Elements and Performance Criteria

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Career development may include:
services intended to assist individuals of any age, and at any point throughout their lives, to make vocational, educational, training and occupational choices and to manage their careers, life, learning and work
Target group may include:
age
career choices
cultural background and needs
employees
employment status/role
level of education achieved
learners/students
learning styles and preferences
literacy and numeracy skills
location
predetermined service user group
skill/competency profile
socioeconomic background
Career development standards may apply to:
career related exploration
choice
implementation
maintenance
opportunity development
planning
preparation
review
Career development standards:
are those competencies or codes set, recognised and authorised by a national body, for instance the Career Industry Council of Australia (CICA); this includes but is not be limited to the Professional Standards for Australian Career Development Practitioners (2006)
Support systems and resources may include:
career information and support materials
communication technologies, such telephones, TTY and email
electronic and information technology
meeting rooms and facilities
physical support services
policies and rules for clients to complete follow-up with contact staff or service providers
Quality career development service may include a mix of physical and electronic means to achieve:
adequate resource needs of the counselling service
capacity to offer a range of choices and advice
careers counselling
compliance with regulatory, professional and organisational standards
effective conflict resolution
identification and removal of any gaps in career counselling services
negotiation, advocacy, enterprising, coaching and mentoring skills
relevance, currency and appropriateness of services provided to individuals
satisfaction of needs associated with a specific context and target group
Effective action planning skills may include:
appropriate session closure
developing contingency plans
exploring options
factoring in time lines
identifying and accessing resources
identifying and addressing barriers
making referrals
planning sub-steps
reinforcing commitment and empowering individuals
Career development counselling may be:
occupation or position specific
general in relation to a number of occupations or an industry
one-off or ongoing
formal or informal
expanding and narrowing choice, or specific to a career choice
Plans may include:
career development plan for an individual or group
operational plan
resource plan
session plan
taking into account the:
needs of target group
resources required to access services (such as access to internet service providers, other technology or transport facilities)
Key stakeholders may include:
associations
Boards/committees of management
employees
employers
government
learners/students
organisational management and staff
private sector organisations/businesses
public sector organisations/agencies, especially regulators
suppliers and learning partners
teachers/trainers
trainees
unions

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
rigour in analysing, planning, implementing and evaluating career development services
collecting, evaluating and using appropriate information when forming career development strategies and related support systems and resources
appreciation of the diverse perspectives individuals can bring to any learning situation or the workplace as a result of their nationality, gender, ethnicity, experience, age, sexuality or disability
knowledge of organisational policies on career development.
Context of and specific resources for assessment
Assessment must ensure:
access to an actual workplace or simulated environment
competence is consistently demonstrated over time, and over a range and variety of situations providing career development services to a professional standard.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
completion of applied projects or learning activities such as plans for career development services, quality systems to support career development services and implementation plans
direct observation of contextual application of skills when developing quality career development services
oral or written questioning to assess knowledge of common patterns of thinking, feeling and behaviour, and the affect on individual career choices.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
BSBLED708A Conduct a career development session
BSBLED709A Identify and communicate trends in career development
BSBREL701A Develop and cultivate collaborative partnerships and relationships.