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Facilitate the use of self-administered career assessment instruments
Level
4
Credits
3
Purpose
People credited with this unit standard are able to: establish the purpose of
self-administered career assessment instruments for clients; select and adapt
self-administered career assessment instruments; introduce selfadministered career assessment instruments to client; guide the client in use
of self-administered career assessment instrument; and review the use of
self-administered career assessment instruments with clients.
Subfield
Career Practice
Domain
Career Assessment and Measurement
Status
Registered
Status date
20 November 2009
Date version published
20 November 2009
Planned review date
31 December 2013
Entry information
Open.
Accreditation
Evaluation of documentation and visit by NZQA and
industry.
Standard setting body (SSB)
The Skills Organisation
Accreditation and Moderation Action Plan (AMAP) reference
0121
This AMAP can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Special notes
1
Definitions
Assessment refers to vocational assessment which is a structured process for
gathering information about an individual in order to make career related decisions or
plans. The principal concepts of assessment in this context are: it is focused on
individuals, it involves an information collection process, and it leads to a careerrelated decision or plan.
 New Zealand Qualifications Authority 2016
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Career refers to the wide range of occupational, family, civic, and political roles which
individuals will undertake throughout their adult lives. It includes paid employment,
self-employment, unpaid work, multiple jobbing, entrepreneurial enterprise, home
based enterprise, study as an adult, and unemployment. A career is a
developmental and lifelong process.
Career practice refers to the umbrella profession under which the following vocations
sit – career resources, career information, career education, and career consultation
which includes career counselling, career advice, and career guidance.
Client refers to people receiving a career related service who may be individuals or
groups associated with employment, education, or training, or in some cases may be
an organisation.
Ethical practice refers to the code of practice as defined in the constitution of an
established association.
Needs, in the context of this unit standard, are those relating to gender, culture,
ethnic background, age, learning, disability, socio-economic group, and language.
Target group refers to a specific population group or groups intended as beneficiaries
of a programme.
Learning needs in the context of this unit standard refer to literacy, hearing, vision,
comprehension, and language.
2
Legislation relevant to this unit standard includes but is not limited to the: Privacy Act
1993, Human Rights Act 1993, Fair Trading Act 1986.
Elements and performance criteria
Element 1
Establish the purpose of self-administered career assessment instruments for clients.
Performance criteria
1.1
The target group or client is identified in terms of their needs.
1.2
The purpose of the self-administered career assessment instrument is identified
in accordance with the needs of the target group or client.
Element 2
Select and adapt self-administered career assessment instruments.
Performance criteria
2.1
The type of self-administered career assessment instrument selected is in
accordance with the needs of the target group or client, and the identified
purpose.
2.2
Adaptations to the self-administered career assessment instrument are made in
accordance with client’s learning needs.
 New Zealand Qualifications Authority 2016
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Element 3
Introduce self-administered career assessment instruments to client.
Performance criteria
3.1
The purpose, outcome, and process of the self-administered career assessment
instrument are explained to the client in accordance with their identified need.
3.2
The understanding of the client of the purpose, outcome, and process of the
self-administered career assessment instrument is verified in accordance with
their learning needs.
Range
evidence is required for two learning needs.
Element 4
Guide the client in use of self-administered career assessment instrument.
Performance criteria
4.1
Client progress in using the self-administered career assessment instrument is
monitored and meets the needs of the client.
4.2
Responses to queries and/or questions of the client during the self-administered
career assessment meet the needs of the client.
4.3
The explanation of the interpretation of the outcomes of the self-administered
career assessment meets the needs of the client.
Element 5
Review the use of self-administered career assessment instruments with clients.
Range
the review may be self or peer.
Performance criteria
5.1
Feedback from the client is used to evaluate the process in terms of the
established purpose and outcome of self-administered career assessment.
5.2
The review evaluates the outcome of the self-administered career assessment
in terms of the stated purpose, the learning needs and the feedback of the
client.
Range
5.3
evidence is required for two learning needs.
Consequent action planned is in accordance with the outcomes of the selfadministered assessment and the feedback of the client.
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5.4
The review of the process examines ethical practices in accordance with
legislation.
Please note
Providers must be accredited by NZQA, or an inter-institutional body with delegated
authority for quality assurance, before they can report credits from assessment against
unit standards or deliver courses of study leading to that assessment.
Industry Training Organisations must be accredited by NZQA 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 organisations
wishing to develop education and training programmes, such as minimum qualifications for
tutors and assessors, and special resource requirements.
Comments on this unit standard
Please contact The Skills Organisation info@skills.org.nz if you wish to suggest changes
to the content of this unit standard.
 New Zealand Qualifications Authority 2016