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EMPLOYMENT SUPPORT
Describe and participate in the career planning process in employment support
4
6
May 2007
Social Services
People credited with this unit standard are able to describe the career planning process, and prepare and evaluate the career planning process in employment support, under supervision. entry information: accreditation option: moderation option:
Open.
Evaluation of documentation and visit by NZQA and industry.
A centrally established and directed national moderation system has been set up by Community Support Services ITO
Limited (Careerforce). special notes: 1 People awarded credit in this unit standard are able to demonstrate knowledge of Te Tiriti o Waitangi for social service purposes, and are able to apply this competence to the context of assessment for this unit standard (for further clarification, please refer to Unit
7926, Explain Te Tiriti o Waitangi for social service purposes ).
2 Glossary
Characteristics and needs of the participants in the career planning process may be physical, emotional, psychological, spiritual, social, economic, or political.
Characteristics and needs may include but are not limited to: age and stage of development, culture, disability, gender, health status, language, sexual orientation, and needs for physical comfort, safety, and privacy.
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New Zealand Qualifications Authority 2020

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EMPLOYMENT SUPPORT
Describe and participate in the career planning process in employment support
Employment is the agreed exchange of labour for money in compliance with all the conditions of the
Employment Relations Act 2000.
For the purposes of this unit standard, employment support is defined by the following six principles – placement first; ongoing support; wages and associated employment benefits; universal eligibility; real workplaces; career development.
Employment support worker refers to the person seeking award of credit for this unit standard.
Facilitator in the context of this unit standard refers to the person facilitating the career planning process.
Participants in the career planning process may include but are not limited to: the service user; their family or wh ānau where this has been negotiated with the service user; prospective employers.
Personal profiling is a career planning tool that outlines a person's strengths; weaknesses; skills; abilities; work and life experiences; likes; dislikes; job choices; career goals; networks; and potential barriers to employment.
The term service user is used in this unit standard because that reflects the nature of their relationship with the employment support worker and service provider. However, they may also be regarded as a
‘job seeker’ or ‘employee’ in other circumstances.
For the purposes of this unit standard, under supervision refers to the candidate working alongside and under the supervision of an experienced employment support worker who has the overall responsibility for preparing and evaluating a career plan in an employment situation.
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New Zealand Qualifications Authority 2020

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EMPLOYMENT SUPPORT
Describe and participate in the career planning process in employment support
3 Assessment notes
This unit standard can be assessed in the workplace or in a simulated environment that closely matches the requirements of an employment support workplace.
Workplace assessment could take place in paid or unpaid employment, or in placements in a service provider workplace negotiated by an education provider. An ability to integrate theory with practice in the workplace must be demonstrated. This will call for a variety of modes of assessment and forms of evidence.
The employment support worker is required to take all necessary steps to ensure the safety and selfdetermination of the disabled people to whom they are offering employment support. These measures are in accordance with criteria established by legislation, ethical practice, and service provider guidelines.
The following apply to the performance of all elements of this unit standard: a All activities must comply with service provider guidelines, protocols, staff manuals, strategic plans, kawa, or tikanga. b All activities must comply with relevant cultural, legislative, and regulatory requirements, which include but are not limited to: Code of Health and
Disability Services Consumers’ Rights 1996;
Employment Relations Act 2000; NZS 8134:2001,
Health and Disability Sector Standards; Health and Disability Services (Safety) Act 2001; Health and Safety in Employment Act 1992; Human
Rights Act 1993; Official Information Act 1982;
Privacy Act 1993.
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EMPLOYMENT SUPPORT
Describe and participate in the career planning process in employment support
All communications are treated confidentially. The scope and limits of confidentiality are defined through negotiation and informed consent, and criteria established by legislation, ethical practice, and service provider guidelines. In the context of this unit standard, sources of criteria established by legislation, ethical practice, and service provider guidelines include but are not limited to: Official Information Act 1982, Privacy Act
1993, service provider codes of conduct, codes of practice issued by the Privacy Commissioner, social service codes of ethics, and service provider guidelines, protocols, staff manuals, strategic plans, kawa, or tikanga.
4 Resources related to career planning in employment support may include but are not limited to: a The Association for Supported Employment in
New Zealand (ASENZ). 1999. Second edition. A framework for quality: Quality assurance for supported employment services in New Zealand.
Palmerston North: ASENZ. b Falvey, Mary A. 1994. All my life's a circle: Using the tools: Circles, maps and path . Toronto,
Canada: Inclusion Press c The following websites have resources related to person centered planning: http://soeweb.syr.edu/thechp/rsapub.htm http://www.trninc.com/pcpresources.html
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New Zealand Qualifications Authority 2020

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EMPLOYMENT SUPPORT
Describe and participate in the career planning process in employment support
Elements and Performance Criteria element 1
Describe the career planning process. performance criteria
1.1 The essential elements of career planning are described.
Range: essential elements – characteristics and needs of the participants in the career planning process; developing service user networks; strengths, goals, and aspirations of the service user; skills of the facilitator; skills of the service user; resource issues related to the goals and aspirations of the service user; family or whānau and wider social system of the service user; safety of the service user; skills of the facilitator may include but are not limited to – active listening skills, group facilitation, assertiveness, conflict resolution, cross cultural communication, networking.
Evidence is required of four essential elements, one of which is the skills of the facilitator.
1.2 Different approaches to career planning and their relevance to particular service users are described.
Range: different approaches include but are not limited to
– individual, gro up, family/whānau, written, pictorial, oral.
Evidence is required of three different approaches linked to specific service users.
1.3 Strategies for building and incorporating personal networks as part of the career planning process are described.
Range: evidence is required of two networking strategies, one of which is personal profiling.
1.4 Links between specific career planning outcomes, job development activities, and employment opportunities are described.
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EMPLOYMENT SUPPORT
Describe and participate in the career planning process in employment support element 2
Prepare and evaluate the career planning process in employment support, under supervision. performance criteria
2.1 Design of the career planning process addresses four essential elements of career planning, one of which is strengths, goals, and aspirations of the service user.
Range: essential elements
– characteristics and needs of the participants in the career planning process; strengths, goals, and aspirations of the service user; resource issues related to the goals and aspirations of the service user; family or whānau and wider social system of the service user; safety of the service user; issues of change; supports self-determination of the service user.
2.2 The skills used to support the participants through the career planning process match the characteristics and needs of the participants in the process.
Range: skills may include but are not limited to
– active listening skills, group facilitation, assertiveness, conflict resolution, cross cultural communication, networking.
2.3 Preparation for the career planning process addresses the employment options of the service user in terms of their identified strengths, goals, and aspirations.
2.4 Preparation for the career planning process addresses essential aspects for implementation of the career plan.
Range: essential aspects include but are not limited to – goals, timeframes, aspirations, networks, contingencies, resources, support, review of progress, evaluation.
Evidence is required of four essential aspects.
2.5 Evaluation of the career planning process incorporates feedback from the service user and other participants in the process.
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New Zealand Qualifications Authority 2020

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EMPLOYMENT SUPPORT
Describe and participate in the career planning process in employment support
2.6 Evaluation of the career planning process includes evaluation of the process against the principles of supported employment.
Range: principles of supported employment include – placement first, ongoing support, wages, employment benefits, universal eligibility, real workplaces, career development.
Evidence is required of evaluation against three principles.
2.7 Preparation and evaluation of the career planning process is service user focussed, and consistent with requirements for safe practice in employment support.
Comments on this unit standard
Please contact Community Support Services ITO Limited (Careerforce) info@careerforce.org.nz if you wish to suggest changes to the content of this unit standard.
Please Note
Providers must be accredited by the Qualifications Authority or a delegated interinstitutional body before they can register credits from assessment against unit standards or deliver courses of study leading to that assessment.
Industry Training Organisations must be accredited by the Qualifications Authority before they can register credits from assessment against unit standards.
Accredited providers and Industry Training Organisations assessing against unit standards must engage with the moderation system that applies to those standards.
Accreditation requirements and an outline of the moderation system that applies to this standard are outlined in the Accreditation and Moderation Action Plan (AMAP). The
AMAP also includes useful information about special requirements for providers wishing to develop education and training programmes, such as minimum qualifications for tutors and assessors, and special resource requirements.
This unit standard is covered by AMAP 0222 which can be accessed at http://www.nzqa.govt.nz/site/framework/search.html.
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New Zealand Qualifications Authority 2020