and not on the date.
Too much detail about hobbies. Hobbies dont need to go on your CV. Why would your
employer be interested in your scuba-diving skills anyway? Leave the hobbies section off
the CV but make sure that your CV has a personality. You can still get over your personality
type, what your personal strengths are and how you mix without mentioning that you go to
Church every Sunday. Make your personal message subtle and effective. Dont worry the
reader with the impression that you will have to take some days off work occasionally to
recover from a personal injuries incurred through your weekend sporting activities!
Not including a covering letter. Asking for what you want is tough no matter what it is but
when there is a job at stake it can feel even tougher. Gift-wrap your CV by including an
effective covering letter. Ask for the job by highlighting your skills and areas of expertise.
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Spend over 75% of the letter talking about the employer and not you.
Take one more look at your CV. How good is it? Is it a dinosaur in terms of CVs or is it an
up-beat, positive and assertive document? Will it beat the competition or let the competition
through? Make sure your CV clearly identifes your value, worth and your level of expertise.
If you want an impartial view on the effectiveness of your CV, please CLICK HERE http://
www.careerconsultants.co.uk/career/cvassessment.asp
Is your CV powerful enough to deliver the desired result?
What are you looking for from your next career move? Power questions will help you to dis-
cover exactly what you need from your next job. No matter where you are or what you are
doing at present, you want more from your next job and your working life. Are you looking
for more money, prestige, respect, value and self-worth, progression, opportunity, power,
calmness, clarity, quality, freedom, safety, recognition or perhaps something else? Whether
you achieve what you need depends upon how well you communicate your message in
your CV.
Reread your existing CV. Would the employer be aware of what you are looking to achieve
career-wise? Does your CV show your ability to see things clearly? Is your CV a hotchpotch
of ideas? How have you sold the idea of taking you on as a member of the companys
team?
Have you packaged yourself correctly? Would the reader be able to see within the frst
twenty seconds of reading your CV where your main areas of expertise lie? Have you
shown your depth of character and expertise rather than relying on buzz words?
Have you sold your strengths in a positive way? It is often when the candidate focuses on
his/her strengths that the biggest blunders are made. For example, Received a plague
for Salesperson of the Year, Lets meet, so you can ooh and aah over my experience, I
have an excellent track record, although I am not a horse, I am loyal to my employer at all
costs... please feel free to respond to my CV on my offce voice mail. Do candidates forget
how to sell themselves? Or are they unaccustomed to valuing their skills and experience in
a positive way to win them work?
Are you making the most of on-line job hunting? The Internet has changed the way candi-
dates look for work. At the press of a button you can have easy access to a far wider range
of jobs in your chosen profession. Equally the employer has access to more candidates. It
is now much easier to match the right person into the right job. Have you left it to chance for
the right employer to pick up your CV? Have you given your CV some memorable personal
touches?
Does your CV have passion? Passion is what drives a career forward. It is about having the
maturity to understand what works in the business sector that you are in but also possess-
ing the sensitivity and fexibility to make things happen. How passionate are you about your
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work? Have you got this over in your CV?
Does your CV refect your reputation? Your reputation is important. You will always be
judged upon what you have achieved rather than on what you meant to do or what you
could have done. How strong is your track record? Have you done a good job of promoting
yourself on your CV?
Do you deserve a good job? Do you take action to deliver what you want or need? Owning
your own power is crucial to your career success. What do you need to focus on?
If you change your CV to refect your expertise and what you can deliver, this will change
the response you receive from employers.
Your attitude is refected in your CV
There is, without doubt, a defnite art to writing a CV. It is not just about writing whom you
have worked for and what you have done. Writing a powerful CV is about making an impact
on the reader and subtly portraying your attitude and vision for the job you are applying
for.
When anyone talks about attitude, it is easy for us to get defensive and twitchy and to be-
gin to question others or even ourselves. But what exactly is meant by attitude in relation
to job-hunting and CV writing? Is it really that important anyway? And arent qualifcations
more important than attitude?
Qualifcations, past experience and company history are all important but your attitude and
how you portray this will determine whether you get hired or overlooked. Your attitude is cru-
cial to your overall job-hunting success and is refected by the words you use in your CV and
your facial expressions, pace, tone, infection, behaviour and dress sense at the interview.
Employers are not looking for a perfect candidate because there is no such thing. How-
ever, they are looking for a stable, reliable, realistic, positive, visionary candidate who wants
a long-term future, a candidate who gives the employer more reason to say yes to him/her
than no, a candidate who will add value to the company and not one who brings all his/her
baggage and problems with him/her.
The secret is knowing how to avoid the negative attitudes and how to portray yourself
MORE positively both in the CV and at the interview so that you receive the best package
for yourself.
Negative Attitudes
To make things a bit clearer, the typical types of attitude and states of mind that put employ-
ers off are listed below:
The opportunist attitudeThe opportunist person has no real commitment to an 1.
employer and is liable to move on when his/her mood or requirements change.
Do you have an opportunist attitude? Do you get bored easily? What
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are you looking for? Is it money, a car, increased responsibility?
Action: You need to sort out what you want from your career in the long and short
term.
The depressive attitude A depressive person doesnt want to take 2.
responsibility for his/her career. It can be detected because the candidate
blames the company and environment for what has or has not happened.
Do you have a depressive attitude? Do you look for a new job when
you are fed up with the one you are currently doing? Do you apply
when things get on top of you at work, when you feel that you cant
cope and need to escape from the monotony of your current situation?
Action: You need to start taking charge of your career, sorting out what you want
and realising that you can infuence your situation. Think about what you enjoy
doing and what motivates you and present the good in the CV and interview
rather than the bad.
The angry attitude The angry person talks in terms of how the previous 3.
company should have rewarded him or how others should have behaved.
Do you have an angry attitude? Do you start looking for jobs when you feel
that you are being overlooked at work? When you notice that your colleagues
and subordinates are being promoted and you are not, even though you
think you should be? When you dont get the credit that you deserve for a
project? Or when you feel your career is not moving as fast as it should be?
Action: If you feel you have been unfairly treated or mistreated, beware. Talk to
your boss and sort it out. You dont want to carry this disappointment with you
for the rest of your career as it could grow in size with time. If the case comes up
at an interview, it is much better to talk about personality clashes rather than in
terms of what you ought to or should have gained. Anyone can have a personality
clash, so it need not hold you back if presented appropriately.
The desperate attitude Employers are proud of their company/business and want to 4.
employ people who hold similar values. Desperate interviewees are those people who
see their own needs and situation as far more important than those of the employer.
Do you have a desperate attitude? Are you short of mon-
ey and out of work? Are you threatened with redundancy? Are
you unsure of what you want to do but willing to give any job a try?
Action: You must try and see the employers point of view as well as your own.
You may fnd that a temporary job may ease the fnancial burden and pressures.
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You must stress your positive attributes and skills rather than saying that you will
do anything, as this is too weak and feeble.
The half-hearted attitude Half-hearted people give themselves away because 5.
they lack stability, conviction and stamina. Employers get the impression
that everything is too much effort and that they just cant be bothered
Do you have a half-hearted attitude? Are you easily disappointed and take
knocks too personally? Do you need time to heal and lick your wounds after
you have been rejected? Do you give up at the frst hurdle? Or do you see
it as a learning process, fnd out the reasons you werent selected and work
on the tips you have been given? Does your job hunt lose momentum and
then you spend time feeling guilty that nothing is happening on the job front?
Action: Work out why you are giving up. Do you really want this job?
The emotionally unstable attitude Employers want assurances that you can 6.
and will do the job. An employer would be concerned if you have suffered
any personal or emotional problems that could affect your work performance.
Do you have an emotionally unstable attitude? Perhaps you have just
experienced a bereavement or been through a messy divorce? If divorced
or separated, briefy explain the circumstances if these add to your case.
Action: If asked about the event, dont fall into the trap of giving the employer all
the detail. He/she is not interested in this, only that you have sorted yourself out.
An employer doesnt want to employ all your problems as well, as he/she has
enough of his/her own.
The know-it-all attitude A know-it-all person doesnt warm others to his/her way 7.
of thinking. He/she is so wrapped up in his/her own self-importance and how
brilliantly he/she has performed in the past that his/her attitude invites others to
put him/her down or see fault in him/her. Of course, employers are interested in
your previous experience but only as long as it is put in the context of their needs.
Do you have a know-it-all attitude? Do you talk about your previous experience
and assume you will do the same thing in your new role regardless? Are you
open to new ideas? Do you see another persons needs and point of view?
Action: Talk in terms of the prospective employers needs and relate your
experience to these needs.
The irrational attitude Irrational people give themselves away because 8.
they lack self-confdence. When asked about certain subjects, their
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argument falls apart and then they have an even bigger problem.
Do you have an irrational attitude? Are you under-qualifed for the job you are
applying for? Are you perhaps setting your sights far too high for where you are at
the moment? Are you reaching for standards that you cant possibly achieve right
now and therefore you will always fail? Or are you applying for jobs for which you are
overqualifed and therefore not giving yourself a chance to reach your full potential?
Action: Try to sort out in your own mind what you want from your career and be
realistic in your approach.
The sloppy attitude The sloppy person either cant be bothered to get it right 9.
or isnt even aware that he/she is slipping up. Do you have a sloppy attitude?
Do you have a good CV and interview manner? Do you have good hygiene
and appearance or are you inclined to be lax in these areas? Do you take
your family circumstances into your decision-making - will this career move be
a good move for just you or for the whole family? Have you considered how
long hours, excessive time away from home or relocating will affect you all?
Action: Identify what the problem is, and if you dont know ask a close friend or
a career advisor, or ring up the interviewer and be brave enough to ask. Try to
listen to what was said and refect upon it. Is it true or false? If false, ignore it and
think no more about it, but, if true, be brave and sort it out.
The non-conformist attitude Employers claim that non-conformity is an 10.
automatic reason for rejection. Candidates need to demonstrate to a prospective
employer that they can and will follow basic instructions and requests.
Do you have a non-conformist attitude? Are you letting yourself down
because you are not submitting information that the employer is asking for?
Action: Whether you like it or not, remember that the only rule of job hunting is
to do what the employer asks and do what you say you will do. You will have the
chance to demonstrate your fair and originality at the interview and to assess
whether you will ft in with the organization.
Conclusion
All the negative attitudes highlighted above have a higher failure rate than success rate.
Candidates need to be aware of their capabilities, strengths and weaknesses and be able
to express themselves both verbally and in writing.
Ask yourself how positive is your CV? Are you a realistic job hunter? Are you selling yourself
to your highest potential in your CV and at an interview?
Is your CV doing its job properly?
Ask any job hunter what makes them feel good and theyll all say being offered the job!
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Achieving this step isnt always that easy. Securing a job is dependent upon the power of
your CV.
Most job hunters let themselves down when it comes to CVs. They use woolly words such
as involved with, they list their duties, which anyone can do, and they fail to talk about how
they can make a difference to the organisation. In short, they dont invest in their CV. And if
you were the recruiter, what would this tell you about the candidate?
In addition, candidates use the same format, style and tone of CV for years. While it may
have won them an interview a few years ago, it is no longer being as effective in the current
job market.
The crucial test is what employers think about your CV. If you are not selected for an inter-
view on the basis of your CV, it is tempting to make up your own explanations. Do you put
it down to your age, marital status, education, work experience, job title, salary, race, sex
or current company? Are these the real reasons? Probably not. It is true that these factors
may play a part but the answer is usually much deeper than this.
Anyone, whatever their ability, can project themselves in a positive honest way that will win
them work. The secret is knowing how to sell yourself and convince the employer that you
should be invited to attend an interview.
A quick CV check list
Your CV needs to:
Be targeted towards the job in question. Tailor the CV to the position on offer. 1.
Throw out a general all-purpose CV.
Show you are capable of doing the job. Demonstrate briefy and quickly your 2.
skills and capabilities. The employer doesnt want to plough through reams of
paper in order to answer the question can this person do the job?
Show you have a personality. Convey what sort of person you are. 3.
Refect your attitude. Keep the tone on a straightforward, positive and businesslike 4.
level
Be brief and to the point - only include relevant information. Your spouses name 5.
does not refect your ability to do the job. Keep personal details to a minimum.
Never express in ten words what can be said in four.
Demonstrate that you believe in yourself. Advertise yourself -- the whole person 6.
-- rather than giving lots of long and boring lists of information.
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Focus on the employer, not on you. Demonstrate your value and dont waffe 7.
about yourself.
A good CV is worth its weight in gold. It will deliver results and help you advance your ca-
reer. It is one that is effective, solid and balanced in all areas. Most CVs dont fall into this
category. If your CV isnt selling you to the fullest then fnd out how it can be improved.
Recent statistics from Career Consultants On-Line Ltd show that the average CV manages
to score just 38% in the CV Assessment Test, confrming that the majority of CVs are poor
information.
how to write a covering letter
The covering letter is one of the most important letters that you will have to write. A covering
letter is an absolute necessity. Without it, your job application is naked and incomplete. A
CV (Curriculum Vitae) is not a stand-alone document; it needs a covering letter to confrm
and draw out the relevant detail of the CV.
The problem for most job-hunters is, How do I write a good covering letter? Do you need a
covering letter for a specifc job? Do you need a covering letter template? Or do you need
covering letter advice?
Writing a good covering letter is diffcult. Some candidates feel that it is harder to write a
covering letter than the CV. A good covering letter has every chance of being read, and
most business people will be courteous enough to talk to you on the phone, even if only
briefy, if you follow up your leads with a telephone call.
Most common covering letter mistakes
Most candidates do express diffculty when faced with having to write an effective covering
letter. The covering letter is the toughest letter that you will have to write because there is
the question of the right style, format and how to empower the employer. It is obvious that a
good covering letter can help you to clinch the job, so why do so many candidates not write
effective ones?
There is a lot of mystery surrounding the covering letter. The most common question I get
asked is Do I need a covering letter if I am applying on-line? If you send in a CV or upload a
CV without a covering letter you run the risk of your application been over-looked. Employ-
ers may conclude that you are unreliable because you:
Cant complete a task
Cant present yourself properly (so how could you then represent the
company?)
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Cant express yourself in writing
Cant write letters.
A covering letter is an absolute necessity. Without it, the application is incomplete. A CV is
not a stand-alone document; it needs a covering letter to confrm and draw out the relevant
detail of the CV. The purpose of the covering letter is to:
Introduce yourself to your prospective employer
Advise that your CV is attached
Sell your strengths
Show your value
Confrm your enthusiasm
Explain your background and level of expertise
Supply any additional information that is requested in the advertisement
Cover any concerns that the employer might have about you such as your age,
experience, level of expertise, health or family circumstances
Ask for an interview.
The thing to bear in mind is that there are many different types of covering letters. Each
type of letter has a different tone, approach and message. What are the different types of
covering letters?
The covering letter in response to an advertisement
This is perhaps the easiest letter of all to write. The advertisement will give you an indication
of the type and amount of information that is required. This letter has a standard format and
style. You will need to consider how you are going to include things like why you consider
that you are the best person for the job, why you are enthusiastic about the position, why
your expertise will be of beneft to the employer and how to cover rather than hide any dis-
advantages that you may have as a candidate.
The cold/speculative covering letter
Your job target or the job market you are working within may mean that you have to intro-
duce yourself to companies in the form of a speculative letter as there are not too many jobs
advertised. If you can write a good business letter and fulfl the companys needs, you are
likely to receive a positive response from employers.
It is advisable to try several different approaches to discover what is the best approach for
you. You will need to be selective in your approach, to deliver a good opening, which fo-
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cuses on the employer rather than on you and to explain and sell your experience.
The friendship covering letter
A friendship covering letter is perhaps the hardest of all of the covering letters to write.
Friendships are won and lost on poor letter-writing so make sure you get it right. Friends
include not just your closest and dearest pals but anyone who knows your name - in fact
anyone who can help you in your job search. Dont rule anyone out prematurely, because
they may be able to help you. At this stage it doesnt matter where your friends live, because
your friends friend may live near you.
Make sure you rebuild old times, explain your situation, tell them how they could help you
out, ask for advice and ideas and end on a friendly note.
Things to avoid
Most covering letters fail because they dont empower the employer. In others words, the
candidates focuses too much on their needs and not on the employers needs. So the cov-
ering letter doesnt add anything to the application and sometimes it can even destroy the
message of the CV itself. This could be because the letter is:
X - A weak letter, which states only that the CV is enclosed rather than reconfrming your
areas of expertise. This type of letter gives the power back to the employer: the power to say
yes or no to your application. Unfortunately most covering letters fall into this category.
X - An arrogant letter, which will put off employers. Perhaps it implies or states why the em-
ployer should take on the applicant, or explains how the company should run its business.
Try to avoid this approach, as it normally gives the employer a negative image of you.
X - A humorous letter, which will normally misfre. The joke will almost certainly be on you.
Save your sense of humour for the times when you are face to face with the recipient. You
can then judge the response and modify your approach accordingly.
X - A creative letter, which has its place in the PR, advertising and marketing felds. Here
almost anything goes and a letter of this kind will be appreciated, rather than going over the
top of the employers head. If this is not your line of work but you want to be creative, you
can be subtly different by choosing a different ending to Yours sincerely or Yours faithfully.
You could try With confdence, With great interest, Your friend With warm thanks and
so on.
X - An old-fashioned letter, which puts the reader off. So many candidates change person-
ality in their covering letter. They use terms which were probably used over ffty years ago,
including in the furtherance of, for your perusal and prior to migrating my career. Only
use words in your covering letter that you would use when you talk to the employer.
The europass Cv template
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europass
Curriculum vitae
Insert photograph. Remove heading if not relevant (see
instructions)
Personal information
Surname(s) / First name(s) surname(s) First name(s)
Address(es) House number, street name, postcode, city, country
Telephone(s) (remove if not relevant, see instructions)
Fax(es) (remove if not relevant, see instructions)
E-mail (remove if not relevant, see instructions)
Nationality (remove if not relevant, see instructions)
Date of birth (remove if not relevant, see instructions)
Gender (remove if not relevant, see instructions)
desired employment/
Occupational feld
(remove if not relevant, see instructions)
Work experience
Dates Add separate entries for each relevant post occupied,
starting from the most recent. (remove if not relevant, see
instructions)
Occupation or position held
Main activities and respon-
sibilities
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Name and address of em-
ployer
Type of business or sector
education and training
Dates Add separate entries for each relevant course you have
completed, starting from the most recent. (remove if not
relevant, see instructions)
Title of qualifcation
awarded
Principal subjects/occupa-
tional skills covered
Name and type of organi-
sation providing education
and training
Level in national or interna-
tional classifcation
(remove if not relevant, see instructions)
Personal skills and com-
petences
Mother tongue(s) specify mother tongue (if relevant add other mother
tongue(s), see instructions)
Other language(s)
Self-assessment
European level (*)
Language
Language
(*) Common European Framework of Reference for Languages
Social skills and compe-
tences
Replace this text by a description of these competences
and indicate where they were acquired. (Remove if not rel-
evant, see instructions)
Understanding Speaking Writing
Listening Reading Spoken
interaction
Spoken
production
211
Organisational skills and
competences
Technical skills and com-
petences
Computer skills and com-
petences
Artistic skills and compe-
tences
Other skills and compe-
tences
Driving licence State here whether you hold a driving licence and if so for
which categories of vehicle. (Remove if not relevant, see
instructions)
additional information Include here any other information that may be relevant,
for example contact persons, references, etc. (Remove
heading if not relevant, see instructions)
annexes List any items attached. (Remove heading if not relevant,
see instructions)
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seven principles of good communication
We live during a period of intense change -- that is obvious. Rather than listening to another
lecture on the benefts of this change, however, managers want tips on how to lead dur-
ing transition and how to make the step from being a manager to becoming a team leader.
One of the most important ingredients of leadership is the ability to inspire employees -- to
articulate the organizations vision of the future. The following article is taken from Executive
Book Reviews, and has been rewritten for the RCMP workplace.
Effective communication is the key to mobilizing your employees behind a new vision. Poor
communication, on the other hand, is the best way to demotivate your employees and stall
any progress. Not taking the time to explain the vision, not explaining the vision in clear, un-
derstandable language, or not walking the talk are some common ways that organizations
fail to achieve their goals. The seven principles below will help you to avoid mistakes.
Keep it simple
Unfocused, run-on sentences flled with jargon and buzz words create confusion. Language
is often an imprecise tool. The more often we repeat jargon the less clear the meaning be-
comes. Consider this example:
Version #1: Our goal is to improve our victim assistance service delivery options
so that they are perceptually better than any other service provider within the
confnes of the country. In a similar vein, we have targeted existing service lines
and delivery models for transition to more effcient and effective service delivery
options.
Version #2: We are going to be the best victim services program of any police
force in Canada. We will do this by having a look at what services we provide
and how we provide them, to see if we can do it better.
Which version do you think people will better understand -- and respond to?
Use metaphors and analogy
Metaphors, analogy, examples, or just plain colourful language helps communicate com-
plex ideas simply and effectively. Heres a colourful vision statement from a large corpora-
tion that was facing ferce competition from a host of new, smaller companies: We need to
be less like an elephant and more like a customer-friendly Tyrannosaurus rex.
The language is imaginative, but also accurate. The transformation from elephant to T-rex
described exactly the direction the frm wished to take: still big, but more effective.
Use many different forums to spread the word
Spread the word in big meetings, informal one-on-one or group talks and formal presenta-
tions. Encourage your employees to read national broadcasts, divisional newsletters, Fast
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Facts, Facts on Demand, Pony Express, The Gazette, The Quarterly. When the same mes-
sage comes at people from six different directions, its going to be heard.
Repeat key messages
For the message to be repeated as often as possible, plan ongoing communication opportu-
nities including developing your key messages. Key messages are the ideas that you want
your audiences (in your case, your employees) to take home with them. Key messages
should become a natural part of meetings, discussions, etc. When responding to a ques-
tion, answer the question honestly, but also use it as a chance to repeat a key message
if appropriate. One example of a key message is: The employees of the Royal Canadian
Mounted Police are committed to our communities. This would probably never be said as
a single statement without example of how we demonstrate this commitment, but it is the
essence of what we want our listeners to take away and to repeat, or think about later on.
Lead by example
If you do the opposite of what you say, no one will listen to you. You have to walk the
talk.
We are promoting a new, client-focused vision, so management should guarantee
to listen to employees concerns and respond to their own employees within a
specifed period.
If we are encouraging empowerment and trust on paper, we must put it into
action, and give employees the support to run with ideas, assuming those ideas
are well thought out.
If we espouse community policing, leaders must demonstrate this to deliver
service to all their communities which could include employees, bosses,
government offcials, federal partners, and so on.
Explicity address inconsistencies
If theres a legitimate reason for inconsistent behaviour, explain yourself. For example, in
times of belt-tightening, if spending some money up-front can save more in the long-run,
explain that openly and honestly to your employees, and listen with an open mind to their
suggestions. If there isnt a legitimate reason for inconsistent behaviour, change the behav-
iour -- quickly. Some may believe that management shouldnt have to explain itself to its em-
ployees. Those managers shouldnt be surprised if their employees lose faith and interest.
Listen and be listened to
A fnal rule: communication should be two-way. Explain the vision, then listen to the feed-
back. If those responsible for promoting the vision of the Force are out of touch with front-line
employees, the RCMP could easily put something into place that is detrimental to effective
policing or administration. Dont forget, a great many people at all levels of the organization
214
have to actually implement the vision to make it real, but they have to believe in it frst.
Communicating the vision effectively sets the stage for the next phase: getting people to
act.
(Source: Pony Express, March 1997, p. 24-25)
Presentation skills
A character does not have to be facing the camera for it to sync up with the dialogue he or
she speaks. Again variety is the key word here. Mix it up a little bit to keep your audience
interested.
You can rely on a characters head moves to sync with dialogue 8.
You can portray a character from the rear or in an over the shoulder shot. Shadow 9.
and silhouette are another great cheat to achieve sync
Offstage dialogue 10.
You can also train the camera on another character and show the reaction to the 11.
off screen characters words.
A sequence overloaded with dialogue can become very disturbing to a viewer. Try and run
your sequences without the dialogue track. Many times you will fnd that it plays well to the
pantomime and the music alone. A key line may be needed for explaining the scene, but
you will fnd that a lot of the dialogue can be expunged. See the section on dialogue for
more information. Most of the time, however, cartoons communicate much better through
expressions than through words.
If the dialogue doesnt require a defnite physical expression, it may be a warning that you
need to handle the scene differently.
Again, the Disney Animators followed a set of guidelines when it came to staging dialogue.
They are outlined below.
1) Show the expressions change. Avoid a fast move while changing expressions. You should
change the expression before the move, and at the end of the move, when the character is
moving slowly enough for the expression to be seen. Dont lose the expression change in
an active secondary, such as a wave or follow through on clothing.
2) Do not look up for a frown unless it is sinister or domineering
3) Dont hide a smile with a head tilted down, or behind a big nose or moustache
4) Thumbnail, thumbnail, thumbnail to achieve correct staging which will show the charac-
ters expression to its best advantage.
215
5) Is the expression you are using, the right one for what your character is thinking? Are all
of the parts related to one another? Dont change the shape too much all over the face, and
at times hold down the facial activity so that just the mouth is moving.
6) The change of shape shows that the character is thinking. It is the thinking that gives the
illusion of life. It is the life that gives meaning to the expression. As Saint Exipery said It is
not the eyes but the glance, not the lips, but the smile.
The eis simulation as an aid to Career Guidance in schools
Albert A. Angehrn and Katrina Maxwell
The EIS Simulation is a multi-media learning tool developed at INSEAD which simulates
employees resistance to change within a company. In the EIS Simulation, participants work-
ing in small groups are challenged to introduce an innovation in a division of the EuroComm
corporation. They have up to 6 months of (simulated) time to convince as many of the 22
members of the divisions management team as possible to adopt a new Executive Informa-
tion System (EIS) which has been introduced corporate-wide to harmonize information, cost
accounting and reporting processes.
During the simulation, teams can choose among many different actics such as arranging
meetings with different managers, lobbying, organizing workshops or pilot tests, sending
emails, memos or directives, writing in the company newsletter, etc to meet their goal. They
may gather personal information about the managers and their networks (for instance, who
meets on a regular basis at the coffee machine), and take direct action to try to convince the
managers to adopt the EIS. Each member of the management team is modeled to have a
different stereotypical personality, history and initial attitude towards change and inter-per-
sonal communication. For example, some individuals prefer face-to-face meetings, while
others prefer email, some are open to change, and some are not. Each time a team imple-
ments an initiative, they receive immediate feedback about the impact of their decision.
The EIS Simulation has been designed as a teamwork experience stimulating collaborative
learning and knowledge exchange. Participants not only have to decide what tactics to use
on individuals in the simulation, they also have to attempt to convince other members of
their team to follow their advice.
The EIS Simulation is currently used by adults in change management courses in top uni-
versities and large corporations around the world. We believe that the EIS Simulation could
also be used to help young people (14-19 years old) better understand the importance of
personal relationships in the working world. Most young people considering a career in
business do not really know what being a manager in a large company means. Even if they
216
work in a company for a short period, for example during a one week stage, they will not
have the opportunity to understand the complex network of personal relationships that infu-
ence how an organization really works. In school, success is a function of how well you do
on exams and those who do well get rewarded. This is not true once you get to the working
world, and it can take a long time to realize that business is about personal relationships
2
.
The EIS Simulation can help bridge the gap between school and the world of work by help-
ing students develop their interpersonal skills
3
and social competences in group contexts,
becoming aware of the importance of individuals, networks and organizational culture via a
fun, and sometimes frustrating, learning-by-doing experience.
2 This is particularly true in France where there are hardly any part-time jobs for young
people (so they leave school with no work experience at all), where school is heavily focused on
academic competition, and where there are few extra-curricular activities at school which promote
teamwork.
3 For example, decision making skills (as individuals and in groups), presentation skills,
social skills, communication skills, personal skills and cultural adaptation skills.
217
Learning Objectives
In addition to acquiring a better general understanding of the importance of personal re-
lationships in the working world, by playing and then discussing in class their simulation
experience, young people will learn:
that people react differently to new ideas
about the power of formal and informal networks
that managers with important titles might not be the most infuential
that people who do not appear to be important may be very infuential
about the consequences of not following company procedures
about different techniques to infuence people and convince them to change.
about the importance of understanding the organizations culture: values, heroes,
rites and rituals, informal communication systems, and management style.
and become aware of the following change implementation traps
4
:
Optimism trap thinking that the necessity to change, and the quality of the
selected solution will remove barriers.
Illusion of control trap forget that change has both intended and unintended
consequences.
Push though trap - we all tend to dislike to be changed and are sensitive to who
tells us to change our friends vs. our parents for example.
Backfring trap not foresee that resistance might not come only from the
bottom, but also from the top.
Narrow focus trap only using a few tactics to infuence people
No follow up trap the need to combine several tactics to increase impact
Shooting in the dark trap - before acting, we need to gather information about the
territory (people, formal/informal networks, culture).
Give up trap - some people need lots of convincing in different ways.
Network naivety trap fail to acknowledge that effcient diffusion requires in-
depth understanding of infuence and relationship networks.
Get it done quickly trap ordering people to do things can have a negative
4 There are many other traps in the simulation, but these are the ones we think
young people could understand and discuss.
218
impact on attitude and motivation
The EIS Workshop
The optimum number of participants is between 12 to 16 students. A computer is needed
for each group of 4 students. The installation of the software on each PC takes less than a
minute (software available in English, French, Italian, Spanish and Chinese).
The EIS Workshop will take 5 hours:
Introduction to Simulation and Business Vocabulary 1.
5
(45 minutes),
Introduction to Simulation Scenario and roles (15 minutes), 2.
Play Phase 1 (30 minutes) in teams of 3-5 3.
Discussion (15 minutes) 4.
5 Some of the business vocabulary used in the simulation will have to be explained
before and during play (what is an Executive Information System and why is it useful, what
is a subsidiary, a memorandum, a CEO, etc). Thus an indirect beneft of the experience
is knowledge of terms used in business.
219
Play Phase 2 (60 minutes) in teams of 3-5 5.
Discussion (15 minutes) 6.
Break (15 minutes) 7.
Preparation of Group Presentation (15 minutes) 8.
Discussion & Group Presentations (75 minutes) 9.
Conclusions and Follow-up (15 minutes) 10.
We propose to:
Run an initial session with 12-16 students in Fontainebleau this fall (2007). 1.
Adapt the EIS Simulation 2.
6
and write Teaching Notes based on this experience.
Propose the EIS Simulation to schools in other countries. 3.
Train a group of prospective facilitators during an INSEAD Workshop in spring 4.
2008.
6 For example, if necessary, simplify the business language, replace the EIS
innovation with something students can relate to easier like a change needed in the
company to beneft the environment.
220

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