Social-emotional competence and skills are increasingly important for career success and management, but are not fully integrated into career counseling and education models. The document discusses how social-emotional competence develops through environmental influences and supports, and its relationship to career adaptability, commitment, and success based on career research. It proposes integrating social-emotional competence assessments and reflections into existing career management models and cooperation between family, school, peers, and career practitioners to better support social-emotional learning as a foundation for career learning and development.

1. SOCIAL-EMOTIONAL
COMPETENCE AS PART OF
CAREER MANAGEMENT SKILLS?
NICE OECDOECD 2nd June 2023
Peter C. Weber
University of Applied Labour Studies, Germany
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2. OVERVIEW
1. Social Emotional Competence (SEC) and Social Emotional Learning
(SEL)
2. Vulnerable young people in the labour market
3. SEC in the context of Career Management
4. Conclusion
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3. • Negative environmental
influence (economic,
social, cultural, political)
• Exposure to external
negative events
• Internal stress
• Lack of resources
(individual, social,
financial, institutional)
VULNERA-
BILITY
Hufschmidt, 2011
• Risk perzeption
• Resilience
• Adaptation
• Coping
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4. 4

5. WHY?
• Humans need certain stability to develop
and have a healthy life
• Human conditions has not changed
(ontology)
• Humans are adaptive to changing
environment (phenotypic plasticity)
• BUT: in-stability and speed of change
might have reached a critical level
• We are facing a paradox task: realize
relative stability in a an very unstable
world
Baltes, & Staudinger (1999); Belsky, & Pluess (2013)
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Work-live, economy and
society call for social – and
emotional skills in almost all
field of work and life (OECD
2018). There is a lot of
evidence arround this
change, but …

6. CAREER
RESEARCH
Career Research Point out the relevance of
Emotional Competence to support Career
Adaptability and –Success:
„It is argued that ideas from the literature on
emotion can be employed to elaborate current
notions of career management“ (Kidd, 1998)
“Notions of careers as sequences of events and
experiences and new relational approaches to
organizational career development suggest
opportunities for exploring the experience,
expression, and management of emotion within
individuals’ careers“ (Kidd, 2004)
„Compelling evidence reveals that effective
emotion regulation is not only associated with
myriad health and socio-psychological benefits
but can also help employees manage many work
and career-related challenges“(Restubog et al.,
2020)
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7. CAREER
RESEARCH
„Moderated multiple regression results showed
that career commitment predicted objective career
success (i.e. salarylevel) only for employees with
average to high emotion perception but not for
those with low emotion perception“ (Poon, 2004)
„Overall results support the conception of career
adaptability as a self-regulatory resource that may
promote a virtuous cycle in which individuals'
evaluations of their resources to cope with the
environment (i.e., career adaptability) shape their
affective states, which in turn influence the
evaluations of their job“ (Fiori et al. 2015)
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8. • decision learning (D);
• opportunity awareness (O);
• transition learning (T);
• self awareness (S).
„The DOTS analysis is a tool for reviewing and
sharpening learning aims for careers education and
guidance“
“But both the information and the categories change:
new patterns of working life are constantly being
formed, (…). Furthermore, the whole process of
thought is infused with feelings, often with their
origins in early life, and (…) expressed in peer and
other social attachments“ (Law, 2001)
D.O.T.S.
MODEL
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9. WHO – LIFE-SKILLS
DEFINITION
Life skills were defined by the World
Health Organisation in 1994. According to
this, life skills has,
"who knows and likes
themselves, is empathic, thinks critically
and creatively, can communicate and
manage relationships, makes thoughtful
decisions, successfully solves problems
and manages emotions and stress".
(WHO 1994).
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10. SOCIAL EMOTIONAL
LEARNING - 5 SKILLS
• Self-perception - Recognizing and perceiving
emotions; understand your own strengths, needs
and values; self-efficacy
• Self-management - control of impulses and
stress management, self-motivation and
discipline, goal setting and organizational skills
• Social awareness - ability to accept the
perspective of others; Empathy; Welcome
diversity: respect for others
• Relationship and communication skills -
communication; social commitment; Build
relationships; Cooperative work; Negotiation,
conflict resolution; Offer and give help
• Decision-making ability - problem
identification and situation analysis;
Troubleshooting; Evaluation and reflection:
personal, moral, and ethical responsibility
(cf. https://casel.org/; Dusenbury et al. 2014; Davis,
Solberg et al. 2014 ) http://www.casel.org/social-and-emotional-learning/
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11. OECD MODEL
(2018)

12. DEVELOPMENT
OF SOCIAL
EMOTIONAL
COMPETENCE
• How does humans develop social emotional
competence?
• What is the role of relevant others?
• How can we support by explicit measures?
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13. Individual CGC Services
Specialized Programs and
Curriculum
Education, Training, Employment
Living Environment (family, peers)
Informal
feedback
and
reflection
Formalized
assessment,
feedback
and
reflection
Social Environment
Weber,
P.
Careers
Project
2020

14. SEC IN THE
CONTEXT OF
CAREER
MANAGEMENT
• Integration of SEC in Career Management
models
• Integrating SEC in School and Career Education
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15. AREA 1. DISCOVERING MYSELF
AREA 2. EXPLORING NEW HORIZONS
AREA 3. BUILDING RELATIONSHIPS
AREA 4. DEVELOPING MY STRENGTHS
AREA 5. MONITORING AND
REFLECTING ON MY EXPERIENCE
AREA 6. PLANNING MY CAREER
Source: Careers Around Me, 2022 https://www.careersproject.eu/

16. • Reflexive competence
• Career competence
• Social- and
emotional
competence
Three levels of (future) competence for life
and career
D
e
v
e
l
o
p
m
e
n
t
• Critical Thinking
• Understanding Complexity
• Ethical and Sustainable Thinking
• Flexibility
• Digital Mindset
• Growth Mindset
• Risk Taking
• Persistance
• Problem Solving
• Understanding Careers
• Decision Making Processes
• Balancing Life, Learning and Work Roles
• Managing Plans
• Developing Ideas and Opportunities to
Create Value
• Monitoring Lifelong Learning
Achievements
• Self Awareness
• Self Regulation
• Collaboration
• Communication
• Empathy
• Resilience
Source: Careers Around Me, 2022 16
How can we integrate in
meso and micro system?
- awareness
- ressources
- cultur
- - cooperation

17. DISCUSSION POINTS
1. Social Emotional Competence and Social Emotional Learning are yet
not core of career work – cognitive-career related skills are still
dominating
2. CMS models can integrate Social Emotional Competence as
complementary to more cognitive skills
3. To Support SEC and SEL as base for career learning, different Actors
are of importance (Family, School, Peers, Career Experts) and should
cooperate
4. SEC are also a field of learning for career practitioners
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18. LITERATURE
• Baltes, P. B., Staudinger, U. M., & Lindenberger, U. (1999). Lifespan psychology: Theory and application to intellectual functioning. Annual review of psychology, 50, 471-507.
• Belsky, J., & Pluess, M. (2013). Beyond risk, resilience, and dysregulation: Phenotypic plasticity and human development. Development and psychopathology, 25(4pt2), 1243-1261.
• Chernyshenko, O. S., Kankaraš, M., & Drasgow, F. (2018). Social and emotional skills for student success and well-being: Conceptual framework for the OECD study on social and
emotional skills.
• Davis, A., Solberg, V. S., de Baca, C., & Gore, T. H. (2014). Use of social emotional learning skills to predict future academic success and progress toward graduation. Journal of Education
for Students Placed at Risk (JESPAR), 19(3-4), 169-182.
• Dusenbury, L., Weissberg, R. P., Goren, P., & Domitrovich, C. (2014). State Standards to Advance Social and Emotional Learning: Findings from CASEL's State Scan of Social and
Emotional Learning Standards, Preschool through High School, 2014. Collaborative for Academic, Social, and Emotional Learning.
• Ertelt, B. J., Frey, A., Hochmuth, M., Ruppert, J. J., & Seyffer, S. (2021). Apprenticeships as a Unique Shaping Field for the Development of an Individual Future-Oriented
“Vocationality”. Sustainability, 13(4), 2279.
• Fiori, M., Bollmann, G., & Rossier, J. (2015). Exploring the path through which career adaptability increases job satisfaction and lowers job stress: The role of affect. Journal of Vocational
Behavior, 91, 113-121.
• Goleman, D. (2006). Soziale Intelligenz. Wer auf andere zugehen kann, hat mehr vom Leben. München: Droemer Knaur.
• Greenspan, S., & Love, P. F. (1997). Social intelligence and developmental disorder: Mental retardation, learning disabilities, and autism. Ellis’ handbook of mental deficiency,
psychological theory, and research, 311-342.
• Hall, D. T. (2004). The protean career: A quarter-century journey. Journal of vocational behavior, 65(1), 1-13.
• Hufschmidt, G. (2011). A comparative analysis of several vulnerability concepts. Natural hazards, 58(2), 621-643.
• Jerusalem, M., & Klein-Heßling, J. (2002). Soziale Kompetenz. Zeitschrift für Psychologie, 210(4), 164-174.
• Kidd, J. M. (2004). Emotion in career contexts: Challenges for theory and research. Journal of Vocational Behavior, 64(3), 441-454.
• Kidd, J. M. (1998) Emotion: An Absent Presence in Career Theory, Journal of Vocational Behavior, Volume 52, Issue 3, pp. 275-288, https://doi.org/10.1006/jvbe.1997.1629.
• Law, B. (1999). Career-learning space - new-DOTS thinking for careers education. British Journal of Guidance and Counselling, 27(1), 35-54.
• Poon, J. ML. (2004). Career commitment and career success: moderating role of emotion perception. Career development international 9.4 (2004): 374-390.
• Restubog SLD, Ocampo ACG, Wang L. (2020). Taking control amidst the chaos: Emotion regulation during the COVID-19 pandemic. J Vocat Behav. 2020 Jun;119:103440. doi:
10.1016/j.jvb.2020.103440. Epub 2020 May 8. PMID: 32390659; PMCID: PMC7206430.
• Weber, P. C., Kochem, A. J., & Weber-Hauser, S. (2016). How low-qualified adults enact their career–findings from a narrative study in Germany. British Journal of Guidance &
Counselling, 44(2), 158-170.
• World Health Organization. (1994). Life skills education for children and adolescents in schools. Pt. 3, Training workshops for the development and implementation of life skills
programmes (No. WHO/MNH/PSF/93.7 B. Rev. 1). World Health Organization.
• Zins, J. E. (Ed.). (2004). Building academic success on social and emotional learning: What does the research say?. Teachers College Press.
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