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Prepare and write career practice reports
Level
5
Credits
7
Purpose
People credited with this unit standard are able to gather information for a
career practice report, and write the career practice report.
Subfield
Career Practice
Domain
Career Consultation
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
Authorised users refers to those people and organisations that can access
information about a client in accordance with information handling law and ethics,
and organisational policy.
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.
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.
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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.
Interested parties are individuals and groups that have some direct interest in a client.
Interested parties typically include whānau, sponsors, schools, employers, and
government organisations.
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, and language.
Organisational requirements may include but are not limited to – guidelines,
protocols, procedures, staff manuals, strategic plans, kawa, or tikanga.
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: Official
Information Act 1982, Privacy Act 1993, Human Rights Act 1993.
3
This unit standard must be assessed against on the basis of evidence of
demonstrated and repeatable performance in a workplace situation.
4
Confidentiality protects clients from unauthorised disclosures and is crucial to
relationship development and maintenance. With confidentiality, career development
professionals are protecting clients' ability to control their own lives and are respectful
of all human relationships.
Elements and performance criteria
Element 1
Gather information for a career practice report.
Performance criteria
1.1
The content and purpose of the report are clarified with the client and interested
parties, and requests for information by the client and interested parties are met
in accordance with ethical practice, and legislative and organisational
requirements.
Range
1.2
Gathering of information identifies, with the client and the organisation for which
the report is required, all sources from which relevant information can be
gathered.
Range
1.3
purpose may include but is not limited to – internal party
requirements, external party requirements, client status report for
use at future sessions.
sources from which relevant information can be gathered may
include but are not limited to – written sources, personal interviews
with the client, interviews with other interested parties.
Interviews are conducted using methods that acknowledge the characteristics
and needs of the client and other people being interviewed.
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1.4
Gathering and recording of information is carried out in accordance with ethical
practice, and legislative and organisational requirements.
Element 2
Write the career practice report.
Performance criteria
2.1
The career practice report contains the information and recommendations
required by the client and/or the organisation for which the report is for, and is
prepared in accordance with ethical practice, and legislative and organisational
requirements.
2.2
The career practice report prepared meets the purpose and requirements for
which it was written.
Range
purpose may include but is not limited to – internal party
requirements, external party requirements, client status report for
use at future sessions.
2.3
Information in the report is relevant, factual, and complete and any
recommendations made are relevant and consistent with the report content,
including the conclusions.
2.4
The style and language in which the career practice report is written meets the
need for clarity and understanding by the client and authorised users of the
report.
2.5
The career practice report is completed and submitted to the organisation for
which the report is required in accordance with agreed timelines.
2.6
The career practice report is filed and stored in the record keeping system in
accordance with ethical practice, and legislative and organisational
requirements.
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
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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