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Demonstrate knowledge of career development theories
Level
5
Credits
10
Purpose
People credited with this unit standard are able to demonstrate knowledge of
career development theories.
Subfield
Career Practice
Domain
Career Development Theory
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
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.
Needs are those relating to gender, culture, ethnic background, age, learning,
disability, socio-economic group and language.
 New Zealand Qualifications Authority 2016
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2
Evidence is required for three career development theories including a minimum of
one recent development theory.
Elements and performance criteria
Element 1
Demonstrate knowledge of career development theories.
Range
examples of career development theories may include but are not limited to –
trait and factor theories, developmental theories, career decision-making
theories, social learning theories, emerging theories;
evidence is required for three development theories.
Performance criteria
1.1
Career development theories are identified in terms of their application to career
practice in New Zealand.
1.2
The theoretical bases of identified career development theories are examined in
terms of their application to groups that they favour, and those they bias
against.
1.3
The theoretical bases of identified career development theories are examined in
terms of their usefulness and their limitations in a career practice context.
1.4
The histories of selected career development theories are outlined in terms of
their impact on the decision-making process of clients.
1.5
Career development theories are examined in terms of indicators of social
change.
Range
1.6
Career development theories are described in terms of occupational clusters.
Range
1.7
examples of social change – labour market changes: role of
women; women’s work patterns; men’s work patterns; cultural
changes and assumptions; Māori work patterns; Pasifika work
patterns; migrant and refugee changes and assumptions;
evidence is required for four social changes.
occupational clusters may include but are not limited to –
mangers, professionals, technicians and trade workers,
community and personal services workers, clerical and
administrative works, sales workers, machinery operations and
drivers, labourers;
evidence is required for four occupational clusters.
Career development theories are described in terms of the needs of the target
group.
 New Zealand Qualifications Authority 2016
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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