Promotion of labor insertion through the build your professional career (CCP) model.Acritical qualitative perspective for theimprovement of professional and life projects

Cultural Studies & Critical Methodologies Journal PROMOTION OF LABOR INSERTION THROUGH THE BUILD YOUR PROFESSIONAL CAREER [CCP] MODEL. A CRITICAL QUALITATIVE PERSPECTIVE FOR THE IMPROVEMENT OF PROFESSIONAL AND LIFE PROJECTS Each author’s complete name and institutional affiliation(s) Suárez-Ortega, Magdalena, Ph.D. Departamento de Métodos de Investigación y Diagnóstico en Educación, Facultad de Ciencias de la Educación, Universidad de Sevilla, España. C/ Pirotecnia, s/n 41013, e-mail: [email protected] Zapata-Sepúlveda, Pamela, Ph.D. Escuela de Psicología y Filosofía, Facultad de Ciencias Jurídicas y Sociales, Universidad de Tarapacá, Chile, Avenida 18 de Septiembre Nº 2222, e-mail: [email protected]l García-Ripa, María Inés, Ph.D. Departamento de Educación, Facultad de Psicología y Psicopedagogía, Pontifica Universidad Católica Argentina, Avd. Alicia Moreau de Justo 1300, Puerto Madero, C1107AAZ, Ciudad de Buenos Aires, Argentina, e-mail: [email protected] Romero-García, Carolina, Ph.D. Candidate. Departamento de Métodos de Investigación y Diagnóstico en Educación, Facultad de Ciencias de la Educación, Universidad de Sevilla, España. C/ Pirotecnia, s/n 41013, e-mail: [email protected] Acknowledgments and credits Our special thanks to all the informants, because without them this study would not have been possible. Also, to the Junta de Andalucía for financing the project. Reinvent yourself. Validation of the CCP model for job improvement in the Autonomous Community of Andalusia, Spain. Andalusian Research, Development and Innovation Plan, PAIDI 2020, Reference: P20_01236, R+D+i Projects. Funded by Junta de Andalucía, Spain (Ministry of Economy, Knowledge, Business and University, General Secretariat of Universities, Research and Technology, Junta de Andalucía and FEDER Funds, European Union, European Regional Development Fund). Grant numbers and/or funding information Junta de Andalucía, Spain (Ministry of Economy, Knowledge, Business and University, General Secretariat of Universities, Research and Technology, Junta de Andalucía and FEDER Funds, European Union, European Regional Development Fund). Corresponding author (name, address, phone/fax, e-mail) Magdalena Suárez-Ortega, Departamento de Métodos de Investigación y Diagnóstico en Educación, Facultad de Ciencias de la Educación, Universidad de Sevilla, España. C/ Pirotecnia, s/n 41013, telf. +34 955420632, e-mail: [email protected] PROMOTION OF LABOR INSERTION THROUGH THE BUILD YOUR PROFESSIONAL CAREER [CCP] MODEL. A CRITICAL QUALITATIVE PERSPECTIVE FOR THE IMPROVEMENT OF PROFESSIONAL AND LIFE PROJECTS Abstract Advances in the development of the Reinvent Yourself project are presented, the purpose of which is to validate the CCP (Build your Professional Career) model for job improvement in the Autonomous Community of Andalusia 1 in southern Spain. The CCP model is an integrative and inclusive proposal within the framework of professional career development. Through training in transversal competencies and career management, the CCP model aims to favor the processes of labor reintegration by responding to the needs that people present from a conscious and critical perspective. In this process, a qualitative perspective is prioritized because of what the model contributes to a person’s reflexivity, awareness, and self-determination. This paper reflects on the potential of the model and of the critical qualitative methodology in processes of constructing identity and a professional career. The potential of the model and of the critical qualitative methodology to facilitate the processes of building a professional career is evidenced. This methodology and the tools used allow a greater social and personal impact in terms of equality and social justice. Keywords: CCP model, build your career, labor insertion, critical qualitative inquiry, professional and life projects 1 This paper was presented at the International Congress of Qualitative Inquiry 2022, University of Illinois at Urbana-Champaign, U.S.A. PROMOTION OF LABOR INSERTION THROUGH THE BUILD YOUR PROFESSIONAL CAREER [CCP] MODEL. A CRITICAL QUALITATIVE PERSPECTIVE FOR THE IMPROVEMENT OF PROFESSIONAL AND LIFE PROJECTS INTRODUCTION In Spain, the labor laws 2 have given career counselling a fundamental role in integrating people into the workplace. However, there is a decline in the possibilities of accessing and sustaining employment, or accessible jobs have lower quality working conditions (Torres, 2015). In the Autonomous Community of Andalusia, we are witnessing a very serious structural problem regarding employment and quality labor insertion, issues that are objectives set by the 2030 Agenda. This situation is worsened by the recent health crisis that we are experiencing with COVID-19, with significant economic losses, requiring responses that strengthen, maintain, and generate employment and entrepreneurship opportunities and training for the professional/personal reinvention of citizens. We need answers that provide keys to success and strategies that serve as a sociolabor reference and that allow us to improve people's living conditions. It is striking that five of the eight Andalusian capitals fail in Sustainable Development Goal (SDG) 3 8, which is related to decent work and economic growth, and the other three are far from achieving it (Sánchez de Madariaga, et al., 2018). The Labor Force Survey in Andalusia, Spain (EPA-Andalusia, 2020), draws an equally discouraging panorama of 2 EEAE 2017-2020 by Royal Decree 1032/2017, of December 15, which approves the Spanish Employment Activation Strategy 2017-2020. Available at https://www.boe.es/eli/es/rd/2017/12/15/1032 3 Ministry of Social Rights and Agenda 2030 https://www.mdsocialesa2030.gob.es/agenda2030/index.htm the young and adult population, mainly women: unemployment rates for those under 25 years of age of 44.7% (43, 6% men and 46.1% women); for those under 20 years of age of 58.8% (57.1% men and 61.7 women); and for those between 20-24 years of age of 41.5% (40.2% men and 43.1% women). High unemployment rates affect all levels of qualification, ages and sectors. Employment under conditions of safety and quality is scarce; in particular, career counselling professionals have been working precariously often conditioned by the validity of programs. In this sense, comprehensive career guidance models are advocated (Hirschi, 2012; Patton and MacMahon, 2006; Savickas, 2021) that make it possible to relate all the interacting aspects in the development of professional projects. Working with people on selfmanagement and self-regulation in job placement processes will contribute to improving employability and entrepreneurship skills, facilitating the construction of itineraries in better professional/personal conditions, reducing the digital gap, and encouraging personal empowerment. The CCP model constitutes a comprehensive and holistic proposal when planning and managing a professional/life career. The CCP intervention model is based on the most global and comprehensive theories about professional development, mainly on the developmental approaches to a career (Super, 1957, 1983, 1990), considering the vocational decision as a process that develops throughout different stages, essential in the general development of a person. Studies such as that by Krumboltz (1996) from a constructionist perspective argue that interests, attitudes, behaviors, and values are acquired and modified continuously and dynamically, granting a relevant role to learning experiences and cognitive and emotional reactions to them. Authors such as Lent, Brown & Hackett (1996), from a sociocognitive point of view, propose that people develop interests in those activities in which they are perceived to be self-effective, placing the focus of attention on the cognitive dimension of the selection process. Other studies of a systemic nature (Patton & McMahon, 2006; Patton, 2009; McMahon, Patton & Watson, 2013) identify race as a complex interaction process made up of three interdependent subsystems: individual, contextual, and socioenvironmental. This interaction is multidimensional, constructive and changing in such a way that changes in one aspect have an impact on others; focuses on the design and adaptability of the career (Savickas et al., 2009, 2012), concentrating on contextual possibilities and generating nonlinear dynamic processes, which adopt multiple perspectives when generating personal patterns; and facilitates the construction of personal identity (Guichard, 2005, 2009), where the individual is concerned about the meaning of his or her life, extending beyond the training and work contexts and integrating all other contexts in which the person participates. In this context, in this paper, we propose the following objectives: 1) apply the CCP model to validate it with the participating group, analyzing its functionality, potentialities and benefits from the perspective of the protagonists; and 2) reflect on the importance of the critical qualitative methodology in processes of identity construction and the professional career. This is motivated by the importance of identifying tools and methodologies within the guidance field for the development of the professional career that have greater social and personal impacts in terms of equality and social justice. THEORETICAL FRAMEWORK The goal of guidance is to serve as a facilitating means for people to manage their professional careers in the best possible way; however, the economic crises of recent years have generated a scenario of instability in the continuity of professional and work development, requiring a review of the forms of guidance. In this sense, guidance assumes a more inclusive (Zalakain & Barragué, 2017) and more individualized role that provides resources so that people can design and build their own life project (Guichard, 2016) and consider the possible obstacles and alternatives in the design of their own professional project. Within the career construction model, more proposals for guiding intervention are being incorporated from a person-centered perspective (Gong et al., 2022) that facilitate the better development of necessary competencies to face an environment of constant adaptability and change. Guidance should offer a framework to help people self-regulate their careers (Hirschi & Koen, 2021; Wilhelm & Hirschi, 2019) and promote professional self-determination (Ge et al., 2023) from a more comprehensive perspective, which means broadening the look at the environment and personal spaces of people's lives. Counseling and guidance, by focusing and stimulating certain psychological processes to face the new challenges of society, should ensure that people gain access to meaningful and satisfactory work that promotes well-being and dignity (Cohen-Scali et al., 2018). In this sense, Wilhelm & Hirschi (2019) note several psychological conditions that must be stimulated from guidance to achieve authentic professional, work, and personal wellbeing, for example, self-management, proactivity, responsibility, motivation and the establishment of personal and interpersonal relationships that allow generating positive and significant spaces in work and personal environments for adaptation and professional and life satisfaction (Hirschi et al., 2022). The CCP model (Sánchez-García & Suárez-Ortega, 2018) intends to offer a career counselling model that is comprehensive and inclusive and that generates a reflective and qualitative process; in this model, the person is placed in the center, and he or she can acquire skills and tools for their own career management. In particular, the purpose of the model is to favor the processes of labor reintegration by responding to the needs that people present from a conscious and critical perspective. The model facilitates a learning process that allows the person to take control of his or her life, not just "assisting" in moments of difficulty, and professional accompaniment is integrated into a process of qualitative criticism in which the person learns about themself and is able to reorient their life throughout their career. In this sense, the development of the “Reinvent Yourself” project has sought to improve the employment situation of the people participating in the study. The process and general phases of the applied model are shown in Figure 1: Figure 1 Within the different proposals for evaluating programs or guidance models (Gati et al., 2000; Hirschi et al., 2017; McMahon et al., 2019), the qualitative perspective provides greater flexibility and breadth to understand, in depth, people’s particular situations and the influence of other external environments, such as family and social context (Ge et al., 2023), as well as the subjective evaluations that they make of the program. As Guichard (2016) states, the demands for guidance are more frequent, complex and difficult. People not only want to make a professional or work decision but also seek to design and build their own life. Therefore, reflection becomes a very important resource between counselors and counselees, where new forms of counselling dialogs are incorporated that differ from traditional information or guidance interventions. Qualitative research, with an interpretative and critical nature, incorporates these reflective and dialogical processes (Salmerón Vílchez & Sebastián García, 2022), allowing a collaborative construction of knowledge (Probst, 2015) between the researcher/counsellor and the people participating in said guidance processes. The career narrative (Chant, 2019; McMahon et al., 2019; Savickas 2011) and the life story narrative (Suárez-Ortega, 2013) have not only been introduced as resources within critical qualitative research (Denzin, 1998; Denzin and Lincoln, 1994; Goodson and Sikes, 2001) but have also allowed processes of personal and social transformation (Suárez-Ortega, 2013), contributing to the construction of individual and collective identity (Gonick, Walsh & Brown, 2011). By participating in research, people reflect on their own existence, express their wishes and future projects, and rethink their own existence (Suárez-Ortega, 2013). From this perspective, career counselling incorporates the guidance narrative of a career (McMahon et al., 2019) as an essential element of research (Salmerón Vílchez & Sebastián García, 2022) and as a new challenge of support and advice for constructing people’s professional and personal project. In particular, the analysis of career narratives allows an understanding of the way in which people give meaning to their past, current, and future life experiences, strengthening the self-concept and planning of their professional project (Modestino et al., 2019) and generating personal satisfaction and motivation to manage their career. This is the working hypothesis that we propose in this paper. METHOD The study design is a qualitative type of action research with the application of the CCP program, with thematic content analysis based on the use of virtual tools (reinventat.net of Administration and Finance and Professor of the Institute of Secondary Education) One aspect to consider is that the economic and social situation hinders or favors training opportunities, thus influencing the guidance process. (…) There are students, young people, who are highly educated; a lot of people go to university, but then, you need a master's degree that cannot pay you that much anymore or then you need another private specialization course, which cannot give you so much, with which I continue to find people with a low economic situation who are not able to go beyond high school or at most a course... (GD2, Technician in the “Employment Shuttle” Program) The lack of specialized training and the generation gap The lack of specialized training is established as one of the factors for which companies do not find personnel with this type of training. Consequently, there is a large gap between supply and demand. I talk about it with people who oversee recruiting who find it difficult to find many profiles, that is, truly, they are not training, or they are not being guided; they are not giving regulated or nonregulated training. For both, the profiles that the labor market is asking for are not being prepared for. (GD2, Technician in the “Employment Shuttle” Program) A relevant question arises regarding the generation gap in terms of training because there are still many people, for example, who find it difficult to cope with technological means, in contrast to digital natives, who adapt quickly to tools and software of all kinds. This gap is also apparent among people with studies and specialized training, with higher rates for young people and lower rates for older people. (...) for example, as soon as they finish their degrees, they are trained... there is a lot of specialization; they are increasingly prepared. More and more adolescents come out with an important curriculum, and we are in an age range of fifty to sixtyfive, who are still employable and are unemployed, and it is true that when they come to us to guide them, they do not have training; they do not know how to use ICT. Let us say there is a very important gap there. (GD2, Pedagogue and Educational Counselor) Opinions of the participants regarding the usefulness of the applied methodology The participants agree that they liked the CCP model a lot and consider it to be a fundamental tool to approach and complement the vocational training curriculum and transversal modules such as guidance and job training. (…) I think that in each of the contexts, it lands differently; thinking in the shoes of, for example, the FOL teachers or the future FOL teachers, it seems to me a reference manual, and this I say as I think about it. (GD1, Educational Counselor) Regarding the manual where the model is developed, there is appreciation for development through phases because the participants see it as beneficial to advance little by little in the process in which the steps are related to each other; it provides a better construction of knowledge, skills, and competencies. (...) what I like the most about this model is that it works little by little, very much like a spiral, very much like a staircase, and allows the students to first have the information; the students, with the information they collect, reach the logical conclusion that I am going to tell them (...) many of the activities that are referenced in the book use or reference previous activities, like see Activity 2.7. Then, in the end, what it lets you see is that there is a network where the different points of the different activities that are being done are connected, and that seems very interesting to me because it is something that I think we tend to take for granted, but it is not so obvious according to what ages and according to what contexts, and it is how, in the end, each and every one of the areas ends up connecting. (GD1, Educational Counselor) Improvements in and potentialities of the experience About possible improvements in the model from the perspective of the participants (users of the program), these points indicate the convenience of adapting the times, shortening the duration of the development of the phases to adapt it to different groups of people. Additionally, the participants suggest its inclusion in university careers from the first year because it provides relevant learning about emotional management, decision-making, profession decisions, the conscious search for resources and the establishment of networks, planning, and the implementation and evaluation of projects, among other career management skills. The main improvement that I would include would be to make it shorter. This training is very good, but it is very intense, and I do not know if everyone can implement it like that, in such a long time, or at the same level of intensity. I would make some adaptations to the program or consider its duration and characteristics depending on which groups it is applied to (Informant 7). This model should be included in the study plans, and its application should be started in the first year. When people enter, it would help them to place themselves in the university and to better know what functions they will have to perform as a professional (Informant61). Responding globally to the impact that carrying out the professional project has had on the participants, some of them perceive an optimal level of development in these competencies because they have been previously trained and are working as counselors. They emphasize that - with greater or less success - I try to integrate these skills into my professional work, but now the truth is that I feel more secure in the process, and I have learned a methodology and some keys that you need to experiment with to work with others (Informant 6). A tool for guidance professionals The professionals participating in the discussion group emphasize that the model can be a useful working tool for counselors who work in career counseling programs in public institutions 4 as it provides centralized information and a series of tools to help candidates to work on their professional project. (...) it gives you flexibility because it allows you to do some specific things with these personnel, with those unemployed people who seek the services of Andalucía Orienta, and you can really open the range with all these possibilities of guidance because no matter how much you are guided by the internet, the problem is not searching the internet, it is that many times on the internet you can find everything; it is to find the right things for you, and there it can be an instrument. (…) I think it can serve as a working tool. That is, you are going to work on this issue, but look here, you have a series of tools, the information that they are going to provide you centralized, this page, this page, see the other... Apart from the centralized information, look, here you have this tool and with those that are 4 Example, the Eastern Andalusia Program of the Autonomous Community of Andalusia, Southern Spain https://www.juntadeandalucia.es/organismos/sae/areas/mejora-empleabilidad/andalucia-orienta.html coming to you... (GD1, Family Professor of Administration and Finance and Professor of the Institute of Secondary Education) The importance of self-knowledge and self-guidance in the guidance process is mentioned, demonstrating that currently, in most employment programs, including Andalusia Orienta, the accompaniment and guidance process is not carried out with this aspect in mind. (...) I have never truly gone to a guidance service; so, many of the things that I have seen in the manual, from the techniques, from guidance to selfguidance, which in the end is the objective, I have been applying. So, I have seen myself reflected in part of the whole process; so, since that has been my life and professional stage and it has served me and it has given me good outcomes, I always try to apply it with my users. Then, I think it is phenomenal that it starts from the part of self-knowledge (…) when I started to see the part of selfknowledge, I said: I do not know, I do not understand, I cannot conceive of the accompaniment process if it is not from there. Self-knowledge, we look inward, the part of the external environment, and then put it together. And from there, I believe that it is the starting point of any accompaniment process, and this is not done today in most programs of employment. I come from working in Integra, from the city council of Seville. It goes a long way, and it is one of the flagships that the city council of Seville has in terms of employment programs (…) (GD1, Guidance and Job Insertion Technician, and HR Technician) The need to adapt the tools provided by the model to people is highlighted, as some tools are too dense, and people who come seek guidance are usually not accustomed to dedicating time to deep reflection. In addition, they tend to come with pressing needs and are in a "rush" to solve their problem, without considering the process. (…) They always come demanding that we find them a job; the first objective is always “I need to work, I need to eat, I need to live”. From here, we start; this is the first point of motivation, which as a strategy, if we are good counselors with good tools, makes it easier for us to hook these people. (...) this hodgepodge of tools we have to digest, we have to chew them, they cannot be applied as they come in the book because they are not real for people. It would be extremely boring, and it would be extremely unfeasible because we start from people who do not have habits; so, having them think about why they’re not going to do it, it’s going to be a waste of time. (GD1, Employment counselor) Another suggestion for improving the manual is placing more emphasis of the application of the model to entrepreneurs. Formal education was committed to entrepreneurial education for a while, but little by little, it has been disappearing. In addition, people who seek guidance services, on many occasions, are unaware of the entrepreneurship programs offered by public institutions. (…) It would be necessary to broaden the topic of entrepreneurship more and more now that the subject of Entrepreneurial Culture has disappeared from high school. It started very strongly in all subjects from 1st, 2nd, 3rd and 4th grade and now in high school has disappeared, and I think it would be very interesting if the book had a chapter on the subject of entrepreneurship within the subject of education, which would be fundamental. Well, in education and I believe in general, if there are unemployed people, guide them to certain programs that exist because there is also some ignorance of the program. (GD1, Family Professor of Administration and Finance and Professor of the Institute of Secondary Education) As a strong point of the model, the participants highlight self-management, that is, the person himself or herself develops it, for each stage of life, and several stages may be repeated because circumstances and people change over time. (...) the main benefit that I have found to the application of the project is that it is a life project that does not look at a single stage but can be applied in all the life stages, which also tends to self-management (…) (GD1, Counselor and Technician of Labor Insertion, and Technician of Human Resources) The importance of working on the gender perspective is also pointed out because in some contexts, the majority of guidance service users are women, given the greater difficulties they have in entering (and maintaining) the labor market. Look, I have found in the employment programs, when they are directed to vulnerable people or vulnerable groups, that 90% of my users are women; they were users, and many followed the same pattern, which is a woman who has stopped working one day and has not finished her initial studies, she has married early, she has become a mother early. When she has had a breakup with her partner is when she wants to join; she sees herself in the labor market at 35, 40, 45 years old, no experience, and we cannot guide in the same way because the trajectory for a man is nothing like it, although he has followed the same path. Usually, he has fully disconnected from the labor market, not at the level of a woman, and we need guidance tools with a gender perspective, absolutely. (GD1, Counselor and Job Placement Technician, and Human Resources Technician) Other issues mentioned are the variety of areas in which the model can be applied, such as in FOL in vocational training modules, psychological cabinets, schools, especially, in high schools and at universities, or career guidance services themselves. It seems to me something fundamental, part of the psych pedagogical cabinet, because when it comes to making an individual intervention, it seems to be a real fantasy. (GD1, Educational Counselor) One of the issues that stands out is the gradual "disappearance" that is occurring in educational centers due to the number of different issues that are addressed from the guidance area but that lack real value for growth and development. (…) The director of my center is also a counselor, and the other day, we were exchanging impressions precisely because we think that career counselling, unfortunately, has almost less and less space, at least in high school, because it is true that a lot of times we have to work on many other things that are very urgent, such as health education, sex education, coexistence, positive relationships, digitization, cybersecurity, etc.,, etc. And in the end, we are often forced to give a series of talks very late in the year that do not make the slightest sense, that do not add the slightest value to the students. (GD1, Educational Counselor) Status of career guidance and influence on the BPC model In general, there is a concern about the need for a radical change in career guidance, starting with policies (regional funding, European Social Fund, etc.), which in many cases do not focus on personalized guidance and full support for people but focus on providing basic tools. Professionals consider that greater flexibility is needed to support people and that guidance should be initiated at the school stage. In addition, they consider that the guidance must be totally different depending on the needs of each person and the context and that if it does not change, few results will be obtained. So, to me, it seems absolutely fundamental that everything that is the realization of the professional and life project has to be rooted in each and every one of the stages of the educational system, each and every one of them, and in the professional part because in two years, we are all looking to a different place, and we have to set different goals, different objectives, respond to different realities. (GD1, Educational Counselor) (...) employment plans usually come with a European social fund, with specific requirements to hire specific people and sometimes require you to hire a counselor, who in the end is dedicated to guiding the graduate to take other types of studies; but, it is not the true guidance that should be carried out. And why isn’t it done? Because it is so stipulated; they are so strict in their approaches, they are not flexible at all (...) (GD1, Family Professor of Administration and Finance and Professor of the Institute of Secondary Education) It is evident that guidance professionals may encounter difficulty when applying the model in guidance services because Junta de Andalucía sets guidelines, times and objectives that are not realistic with a person-centered guidance process. I also believe that the fellow counselors who are within the Board need that, I know, right? Because I have many colleagues and friends who work in administration in general, they need to have that greater flexibility to accompany people in one way or another who are very tied hand and foot to do what many would like (...) I also find when I have worked with administration and with programs financed by the administration, they set a series of objectives, but truly, I believe that the guidance is focused as "a coffee for all", and I believe that it has to be totally different. (GD1, Counselor and Job Placement Technician, and Human Resources Technician) So, we have a thick conflict because of course, I want to give the best to that user, but on the other hand, I have a foot that presses me and tells me: “listen to the rhythms, don’t let time slip away, we need to reach goals”. (GD1, Employment counselor) In addition, the participants highlight the need to break the belief that employment programs have the immediate objective of finding employment when, in fact, they improve employability and facilitate the acquisition of skills that can be applied in the future. You must get rid of the belief that you are not going to an employment program, or you do not have to go with the immediate objective. I understand that each person has their circumstance to find a job, that urge of “I need a job; I came so that you can find me a job”, and I believe that people should be given tools to improve their employability. The objective must be to improve employability, and the final objective, of course, to get a job, but there is a process within that process. Those competencies that you are going to acquire, as a user in an guidance service, will help you to go; I have seen this in my professional and life career. They will help you to apply them in later stages. (GD1, Counselor and Job Placement Technician, and Human Resources Technician) Another important issue is being up to date in the field of guidance and employability because at present, Andalusian Orienta personnel do not receive continuous training or do so in a very interrupted way. To this is added the establishment of objectives by the administration and the lack of time. (…) The guidance professional must receive continued education. This does not happen in the programs; it does not happen in Orienta. 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Category: Subcategory Definition Code Freq Improvement Extent to which the person perceives improvement in his or her personalprofessional situation, from the start of the professional project EYM 206 Professional development Relevance of the development and work of the professional project with improvements in professional development MDP 61 Employability Perception of the person about the extent to which the development of and work on the professional project can improve his or her employability MEM 37 Labor Situation Impact that the development of and work on the professional project has on the person's employment situation MSL 43 Academic Motivation Perception of the person concerning the influence that the development of and work on the professional project has on his or her academic or training motivation MMA 65 Integration of life aspects How, thanks to the development of the professional project, the person better integrates his or her life aspects regarding values and interests IFV 70 Future application Intent to implement the tool in the future APF 52 Learning for life Perception of the person regarding whether the development and implementation of the professional project (developed competencies) serve as a learning tool that can be extended throughout life APV 42 Adaptation to changes Perception of the person regarding whether the development of the professional project has made them more adaptable to the changes that are emerging in society ADA 59 Goal setting Perception of whether the identification and establishment of goals and objectives at the beginning of the development of the professional project was complicated or difficult MET 62 Knowledge of the environment Learning that the person carries out during the exploration of personal, professional or work environments CDE 1 Security in the identified goals Level of awareness acquired based on the goals as a result of the completion of the professional project CCR M 50 Professional profiles approach Perception of the person regarding whether the way of approaching profiles of interests has changed while carrying out the professional project CAAP 38 Self-knowledge Perception of the person about the contributions obtained by working the self-knowledge or self-exploration phase during the constructing of his or her own professional project AUT O 0 Own aspects A person’s own aspects they had not reflected on prior to carrying out the professional project Apro 55 Perception of self-esteem and selfefficacy Whether or not the perception of himself/herself and about his or her abilities, confidence and security has improved, from the person's perspective APAA 38 Decision-making Help that completing this phase has meant for the participants TDD 4 Achievement of goals Whether the goals at the beginning of the process have been specified and nuanced TDC M 44 Awareness of needs How the decision-making phase has served the person to become aware of the needs he or she had TDCN 25 Figuras Figure 1: Mode Whether this phase has contributed to the way in which different decisions are made or have been made throughout their life TDM 27 Planning Advance in goals Whether planning of the professional project has contributed to the advancement and achievement of goals PAM 44 Project adaptation Whether the planning of the professional project was modified and adjusted to the needs of each person PAP 43 Evaluation and implementation of the professional project Opinions on the importance of carrying out this phase at general levels EVA 6 Ease Relationship of this phase with the ability and skills to manage and implement the professional project EFAC 44 Difficulty Major obstacles faced in the management and implementation of the professional project EDIF 34 Figure 1. CCP Model: Cyclical dynamics in the developmental stages of the professional project. Source: Sánchez-García & Suárez-Ortega (2018, p. 114).