impulsatuproyectoprofesional


BOOST CAREER PROJECT

Promoting the self-management of the professional career in contexts of socio-labor change: dynamization, guidance and support networks in integrated virtual environments

Funded by the Ministry of Science and Innovation (MCIN)/ State Research Agency (AEI) Spain /PID2020-114833RB-I00, 2021-2025.
PROJECT REFERENCE/AEI/10.13039/501100011033

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Cpc model - constructing my professional career

  • The model (referred to in Spanish as Modelo CCP-Construyendo mi Carrera profesional) applies certain theoretical precepts that acknowledge the holistic nature of the advisory process, adopting an approach that is systemic (McMahon, Patton, and Watson, 2013; Hirschi, 2012; Patton and McMahon, 2006), constructivist (Krumboltz, 1996, 2009), social-cognitive (Lent, Brown, and Hacketts, 1996), focusing on the design of a person’s life and the adaptability of their career (Savickas, 2012, 2014; Lent, 2013) and on identity-building (Guichard, 1995, 2009), a qualitative, reflexive, and critical perspective (Athanasou and Perera, 2019), and principles of equity and social justice (Sultana et al., 2022), and sustainable careers (Abu-Tineh et al., 2023; Van der Heijden and De Vos, 2015).
  • The model is designed to foster the construction of a personal-professional project, and ensure that on this journey the individual will undergo a process that is both reflexive – inward looking toward the self and outwardly  and proactive, enabling them to set targets and transform them into specific actions, seeking a coherent and satisfactory dovetailing of wishes, possibilities, goals, and actions. The aim is to prompt a qualitative change based on a series of professional and personal objectives or targets.
  • The model’s more specific aims are as follows:
    • Foster personal awareness of the project’s mission, its components, and its complexity.
    • Undertake a conscious and mindful step in building a personal identity or identities.
    • Help to increase a person’s competencies for the self-management of their career through a broad and holistic appreciation of the complex systems of influences present in their life.
    • Foster an active and self-constructive process in the creation and redefinition of their personal and working lives.
    • Enhance their career development by drawing as close as possible to personal and professional self-fulfilment.
    • Reduce inequalities, embracing an essential dynamic of work that allows identifying and exploiting opportunities.
  • The programme is arranged into a series of stages that are keenly interrelated, whereby each one’s development impacts upon the others’ progress and approaches: 0) Preparation and decision to undertake the project; 1) Delimit professional and personal targets; 2) Understanding the environment and self-awareness; 3) Decision-making; 4) Strategic planning of sub-projects and itineraries; and 5) Evaluation and management of the personal-professional project. It is designed for young people and adults with a view to boosting the individual and collective management of their professional careers, especially among groups at risk of exclusion, fostering social change, and boosting employment and entrepreneurship.
  • Cases in which the CCP model has been applied:
    • Universities: National University of Distance Education (Spain) [Universidad Nacional de Educación a Distancia]; University of Seville (Spain) [Universidad de Sevilla]; Chapingo University (Mexico) [Universidad de Chapingo]; and Catholic University of Argentina [Universidad Católica Argentina].
    • Socio-community context: Local Authority of Villanueva del Ariscal (Spain), and Ágora Association (Mexico).
    • Business context: Sundry organisations (links to the sections Other projects and Publications)
  • It does not have any commercial interests, but instead sets out to facilitate people’s professional development, especially those with more pressing needs or facing greater challenges.
  • It requires the personal involvement of those taking part to induce them to accept responsibility for their own career development process and adopt mechanisms that favour self-management and self-guidance, achieving autonomy and satisfaction accordingly.
  • A number of references to the CCP model:
    • Sánchez-García, M.F. y Suárez-Ortega, M. Programa de Doctorado, Orientación para la carrera, dentro del cual se desarrolló el curso El desarrollo de la carrera a través del proyecto profesional (Facultad de Educación de la UNED), impartido por las autoras, el cual se desarrolló entre 2002 y 2011.
    • Sánchez-García, M.F., Suárez-Ortega, M. y Fernández-García, A. Asignatura denominada Orientación para la construcción del proyecto profesional (Máster en Orientación Profesional de la UNED), desde su inicio hasta la actualidad.
    • Sánchez-García, M.F. y Suárez-Ortega, M. (2018). Orientación para la construcción del proyecto profesional. UNED.
    • Suárez Ortega, M. y Sánchez García, M.F. (2020). Orientación para la construcción y gestión del proyecto profesional. En Antonio Pantoja Vallejo, Buenas prácticas en la tutoría universitaria, pp. 151 – 168. Síntesis.
    • Suárez-Ortega, M. (Coord.). Sánchez García, M.F., Soto González, M.D., Fernández García, A., Lucas Mangas, S., Ortega Leal, M.P., Chisvert Tarazona, M.J., Fariña Sánchez, M.I., Romero García, C. y Ortega Torres, E. (2023). Oriéntate emprendamos. Programa de formación y orientación para el desarrollo de la carrera emprendedora. UNED.