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| | Competency Area1: Helping Skills (42 behavioral indicators)
Be proficient in the basic career facilitating process while including productive interpersonal relationships.
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| | Example Indicators: | 1.05 - Explain how trust is built in a helping relationship.
1.34 - Identify at least five barriers to career decision making. |
| | Competency Area2: Labor Market Information and Resources (26 behavioral indicators)
Understand labor market and occupational information and trends. Be able to use current resources.
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| | Example Indicators: | 2.03 - Identify at least four sources of career information, both government and non-government.
2.22 – Comprehend the difference between percentage of growth and numerical job openings.
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| | Competency Area3: Assessment (29 behavioral indicators)
Comprehend and use (under supervision) both formal and informal career development assessments with emphasis on relating appropriate career development assessments to the population served. |
| | Example Indicators: | 3.11 – Explain the importance of bias in selecting an appropriate instrument.
3.20 – Define reliability for an assessment instrument. |
| | Competency Area4: Diverse Populations (7 behavioral indicators)
Recognize special needs of various groups and adapt services to meet their needs. |
| | Example Indicators: | 4.01 – Define the following terms: race, ethnicity, minority.
4.07 – Be aware of one’s personal attitudes towards diverse work groups.
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| | Competency Area5: Ethical and Legal Issues (19 behavioral indicators)
Follow GCDF Code of Ethics and know current legislative regulations. |
| | Example Indicators: | 5.02 – Demonstrate knowledge of the ethical standards for global career development facilitators.
5.18 – Recognize when a client issue is not within the global career development facilitator’s scope of practice and seek the assistance of a professional career counseling supervisor for at least five case situations. |
| | Competency Area6: Career Development Models (31 behavioral indicators)
Understand career development theories, models and techniques as they apply to life-long development, gender, age, and
ethnic background. |
| | Example Indicators: | 6.01 – Define ‘career development’ in life-work terms.
6.13 – List two major assumptions of trait-factor theory. |
| | Competency Area7: Employability Skills (24 behavioral indicators)
Know job search strategies, and placement techniques, especially in work with specific groups. |
| | Example Indicators: | 7.09 – Define the activities involved in successful networking.
7.20 – List what potential employers look for in an interview. |
| | Competency Area8: Training Clients and Peers (7 behavioral indicators)
Prepare and develop materials for training programs and presentations. |
| | Example Indicators: | 8.04 – Identify three useful strategies for effectively managing the difficult training participant.
8.07 – Name the three leading ways that adults learn best. |
| | Competency Area9: Program Management/Implementation (18 behavioral indicators)
Understand programs and their implementation, and work as a liaison in collaborative relationships. |
| | Example Indicators: | 9.07 – Identify at least five different ways a career resource center can be made “user friendly.”
9.11 – Understand that career development programs could be delivered to clients in group settings
and give at least two examples of such group settings. |
| | Competency Area10: Promotion and Public Relations (5 behavioral indicators)
Market and promote career development programs with staff and supervisors. |
| | Example Indicators: | 10.02 – Understand the importance of self-advocacy.
10.04 – List five promotion activities. |
| | Competency Area11: Technology (12 behavioral indicators)
Comprehend and use career development computer applications. |
| | Example Indicators: | 11.03 – Identify at least two public, and at least two private service areas where computer-assisted
career development programs exist.
11.06 – Explain the current trend to computerized or automated job listings. |
| | Competency Area12: Supervision (5 behavioral indicators)
Accept suggestions for performance improvement from consultants or supervisors. |
| | Example Indicators: | 12.01 – Define the population with which a global career development facilitator works.
12.02 – Explain the role and function of the global career development facilitator. |
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