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Facilitate the administration of career assessment instruments
Level
5
Credits
8
Purpose
People credited with this unit standard are able to: introduce career
assessment instruments to client; administer career assessment instruments;
and review the administration of career assessment instruments.
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.
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, homebased 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.
 New Zealand Qualifications Authority 2016
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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, age,
learning, disability, socio-economic group, and language.
Practitioner refers to a specialist who gives expert advice or information.
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.
3
For the purpose of this unit standard types of career assessment instruments are
categorised in the following ways – delivery mechanism, aspects of the person to be
assessed or personal constructs.
Examples of delivery mechanisms are paper based, electronic, formal, and informal.
Examples of personal constructs are values, interest, skills, intelligence, work styles,
attainment, personality, aptitudes, and personal attributes.
Elements and performance criteria
Element 1
Introduce career assessment instruments to client.
Performance criteria
1.1
The purpose of and procedures for administration of the career assessment
instrument are explained to the client in accordance with their individual needs.
1.2
Client's agreement to the use of the career assessment instrument is obtained.
Element 2
Administer career assessment instruments.
Performance criteria
2.1
Client progress is monitored and verified as being in accordance with the career
assessment instrument used.
2.2
Administration processes are explained and meet the needs of the client.
2.3
Responses to queries of the client during the career practitioner’s assessment
meet the needs of the client.
Element 3
Review the administration of career assessment instruments.
Range
the review may be self or peer.
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Performance criteria
3.1
The review process examines feedback on the administration of the career
assessment instrument and the outcome of the process.
3.2
The review process includes analysis of the administration and outcomes of the
career assessment in terms of identified client needs.
3.3
The review process examines whether the administration of the assessment
instrument was carried out in accordance with ethical practice and legislation,
and remedial action is taken if required.
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