How to be a career counsellor as well as a college counsellor

When I started my job as a college counsellor, I knew that a main part of my duties would involve guiding students through the university-application process. After all, the word “college” is right there in my job title. 

What I didn’t expect was for my role also to involve career counselling. I discovered this soon enough, as students, parents and stakeholders expected me to give sage advice about employability, career prospects and job markets. 

I felt woefully underequipped for this purpose. After all, I did not figure out my own career until I accidentally ended up in this role, like many other college counsellors.

As I sat there in my first parent-teacher conference, a frightening case of impostor syndrome came upon me: “What do you mean I’m now the sole career guru of my school?”

Thankfully, I realised that I didn’t have to do this alone. I recruited the help of university and industry representatives by organising career-relevant information sessions and a career fair, so that they could directly give the desired advice to students.

What does it mean to be a competent career counsellor?

However, I do eventually want to be a competent career counsellor too. And, to my delight, I discovered that there are theoretical frameworks set up for career counselling. Admittedly, guiding students through the application process takes immediate precedence and most of our time. However, I believe it is still worth learning about career counselling to lead our students to success beyond university. 

I synthesised a couple of frameworks I read about into the following roles. 

As career counsellors, we can serve as:

1. A clarifier
2. A connector
3. A coach
4. A catalyst 
5. A cheerleader

Keep in mind that you are likely fluidly shifting from role to role, and also that you’re already doing these activities already. This framework provides the rationale and structure to your existing effective practices. 

Clarifier

Role description: As a clarifier, you help students identify their personal values, skills, interests and strengths. This understanding is foundational to making informed career choices.

Practical strategies

Assign psychometric tests to your students: Tests are likely built into a solid college-counselling curriculum, anyway. 

Provide goal-setting workshops: Facilitate workshops where students research and articulate their short-term and long-term career goals. This may be especially useful for lower years, before students feel the crunch of actual university-application preparation in the upper years.

Questions to ask: 

• What activities or subjects excite you the most?
• Can you share an experience where you felt truly engaged or fulfilled?
• What values do you prioritise when considering a career?

Connector

Role description: As a connector, you link your students to resources, people or opportunities. Any form of network building belongs to this role. 

Practical strategies

Organise networking events: Whether it’s a career fair or an alumni talk, organise events that connect current students with alumni and industry professionals.

Put together a resource database: Develop a comprehensive database of internships, job opportunities, and mentorship programmes available to students. Some schools have a designated volunteer or CAS coordinator – if so, collaborate with them. 

Questions to ask:

• Who in your network could assist you in your career exploration?
• What kind of experiences (internships, volunteer work) are you interested in pursuing?
• Are there specific companies or organisations you would like to engage with? What is available around you? 

Coach

Role description: This role prompts you to teach your students skills and keep them accountable, as a coach for sports would. 

Practical strategies

Offer skill-building workshops: Offer sessions on résumé writing, interview preparation, email etiquette and professional networking. Encourage your students to continue attending these in university career centres as well. 

Conduct regular check-ins: In your meetings with students, ask about any updates to university or career plans, track progress and adjust your advising as necessary. Take notes of all this diligently: it may serve as useful evidence of your work later on, to share with other stakeholders. 

Questions to ask:

• What skills do you believe are crucial for your chosen career?
• How can I best support you in reaching your goals?
• What obstacles are you currently facing in your career preparation?

Catalyst

Role description: This role can alternatively be labelled as a “challenger”. Both “catalyst” and “challenger” point to how you question students’ preconceptions and assumptions, and keep them updated about the rapidly changing world of careers. 

Practical strategies

Organise events or workshops in which students can broaden their views of careers: This can be in the form of a career fair or speaking engagement. Alternatively, you can collaborate with university representatives. Ask the guests to give their take on what are the necessary skills for the evolving world of 21st-century careers. Consider inviting parents as well, as they play a key role in shaping students’ visions of futures. 

Have data and resources ready: The WEF Future of Jobs Report 2025 or Will Robots Take My Job? are engaging ones to start with. 

Questions to ask:

• What new skills or experiences could you explore to diversify your career options?
• How do you think the job market might change in the next few years, and how could you adapt to those changes?
• What fears do you have about pursuing a career in a field that interests you?

Cheerleader

Role description: Sometimes your role is just to cheer students on. Merely by being present as a welcoming and caring staff member, you are playing a significant role. This can help the students feel more motivated to explore their options. 

Practical strategies

Put up encouraging posters and inspiring motivational quotes around your office. 

Follow up meetings with students with an encouraging message, highlighting their strengths and potential.

Collaborate with other stakeholders in the school, such as student council and staff, to create a culture of support and encouragement. 

Instead of questions, here are some affirming statements

• I believe in your potential to achieve your goals.
• It’s OK to feel uncertain; that’s part of the journey. I’m here to support you and figure out the best next steps for you.
• It’s not about being perfect – it’s about progress and learning along the way.
• You have a lot of potential in you. The talents and skills that may not seem important now may come to fruition later, so let’s explore them.