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Source, analyse, select, and use career assessment tools and
techniques
Level
6
Credits
20
Purpose
People credited with this unit standard are able to: source and analyse career
assessment tools and techniques; select and use career assessment tools
and techniques with clients; interpret career assessment tools and
techniques with clients; and review the use of career assessment tools and
techniques.
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.
Replacement information
This unit standard replaced unit standard 13161, unit
standard 13162, and unit standard 13165.
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,
 New Zealand Qualifications Authority 2016
25181 version 1
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self-employment, unpaid work, multiple jobbing, entrepreneurial enterprise, homebased enterprise, study as an adult, and unemployment. A career is a
developmental and lifelong process.
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 career practice association, for example, the Career Practitioner
Association of New Zealand.
Needs, in the context of this unit standard, are those relating to gender, culture,
Māori, ethnicity, age, religion, philosophy, learning, disability, socio-economic group,
career options, language.
Recommended protocols refers to the guidelines or specifications provided with the
assessment tool or product and the conditions under which it can be used.
Target group refers to a specific population group or groups intended as beneficiaries
of a programme.
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 examples of 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
Source and analyse career assessment tools and techniques.
Range
evidence is required for three career assessment tools and techniques.
Performance criteria
1.1
Sources of different types of career assessment tools and techniques are
determined in relation to their regional and national availability.
1.2
Career assessment tools and techniques are analysed in terms of their
application in today’s work environment and the needs of the client.
1.3
Types of career assessment tools and techniques are compared and contrasted
in terms of their purpose and effectiveness for each client.
Element 2
Select and use career assessment tools and techniques with the client.
Performance criteria
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2.1
Career assessment tools and techniques are selected in accordance with the
individual needs of the client or target group.
Range
2.2
evidence is required for three individual needs.
The environment in which career assessment takes place reflects individual
needs of the client.
Range
needs include – Māori, culture, age, life stage, gender;
a minimum of three client types is required one of which must be
Māori.
2.3
The outcomes of career assessment are established with the client in
accordance with the limits of activity, expectations, time constraints, and the
individual needs of the client or target group.
2.4
The approach used in assessment administration meets the cultural and
personal needs of the client.
2.5
The procedures of the administration process are explained to the client in
accordance with their needs and the recommended protocols.
2.6
Assistance to client in prioritising preferences meets their needs.
2.7
The selected career assessment tools and techniques achieve their identified
purpose.
Element 3
Interpret career assessment tools and techniques with the client.
Performance criteria
3.2
Interpretation of the outcomes avoids rigidity and the use of stereotypes.
3.3
The explanation to the client acknowledges the limitations of the tools and
techniques, and the interpretation of outcomes.
Element 4
Review the use of career assessment tools and techniques.
Range
evidence is required for a minimum of three career assessment tools and
techniques.
Performance criteria
4.1
Review confirms career assessment meet the needs of the client.
4.2
The review of the assessment process examines adherence to ethical practice
in accordance with legislation.
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4.3
Client feedback confirms the accurate explanation of assessment tools and
techniques.
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