The Guidance Room - Max

Max is a researcher with a high level of education and a well-established career. This case illustrates how guidance practitioners can support individuals in exploring motivation, meaning and possible new directions in their careers.

About the Case

Max is a researcher with a high level of education and a well-established career. Despite this, he no longer feels motivated in his work and struggles to find meaning in his everyday tasks.

This case illustrates how guidance practitioners can support individuals in exploring motivation, meaning and possible new directions in their careers.

Suggested approach

1. Start with Episode 1
Identify the main challenges and key aspects of the situation.

  • What stands out? 
  • What seems most important at this stage? 
  • What would you focus on as a career counselor or career guidance practitioner? 


2.  Watch Episode 2
Observe how the practitioner approaches the situation.

  • What methods are used? 
  • How is the conversation structured? 
  • How does the practitioner respond to the guidance seeker? 


3. Work with the reflection questions
Use the questions to deepen your analysis.

  • What works well? 
  • What would you have done differently? 
  • What dilemmas or considerations arise? 

Background: Career Guidance for Adults and Students in Higher Education in Norway 

Adults in Norway can access career guidance through public career centres (karrieresentre), adult education centres, the Labour and Welfare Administration (Nav), higher education institutions, and community-based services. 

Career centres offer free guidance to residents of all ages. Services may include: 

  • support with educational and career choices 
  • understanding job opportunities and labour market transitions 
  • skills mapping and recognition of prior learning 
  • CV and application support 
  • group sessions, workshops and digital services 

The Directorate for Higher Education and Skills (HK-dir) has a public website in Norwegian for information about education and work at Utdanning.no, and offers digital career guidance at Karriereveiledning.no, which is free and available to the entire population. 

1

Episode 1: Meet Max

Meet Max

Reflection Questions

After Watching Episode 1, reflect together:

  1. What career-related challenges Max face? 
  2. Is there anything in Max's situation that you recognise from your own guidance practice? 
2

Episode 2: The guidance session with Max

Join the guidance session with Max

The three guidance moments focus on:

  • Conversation Starters
  • Digital Guidance
  • Discovering Opportunities


Reflect together:

  • How would you guide Max? 
  • The session shows only brief moments from a full guidance conversation. Is there anything else you think should have been said or done? 

Reflection Questions

After Watching Episode 2

Use these questions to explore key aspects of the guidance process together:

  • How does the guidance practitioner respond to lack of motivation? 
  • How are meaning and values explored? 
  • How is a process over time structured? 
  • What alternative approaches could you consider? 
3

Episode 3: Reflection

Thematic Reflection Questions

Use these questions to reflect on key themes in the guidance sessions with Max. You may also connect your reflections to the self-assessment tool My competence.

Theme 1: Highly specialised competence and direction

  • What challenges arise with highly specialised clients? 
  • How do you handle feeling less knowledgeable? 
  • How can disappointment be addressed? 
  • Is education ever wasted? 


Theme 2: Motivation, meaning and underlying challenges

  • How can lack of motivation be explored? 
  • What may lie beneath reduced motivation? 
  • How can mental health be considered? 
  • When might change be necessary? 


Theme 3: Career learning through structured methods

  • How do structured tools support reflection? 
  • What are pros/cons of predefined questions? 
  • How can tasks between sessions support learning? 
  • What competences are needed for such processes? 


Theme 4: Integrated guidance – digital and physical formats

  • What differs between digital and face-to-face guidance? 
  • How do formats affect trust and depth? 
  • What should be considered when combining formats? 
  • What competences are required? 

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