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Analyse and evaluate career development theories
Level
6
Credits
10
Purpose
People credited with this unit standard are able to analyse and evaluate
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.
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.
Target group refers to a specific population group or groups intended as beneficiaries
of a programme.
 New Zealand Qualifications Authority 2016
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Salient refers to the value individuals place on ethnic identity dimensions and life
roles, for example, study, work service, home/family, leisure, which can change over
time.
2
Legislation relevant to this unit standard includes but is not limited to the:
Employment Relations Act 2000, Privacy Act 1993, Human Rights Act 1993, Health
and Safety in Employment Act 1992.
3
Evidence is required for three career development theories including a minimum of
one recent development theory.
Elements and performance criteria
Element 1
Analyse and evaluate 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
Salient features of selected career development theories are outlined in terms of
their application to different target groups.
1.2
The advantages and disadvantages of selected career development theories
are determined in terms of their application to different target groups.
1.3
The advantages and disadvantages of selected career development theories
are determined in terms of the needs of clients.
1.4
Career development theories are identified in terms of their relevance to the
career consultation process.
1.5
Selected career development theories are evaluated in terms of their relevance
and value in today’s work environment.
1.6
Selected career development theories are evaluated in terms of current
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.
 New Zealand Qualifications Authority 2016
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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