We recommend studying the modules in group training sessions wherever possible. There are several advantages to delivering the modules in group training sessions, such as:

  • Listening to other people’s experiences;
  • Others in a group may know of different software, websites or solutions;
  • New concepts and techniques can be explored in a safe environment;
  • Other people can help answer questions that come up before or after training;
  • Measuring understanding against other members of the group.

Begin the training with a common agreement of terms – example glossaries have been included in the annexes and users can refer back to at any point during the training, or the trainer can provide their own.

Modules begin with a self-assessment tool that allows the trainee to reflect on their current level of skill and competence based on the learning outcomes. It is good practice for the trainee to repeat the exercise at the end of the module, in order to recognise their own learning, measure distance travelled and identify any areas for further study or training. The self-assessment tool may also be used over time to measure the long-term impact of learning in the trainees’ day-to-day work.

Each module and activity includes recommended timings and equipment required. Most timings have been included to guide trainers; however, these only serve as an indicator. More or less, attention might be given to a particular task/module depending on the needs of trainees in a particular setting. It is up to the manager and/or trainer to assess which aspects of the training to cover in more depth.

You may produce certificates for the trainees to show the training they have undertaken. This will count towards their personal development training-plan.

Learning Outcomes

The Learning Outcomes of modules are based on the required skills and knowledge prescribed in the following European references: 

  • European Competence Standards for the Academic Training of Career Practitioners (2016) NICE;
  • European Reference Competence Profile for PES and EURES counsellors (2014) DG Employment, Social Affairs and Inclusion;
  • Professionalising career guidance: Practitioner competences and qualification routes in Europe (2009) Cedefop.

During localisation, trainers and managers may wish to adapt the Learning Outcomes to fit national skills and competence profiles.

Ethical Standards

To ensure consistency and impartiality any element of working with clients should be underpinned by ethical practice such as those set out by the Career Development Institute -http://www.thecdi.net/Code-of-Ethics

LMI Toolkit

These training manuals are supported by the LMI Toolkit. Trainers, managers and practitioners should refer to the toolkit for additional resources and links to online examples.

An example Agenda and further Trainer Notes are included in the annexes.