Unit of competency Outline
Date retreived
22/07/2026 10:37 PM AWST
22/07/2026 10:37 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Deliver service consistent with a career development framework
Deliver service consistent with a career development framework
Unit of competency
National Code
CHCCDP401B
CHCCDP401B
State Code
D2253
D2253
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
08/08/2012
Field of Education
080303 - Human Resource Management
Original Release Date
08/08/2012
Nominal Hours
70
Description
This unit of competency describes the skills and knowledge required to work within a career development framework when working with a range of clients to provide services related to employment and career development
Notes
Elements and Performance Criteria
1. Promote active participation of clients
- 1.1 Support clients to actively engage in learning relevant to their needs and life stage
- 1.2 Encourage clients to participate in planning to address their current needs, interests and aspirations
- 1.3 Provide support and encouragement to clients involved in their own development
- 1.4 Encourage clients to seek support from others and to provide support to others in appropriate ways
- 1.5 Assist clients to identify a range of personal, family, social and environmental factors impacting on their career development
2. Provide an environment to facilitate client learning
- 2.1 Apply an understanding of learning, adult learning and models of adult learning to facilitate client learning
- 2.2 Identify appropriate learning opportunities to suit a range of learning styles
- 2.3 Identify and support characteristics of individual and group learning
- 2.4 Facilitate learning by seeking to establish an environment of trust with clients
- 2.5 Facilitate learning between clients where appropriate
- 2.6 Promote active learning by validating client opinions, values and experiences
- 2.7 Encourage clients to share information and reflect on their learning
3. Support clients to handle change
- 3.1 Clarify the ongoing nature of change and identify benefits in recognising the constancy of change
- 3.2 Assist clients to understand the need for developing resilience in the face of constant change
- 3.3 Identify a range of strategies for managing and developing resilience to change
- 3.4 Assist clients to develop action plans to manage constant change
4. Provide services relevant to stages in life and career development
- 4.1 Identify specific characteristics relating to client's current stage of life, personal and professional development and career status
- 4.2 Support client decision-making and choices in the context of career development as a lifelong journey
- 4.3 Provide information appropriate to client's personal, professional family and social context
- 4.4 Identify client needs in relation to development of career management competencies as specified in the Australian Blueprint for Career Development
5. Follow up and evaluate services provided
- 5.1 Follow up client in line with organisation policies and procedures
- 5.2 Evaluate services provided with reference to accepted career development principles and practices and organisation policies
- 5.3 Identify issues or inequities in service delivery
- 5.4 Assist to identify new or improved services where appropriate to enhance service provision and client outcomes
- 5.5 Provide evidence to assist in service promotion and enhancement
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. Add any 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.
Life stage may include:
Childhood
Adolescence
Adulthood
Post-retirement
Stages in career development may include:
Transition from school to work
Promotion
Changing career direction
Periods of unemployment and return to work
Impacts of differing levels and types and reasons for of underemployment, unemployment, redeployment and redundancy
Retirement
Post-retirement employment
Strategies for managing and developing resilience to change may include:
Recognition of ongoing nature of change
Enhancing work/life balance
Develop understanding of reasons for and potential outcomes of change
Identifying benefits of change as well as potential issues
Planning to address potential issues
Employment and career development services may include:
Workplaces
Vocational rehabilitation settings
Career information centres
Adult and community education centres
Recruitment agencies
Curriculum development units
Outplace service settings
Career development service settings
Employment service agents
Schools
TAFEs
Universities
Human resource departments
Clients may include:
Individuals
Groups
Learning may include:
Formal training and education
Informal on-the-job learning
Informal life learning
Support may include:
Facilitating client access to relevant information, networks and expertise
Provision of information
Initiating and pursuing discussion of relevant issues
Questioning appropriately
Appropriate referral
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.
Life stage may include:
Childhood
Adolescence
Adulthood
Post-retirement
Stages in career development may include:
Transition from school to work
Promotion
Changing career direction
Periods of unemployment and return to work
Impacts of differing levels and types and reasons for of underemployment, unemployment, redeployment and redundancy
Retirement
Post-retirement employment
Strategies for managing and developing resilience to change may include:
Recognition of ongoing nature of change
Enhancing work/life balance
Develop understanding of reasons for and potential outcomes of change
Identifying benefits of change as well as potential issues
Planning to address potential issues
Employment and career development services may include:
Workplaces
Vocational rehabilitation settings
Career information centres
Adult and community education centres
Recruitment agencies
Curriculum development units
Outplace service settings
Career development service settings
Employment service agents
Schools
TAFEs
Universities
Human resource departments
Clients may include:
Individuals
Groups
Learning may include:
Formal training and education
Informal on-the-job learning
Informal life learning
Support may include:
Facilitating client access to relevant information, networks and expertise
Provision of information
Initiating and pursuing discussion of relevant issues
Questioning appropriately
Appropriate referral
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The person being assessed must provide evidence of Essential Knowledge as well as Essential Skills specified in this unit
This unit is most appropriately assessed in the workplace or a simulated workplace environment under the normal range of work conditions
Assessment should be conducted on more than one occasion to cover a variety of circumstances to establish consistency
Holistic assessment of this unit of competency is encouraged, to ensure application of these skills in conjunction with specific work functions. However, the unit may be delivered and assessed independently
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment include access to:
an appropriate workplace or simulation that realistically reflects the work environment
Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
Related units:
This unit is recommended to be assessed in conjunction with other units related to provision of services, such as:
CHCCDP402B Assist clients to plan and access career pathways
CHCCDP403B Analyse and apply education and training information
CHCCAR501B Conduct career guidance interview
CHCES411A Collect, analyse and apply labour market information
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The person being assessed must provide evidence of Essential Knowledge as well as Essential Skills specified in this unit
This unit is most appropriately assessed in the workplace or a simulated workplace environment under the normal range of work conditions
Assessment should be conducted on more than one occasion to cover a variety of circumstances to establish consistency
Holistic assessment of this unit of competency is encouraged, to ensure application of these skills in conjunction with specific work functions. However, the unit may be delivered and assessed independently
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment include access to:
an appropriate workplace or simulation that realistically reflects the work environment
Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
Related units:
This unit is recommended to be assessed in conjunction with other units related to provision of services, such as:
CHCCDP402B Assist clients to plan and access career pathways
CHCCDP403B Analyse and apply education and training information
CHCCAR501B Conduct career guidance interview
CHCES411A Collect, analyse and apply labour market information
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| D1998 | CHCCDP401A | Apply a career development framework | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWB10 | CHCECD008 | Deliver services consistent with a career development framework | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D298 | CHC42108 | Certificate IV in Career Development | Qualification |
| J026 | CHC42112 | Certificate IV in Career Development | Qualification |
| J025 | CHC42012 | Certificate IV in Employment Services | Qualification |