Module P1 – Generic Professional Competences

Module P1 – Generic Professional Competences

The Generic Professional Competences Module describes contents and learning outcomes, which are important for the practice of all NICE Professional Roles, and which go beyond general knowledge (which can be found in the K-Modules). Module P1 corresponds with the domain of the Generic Professional Competences of the European Competence Standards. In particular, cognitive, affective and behavioural resources can be found here, which refer to professional ethics, dealing with complexity, reflective practice, research, and analysis.

Cognitive Resources (Knowledge)

  •  Critical understanding of professionalism on the level of individual and society
  • Understanding the different societal expectations related to career guidance and counselling (e.g. from the perspectives of individual clients, policy-makers, employers, worker unions, other professions)
  • Ethics: knowledge of core professional values relevant for career guidance and counselling and relevant codes of ethical standards
  • Comprehensive understanding of theories of reflective practice, self-evaluation, and understanding of the role of these theories in relation to professional practices in relevant contexts
  • Systems theory (systemic thinking): dealing with complexity, dynamics and uncertainty; theories on how individuals and their contexts/environments (organisations, families, societal
    cultures and structures) are connected and influence each other; self-organisation theories regarding social systems
  • Research theory and methods (social sciences): test knowledge, basic statistical techniques, survey development and analysis; evaluation research; psychometric quality indicators

Affective Resources (Attitudes, Values, Motivations)

  • Commitment to professionalism and professional values such as relevant ethical standards (many of which are specified below); motivation to build and continuously develop such professional relationships with clients which nourish these core professional values
  • General feeling of social responsibility; eagerness to prevent psychosocial maladjustment due to career dissatisfaction; desire to increase the quality of people’s lives and that of their communities; motivation to prevent harm to clients and other people
  • Feeling of responsibility for the impact of one’s professional practice and recognition of the limits of one’s own competence
  • Understanding the need to keep a healthy balance between the client’s needs, organisational needs and one’s own wellbeing
  • Willingness to make one’s own approaches and thoughts transparent
  • Perseverance, patience, optimism and a pro-active approach of making the best of the past, the present and the future; ambiguity tolerance
  • Motivation to support people in a fair and supportive way, irrespective of their age, ethnic or cultural heritage, mental and physical ability, gender and socioeconomic status; motivation
    to promote social justice, inclusiveness and equal opportunities for disadvantaged people
  • Openness for working with diversity, especially in terms of different values and models for life; regarding diversity as a potential enrichment (not as a threat)
  • Commitment to one’s own continuous training and improvement/ professional development/ advancement of knowledge; openness towards learning, development and innovation
    in the professional field
  • Motivation to seek other people’s support and feedback for critically assessing one’s own professional development, achievements and learning needs
  • Devotion to scrutinise / challenge the value of (one’s own) theories and assumptions based on objective scientific criteria

Behavioural Resources (Skills, Techniques)

  • Ability to reflect on one’s own actions, e.g. with others, and applying professional criteria for doing so; applying different science-based models of reflection in relation to specific
    aspects of professional practice
  • Skills relevant to developing and managing constructive relationships with (people from) different groups or organisations (especially: users, policy-makers, families, communities, other professionals, employers, teachers/trainers): interpersonal skills, written and oral communication, conversation techniques, moderating small and large groups, presentation skills with different media (e.g. flipchart, computer-based presentations, speeches)
  • Ability to identify and apply strategies to manage the effects of change/ stress on oneself; strategies for building and maintaining self-motivation
  • Setting learning and development targets, examining and optimizing one’s own learning style and progress in learning and competence development
  • Applying relevant ethical guidelines for career guidance and counselling to real life cases
  • Skills required for systematic analysis, the development of concepts, and writing professional/ scientific papers, including analytical thinking, creative techniques, and logical argumentation

Methods of Teaching and Learning (Good Practice Examples)

  • Working with a critical friend (giving and receiving feedback)
  • Supervision and intervision/ collegial counselling based on (own) real cases (e.g. video-taped)
  • Examining cases in relation to theory
  • Developing a reflexive portfolio
  • Using competence assessment as a starting point for own professional development
  • Analysis of cases using relevant ethical codes for career guidance and counselling
  • Critically evaluating the scholarly standard of scientific papers
    based on criteria for scientific writing
  • Reflective evaluations of visits to projects promoting equality
    and social justice
  • Writing scientific papers
  • Discussing what particular policies would mean for one’s own field of activity in career guidance and counselling (comparative analysis)
  • Preparing summaries of scientific books or papers for classmates

Methods of Assessment (Good Practice Examples)

  • Preparing a Personal Development Plan (PDP): Students critically evaluate their development on the programme in regards to the theory covered in the module. On this basis, they develop an action plan for their further professional development through the rest of the programme; a PDP is an assessment
    instrument that a study programme ideally begins and ends with
  • Professional Discussion: Students make a video recording of a professional discussion with the tutors, reviewing and reflecting
    on their own learning since writing their Personal Development Plan. This includes a critical consideration of theory and personal ongoing professional development
  • Writing and presenting a professional/scientific paper