Competence-Oriented Vocational and Career Counselling

In order for young people and adults to be able to accept and cope with the processes of change in society and the labour market, it will be increasingly important in vocational and career guidance to refer to the corrective function of competences on the often-one-side orientation of guidance towards vocational interests or motivations.

The competence constellations can be divided into four sub-classes: the technical competence, on the one hand and, on the other hand, the methodological, social and personal competence classes.

A critical aspect is the transferability of the categories for describing competence requirements in occupation and professional activities. The use of AI-supported procedures enables the systematic recording of competence descriptions of occupational alternatives tailored to the client by the counsellor through machine learning (ML).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save

• Get 10 units per month
• Download Article/Chapter or eBook
• 1 Unit = 1 Article or 1 Chapter
• Cancel anytime

Buy Now

eBook EUR 53.49 Price includes VAT (France)

Softcover Book EUR 68.56 Price includes VAT (France)

Hardcover Book EUR 94.94 Price includes VAT (France)

Tax calculation will be finalised at checkout

Purchases are for personal use only

References

• Arulmani, G. (2015). Assessment of interest and aptitude: A methodologically integrated approach. In G. Arulmani, A. J. Bakshi, F. T. L. Leong, & A. G. Watts (Eds.), Handbook of career development – International perspectives (pp. 609–629). Springer. Google Scholar
• Benešová, A., & Tupa, J. (2017). Requirements for education and qualification of people in industry 4.0. Procedia Manufacturing, 11, 2195–2202. ArticleGoogle Scholar
• BERUFENET—Berufsinformationen einfach finden [Vocational information easy to find] https://www.berufenet.arbeitsagentur.de
• Dauwalder, J.-P. (2014). From heuristics to life designing new tools for coping with complex situations. In J. Górna & D. Kukla (Eds.), Voacational counselling – Changes and challenges on labour market (pp. 239–248). UJD. Google Scholar
• Dawis, R. V. (1996). The theory of work adjustment and person – Environment – Correspondence counselling. In D. Brown & Ass. (2002). Career choice and development (4th ed., pp. 75–120). Jossey-Bass. Google Scholar
• Dawis, R. V., Lofquist, L. H., & Weiss, D. J. (1968). A theory of work adjustment (A revision). Minnesota studies in vocational rehabilitation Nr. XXIII. University of Minnesota. Google Scholar
• Ebers, M., Heinze, C., Krügel, T., & Steinrötter, B. (2020). Künstliche Intelligenz und Robotik – Rechtshandbuch [Artificial intelligence and robotics – Legal handbook]. C.H.Beck oHG. Google Scholar
• Ertelt, B.-J., & Frey, A. (2013). Interessen- und Motivationsdiagnostik in beruflichen Zusammenhängen [Interest and motivation diagnostics in vocational contexts]. In A. Frey, U. Lissmann, & B. Schwarz (Hrsg.), Handbuch Berufspädagogische Diagnostik [Handbook of vocational diagnostics] (S. 276–297). Beltz. Google Scholar
• Ertelt, B.-J., Noworol, C., & Seidel, G. (2018). Job differentiation in career counseling. In A. Biela (Ed.), European questionnaire for job analysis (EQJA) – Theoretical and methodological basis (pp. 293–303). Peter Lang. Google Scholar
• Europäische Kommission (2020). European skills, competences, qualifications and occupations: ESCO annual report 2019. Publications Office, https://data.europa.eu/doi/10.2767/740371ESCO
• Frey, A. (2008). Kompetenzstrukturen von Studierenden in der ersten und zweiten Phase der Lehrerbildung [Competence structures of students in the first and second phase of teacher education]. Verlag Empirische Pädagogik (VEP). Google Scholar
• Frey, A., & Balzer, L. (2003). Soziale und methodische Kompetenzen - der Beurteilungsbogen smk: Ein Messverfahren für die Diagnose von sozialen und methodischen Kompetenzen [Social and methodological competencies – The SMK assessment sheet: A measurement procedure for the diagnosis of social and methodological competences]. Zeitschrift Empirische Pädagogik, 17(2), 148–175. Google Scholar
• Frey, A., & Balzer, L. (2017). Assessment sheet on social and methodological competences - SOMECO. University. Google Scholar
• Frey, A., & Ruppert, J. J. (2013). Structuring and detecting competence. In K. Beck & O. Zlatkin-Troitschanskaia (Eds.), From diagnostics to learning success (pp. 185–198). Sense Publishers. ChapterGoogle Scholar
• Frey, A., & Ruppert, J. J. (2017). Diagnosis of transferable competences of young people in the dual vocational education – A German perspective. Psychology, 8(10), 1546–1569. https://doi.org/10.4236/psych.2017.810103ArticleGoogle Scholar
• Frey, A., Balzer, L., & Ruppert, J. J. (2014). Transferable competences of young people with a high dropout risk in vocational training in Germany. International Journal for Educational and Vocational Guidance, 14, 119–134. https://doi.org/10.1007/s10775-013-9257-8ArticleGoogle Scholar
• Gati, I., Levin, N., & Landman-Tal, S. (2019). Decision-making models and career guidance. In J. A. Athanasou & H. N. Perera (Eds.), International handbook of career guidance (2nd ed.). Springer. Google Scholar
• Ghisla, G., Bausch, L., & Boldrini, E. (2008). CoRe – Kompetenzen-Ressourcen: Ein Modell der Curriculumentwicklung für die Berufsbildung [CoRe – Competences resources: A model of curriculum development for vocational education and training]. Zeitschrift für Berufs- und Wirtschaftspädagogik, 104(3), 431–466. Google Scholar
• Hanna, A., Gregory, C., Lewis, P. M., & Rounds, J. (2019). International career assessment using the occupational information network (O*NET). Chapter 27. In J. A. Athanasou & H. N. Perera (Eds.), International handbook of career guidance (2nd ed.). Springer. Google Scholar
• Hekkert, M. P., Suurs, R. A., Negro, S. O., Kuhlmann, S., & Smits, R. E. (2007). Functions of innovation systems: A new approach for analysing technological change. Technological Forecasting and Social Change, 74(4), 413–432. ArticleGoogle Scholar
• Hirschi, A. (2012). The career resources model: An integrative framework for career counsellors. British Journal of Guidance & Counselling, 40(4), 369–383. https://doi.org/10.1080/03069885.2012.700506ArticleGoogle Scholar
• Hofstedt, P., & Löffler, S. (2021). Constraints. In G. Görz, U. Schmid, & T. Braun (Hrsg.), Handbuch der Künstlichen Intelligenz (6. Aufl.) (S. 713–754). Walter de Gruyter. Google Scholar
• Holland, J. L. (1997). Making vocational choices – A theory of vocational personalities and work environments (3rd ed.). PAR. Google Scholar
• Hutter, C., & Weber, E. (2020). Corona-Krise: die transformative Rezession [Corona crisis: Transformative recession]. Wirtschaftsdienst, 100, 429–431. https://doi.org/10.1007/s10273-020-2676-5ArticleGoogle Scholar
• Kaiser, H. (2008). Berufliche Handlungssituationen machen Schule [Vocational action situations make school]. Zürich: SMB. Google Scholar
• Korulczyk, T., & Korulczyk, N. (2018). The role of fit theories in job analysis. In A. Biela (Ed.), European questionnaire for job analysis (EQJA) – Theoretical and methodological bases (pp. 65–85). Peter Lang. Google Scholar
• Krumboltz, J. D. (1996). A learning theory of career counseling. In M. Savickas & B. Walsh (Eds.), Integrating career theory and practice (pp. 313–360). CPP Books. Google Scholar
• Lang-von Wins, T., & Triebel, C. (2006). Kompetenzorientierte Laufbahnberatung [Competence-oriented career guidance]. Springer. Google Scholar
• Le Boterf, G. (1994). De la Compétence. Essai sur un attracteur étrange [On competence. An essay on a strange attractor]. Eyrolles. Google Scholar
• Lent, R. W. (2013). Social cognitive career theory. In. St. D. Brown & R. W. Lent (Eds.), Career development and counseling. Putting theory and research to work (2nd ed., Chapter 5, pp. 115–146). Wiley. Google Scholar
• Nägele, C. (2013). Arbeits- und Tätigkeitsdiagnostik [Work and activity diagnostics]. In A. Frey, U. Lissmann, & B. Schwarz (Hrsg.), Handbuch Berufspädagogische Diagnostik [Handbook of vocational diagnostics] (S. 384–396). Beltz. Google Scholar
• Nota, L., & Rossier, J. (Eds.). (2015). Handbook of life design – From practice to theory and from theory to practice. Hogrefe Publishing. Google Scholar
• Nota, L., Soresi, S., Di Maggio, I., Santilli, S., & Ginevra, M. C. (2020). Sustainable development, career counselling and career education. Springer. BookGoogle Scholar
• OECD. (2005). Definition and selection of competencies: Theoretical and conceptual foundations (DeSeCo). Summary of the final report “key competencies for a successful life and a well-functioning society”. OECD Publications. Google Scholar
• Oser, F. (1997). Standards in der Lehrerbildung [Standards in teacher education]. Beiträge zur Lehrerbildung, 15(2), 210–228. Google Scholar
• Otte, R. (2019). Künstliche Intelligenz für dummies. Wiley-VCH. Google Scholar
• Rentzsch, K., & Schütz, A. (2009). Psychologische Diagnostik. Grundlagen und Anwendungsperspektiven [Psychological diagnostics. Fundamentals and application perspectives]. Kohlhammer. Google Scholar
• Roth, H. (1971). Entwicklung und Erziehung: Grundlagen einer Entwicklungspädagogik [Development and education: Foundations of developmental pedagogy]. Schroedel. Google Scholar
• Sailmann, G. (2018). Der Beruf. Eine Begriffsgeschichte [The profession. A conceptual history]. Transcript Verlag. Google Scholar
• Savickas, M. L., Nota, L., Rossier, J., Dauwalder, J.-P., Eduarda Duarte, M., Guichard, J., Soresi, S., Van Esbroeck, R., & van Vianen, A. E. M. (2009). Life designing: A paradigm for career construction in the 21st century. Journal of Vocational Behavior, 75(3), 239–250. ArticleGoogle Scholar
• Scharnhorst, U. (2009). Kompetenzorientierte Bildungsverordnungen [Competency-based educational regulations]. Bundesinstitut für Berufsbildung (BIBB). Google Scholar
• Schulz, W. E. (2014). Convergence of career development theory into a comprehensive theory and process. In J. Górna & D. Kukla (Eds.), Voacational counselling – Changes and challenges on labour market (pp. 73–96). UJD. Google Scholar
• Super, D. E. (1984). Career and life development. In D. Brown & L. Brooks (Eds.), Career choice and development (pp. 192–234). Jossey-Bass. Google Scholar
• Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen & L. H. Salganik (Eds.), Defining and selecting key competencies (pp. 45–65). Hogrefe and Huber Publishers. Google Scholar

Author information

Authors and Affiliations

1. University of Applied Labour Studies, Mannheim, Germany Bernd-Joachim Ertelt & Andreas Frey
2. University of Manitoba, Winnipeg, MB, Canada William E. Schulz

1. Bernd-Joachim Ertelt