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- The guidance room
- The Guidance Room Nora
The Guidance Room - Nora
Nora has recently completed a master’s degree in sociology. This case illustrates situations where newly graduated adults need support in identifying their competence, expanding their understanding of possibilities, and navigating the transition from education to work.
About the Case
Nora has recently completed a master’s degree in sociology. Although she feels she “should” be confident at this stage, she experiences uncertainty about her job opportunities and future direction. She worries about choosing the wrong path, compares herself to others who seem more decisive, and seeks concrete answers about where she might fit in.
This case illustrates situations where newly graduated adults need support in identifying their competence, expanding their understanding of possibilities, and navigating the transition from education to work.
Structure of the Case
The case consists of four parts:
1. Background information about career guidance services for adults and students in higher education in Norway.
2. Episode 1 introduces Nora and the situation she is navigating.
3. Episode 2 shows selected moments from her guidance session, including the competence circle and a perspective-shifting exercise.
4. Thematic reflection questions for professional discussion.
Background: Career Guidance for Adults and Students in Higher Education in Norway
In Norway, students nearing graduation may receive individual career guidance at their higher education institution or at a public career centre. Public career centres (karrieresentre) offer free guidance to residents of all ages. Services may include:
- support with educational and career choices
- insight into job opportunities and labour market trends
- skills mapping and recognition of transferable competence
- CV and application guidance
- navigating career transitions
- digital services, group sessions and workshops
This system aims to support lifelong learning, participation in work, and informed transitions.
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.
Purpose of the Case
The purpose of this case is to support reflection on:
- how practitioners meet guidance seekers who request concrete advice or direction
- how to help adults identify strengths, experience and transferable skills
- how to facilitate perspective-shifting and meaning-oriented exploration
- how to address emotions such as uncertainty, comparison with others and fear of choosing “wrong”
The excerpts represent short moments from a longer guidance process and are intended to stimulate professional dialogue rather than show best practice.
Episode 1: Meet Nora
Meet Nora
After Watching Episode 1
- What career-related challenges is Nora experiencing?
- What elements of her situation do you recognise from adults you guide?
- How might her uncertainty influence her readiness for career learning
Del 2: The guidance
Step into the Guidance Process with Nora
The three key moments in the guidance session focus on:
- When the guidance seeker asks for advice
- The Competence Circle
- Shifting perspective
After Watching Episode 2
Reflect together:
- What aspects of the session with Nora caught your attention?
- How did the competence circle and perspective-shifting exercises influence the conversation?
- What else might have been explored in a longer session?
- Which competence areas do you observe in the practitioner’s approach?
Episode 3: Reflection
Thematic Reflection Questions
Nora has worked as a waitress alongside her studies. Is it sometimes challenging to articulate the skills a career seeker has? How might we identify and highlight transferable skills that could be applied to other types of jobs?
Feel free to use these reflection questions as a starting point for further conversations about the guidance process with Nora.
The Career Seeker Wants Concrete Advice
Nora asks for specific suggestions about where she could work.
- How do you respond when a guidance seeker requests concrete answers or a list of possible jobs?
- What labour-market knowledge is useful when guiding newly graduated adults?
- When, if ever, is it appropriate to give advice in career guidance?
- Nora wants meaningful work with social impact. How can you help her explore values and meaning?
- Should practitioners proactively raise themes such as sustainability or social contribution?
Expanding the Horizon of Possibilities
Nora is told she has “many opportunities,” yet feels her options are limited.
- How do you support a guidance seeker whose perspective seems narrow or fixed?
- Which strategies or tools help broaden the horizon of possibilities?
- How do you work with graduates who recognise that past choices shape current options?
- Should all guidance seekers learn the same things, or should support vary more distinctly?
- How can visualisation exercises (e.g., the “retirement party”) contribute to career learning
Identifying Transferable Skills
Nora doubts the relevance of her part-time work as a waitress.
- How do you help adults identify learning and competence gained outside formal education?
- Which approaches make transferable skills visible and meaningful?
- How do you address self-doubt or underestimation of skills?
Supporting the Job Application Process
- Nora has prepared a CV and job application.
- How do you support guidance seekers in developing effective applications?
- How do you stay updated on trends in recruitment and application processes?
- How do you respond if a guidance seeker has used AI tools in their CV or application?
- What knowledge do practitioners need regarding the role of AI in hiring processes?
