Knowledge of different approaches to guidance and learning forms the basis for client work and the development of guidance methods. Recognising and understanding different approaches helps career professionals structure their guidance thinking and theory of use. Theoretical competency in guidance and learning also means the ability to critically examine guidance activities and their goals from different theoretical bases and to evaluate the effectiveness of various approaches when working with different client groups.

In research and theories, guidance is examined from the perspective of the individual as a personal development process, career development process, life situation and its context. Guidance can also be viewed as an encounter, an interaction and a working alliance, a set of guidance methods, a goal-oriented process and as the client's experience of themselves as a subject capable of making their own choices. Viewing guidance as a set of social services and as part of regional community development requires examining an individual's life course, career and participation also from the perspectives of theories concerning society and working life.