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EMPLOYMENT SUPPORT
Facilitate career planning in
employment support work
level:
6
credit:
15
planned review date:
June 2005
sub-field:
Social Services
purpose:
People credited with this unit standard are able to: explain
the career planning process; explain how to build and
incorporate personal networks as part of the career planning
process; facilitate a career planning session; and evaluate
the career planning process.
entry information:
Open.
accreditation option:
Evaluation of documentation and visit by NZQA, industry and
teaching professional in the same field from another
provider.
moderation option:
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
implement Te Tiriti o Waitangi in the social services
according to the authority and resources available to
them, and are able to demonstrate application of this
competence to the context of assessment for this unit
standard (for further clarification, please refer to Unit
7928, Implement Te Tiriti o Waitangi in the social
services).
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2
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.
Participants in the career planning process may include
but are not limited to: the service user, their family or
whānau where this has been negotiated with the
service user, prospective employers.
3
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; 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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Facilitate career planning in
employment support work
4
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.
5
This unit standard cannot be assessed in a simulated
environment. It is required that people seeking credit
for this unit standard will demonstrate competence and
be assessed in the workplace. This can be through
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. Evidence is required to show consistency of
performance across a range of situations and to
demonstrate knowledge, understanding, and skill in the
principles and practices directly relating to the
competent performance of the elements to the standard
defined in the performance criteria.
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Facilitate career planning in
employment support work
6
People seeking award of credit for this unit standard
must show that their actions are guided and supported
by valid theory for practice in employment support.
Evidence is required of theory that is derived from
authoritative sources, which may include but are not
limited to: the body of knowledge related to employment
support work; social service work; cultural theory; or
practice research.
7
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
DiLeo, D.
1995.
Reach for the dream:
Developing individual service plans for persons
with disabilities. St Augustine, Florida: Training
Resource Network Inc.
c
Munford, Robyn; Walsh-Tapiata, Wheturangi.
2000. Second edition. Strategies for change Community development
in
Aotearoa/New
Zealand. Palmerston North: Massey University.
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EMPLOYMENT SUPPORT
Facilitate career planning in
employment support work
Elements and Performance Criteria
element 1
Explain the career planning process.
performance criteria
1.1
The essential elements of career planning are identified and explained.
Range:
1.2
Different approaches to career planning are analysed and their relevance to
particular service users and circumstances are explained.
Range:
1.3
essential elements - characteristics and needs of the participants
in the career planning process; goals and aspirations of the
service user; 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.
different approaches include but are not limited to - individual,
group, family/whānau, written, pictorial, oral.
Evidence is required of three different approaches linked to
specific service users.
The skills required for effective career planning are described and their
relevance to particular service users and circumstances are explained.
Range:
skills include but are not limited to - effective listening skills, other
interpersonal skills, group facilitation;
effective listening skills - attending, following, reflecting, social
listening;
other interpersonal skills - assertiveness, conflict resolution, cross
cultural communication.
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Facilitate career planning in
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1.4
Links between specific career planning outcomes, job development activities,
and employment opportunities are identified and explained.
element 2
Explain how to build and incorporate personal networks as part of the career planning
process.
performance criteria
2.1
Strategies for building and incorporating personal networks as part of the career
planning process are analysed and explained.
Range:
evidence is required of three networking strategies, one of which
is personal profiling.
element 3
Facilitate a career planning session.
performance criteria
3.1
Information gathering covers all elements of the career planning design.
Range:
3.2
elements - characteristics and needs of the participants in the
career planning process; goals and aspirations of the service user;
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; issues of
change.
Information gathered is in accordance with the perspectives, goals, and
aspirations of the service user.
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3.3
The career planning session is matched to the characteristics and needs of the
participants in the career planning process.
3.4
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 include but are not limited to - effective listening skills, other
interpersonal skills, group facilitation;
effective listening skills - attending, following, reflecting, social
listening;
other interpersonal skills - assertiveness, conflict resolution, cross
cultural communication.
3.5
The career plan establishes the employment options of the service user in
terms of their identified strengths, goals, and aspirations, and supports selfdetermination of the service user.
3.6
The career plan addresses identified resource issues and identifies essential
aspects for implementation of the plan.
Range:
essential aspects include but are not limited to - goals,
timeframes, aspirations, networks, contingencies, support,
evaluation.
Evidence is required of four essential aspects.
element 4
Evaluate the career planning process.
performance criteria
4.1
The evaluation of the career planning process is carried out by agreement with
the service user, and incorporates feedback from the service user and other
participants in the process.
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4.2
The career planning session is evaluated against the foundation principles of
supported employment.
Range:
4.3
foundation principles of supported employment include placement first, ongoing support, wages, employment benefits,
universal eligibility, real workplaces, career development.
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 the 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
http://www.nzqa.govt.nz/framework/search/index.do.
which can
be
accessed at
 New Zealand Qualifications Authority 2016