3.4 – Engage Reluctant or Resistant Clients

Purpose & Context

Career Development Professionals (CDPs) recognize that client engagement is critical for successful outcomes. CDPs develop client confidence to engage with the career development intervention, addressing resistance constructively, and acknowledging concerns while seeking to increase engagement.

Effective Performance

Competent career development professionals must be able to:

P1. Recognize signs of reluctance or resistance, for example:
- Missed appointments
- Silence
- Excessive small talk
- Not following up on agreed upon activities
P2. Identify reasons for reluctance or resistance, for example:
- Fear of change
- Unresolved barriers
- Perceived incompatibly between client and CDP, e.g. gender, personality, delivery style
- Systemic barriers and generational history
- Cultural differences, e.g. uncomfortable with discussing personal issues
- Lack of understanding of services
P3. Work with client to overcome reasons for reluctance or resistance, for example:
- Allow client to express fears
- Acknowledge natural responses to systemic barriers
- Help client visualize positive outcomes
- Identify resources to assist with barriers, e.g. transportation, childcare
P4. Seek client’s views on client practitioner relationship, i.e. actively encourage questions/feedback
P5. Adjust intervention to accommodate client needs, as required, for example:
- Provide appointments at times convenient to client
- Lengthen appointments to lower sense of urgency
- Reinforce confidentiality of working relationship
- Refer client to other CDP, if required

Knowledge & Understanding

Competent career development professionals must know and understand:

K1. Signs of reluctance or resistance
K2. Reasons for reluctance or resistance
K3. Cultural differences
K4. Strategies to overcome reluctance or resistance

Contextual Variables

Competent career development professionals must be able to perform this competency in the following range of contexts:

Resistance can be a result of a range of past experiences which must be addressed by CDPs.

Glossary & Key References

Terms

Industry-specific terms contained in the standard defined here, where applicable.

None

Information Sources and Resources for Consideration

None

Context Rating Scales

Criticality

Q: What is the consequence of a professional being unable to perform this skill according to the standard?

Moderate risk: CRITICAL

Frequency

Q: How frequent and under what conditions is this skill performed?

Unexpectedly, e.g. when emergency arises

Level of Difficulty

Q: Under routine circumstances, how would you rate the level of difficulty in performing this skill?

Moderate difficulty or complexity

Time Required to Gain Proficiency

Q: What is the average length of time or number of repeated events that are minimally necessary for an individual to become proficient in performing the skill to the standard?

To become fully proficient in this competency, a career development professional requires a minimum of one year of experience with at least 40 different clients, representing a broad range of individuals.

Autonomy

Practitioners typically perform this competency without supervision, and alone.

Automation

It is unlikely that this competency will automate.

Requisite Work Aids, Tools, Equipment or Materials

None