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Demonstrate knowledge of the world of work
Level
4
Credits
6
Purpose
People credited with this unit standard are able to: describe labour market
trends; identify occupation groups, clusters, and occupation networks;
demonstrate knowledge of the pathways to occupation groups; describe the
links between work and other life roles; describe impact of gender on work;
and demonstrate knowledge of legislation and policy that impacts on career
development.
Subfield
Career Practice
Domain
Career Information
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.
Employment patterns refer to contracted work, self-employment, and employment
within different types of organisations - large, small, multi-national, divisional.
Statistical purposes refer to the ANZSC: Australian and New Zealand Standard
Classification of Occupations.
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Work is the effort to produce goods and services which are valued, needed or
wanted, and paid or unpaid.
Networks refer to career data bases, Internet, national and regional associations,
employer associations, professional associations, major stakeholders, Career
Services.
2
Legislation relevant to this unit standard includes but is not limited to the: State
Sector Act 1988, Privacy Act 1993, Human Rights Act 1993, Employment Relations
Act 2000, Education Act 1989, Equal Pay Act 1972, Health and Safety in
Employment Act 1992, Consumer Guarantees Act 1993.
Elements and performance criteria
Element 1
Describe labour market trends.
Performance criteria
1.1
The description identifies labour trends in terms of the global market.
1.2
Areas of change in work availability are outlined in terms of local and national
regions within New Zealand.
1.3
Employment patterns are outlined in terms of the local and national regions.
1.4
The description identifies gender differences in terms of employment
opportunities within New Zealand.
Element 2
Identify occupation groups and clusters.
Performance criteria
2.1
Occupation groups and clusters are identified in accordance with the categories
described by career development theories.
Range
examples of career development theorists may include but are not
limited to – trait and factor theories, developmental theories,
career decision-making theories, social learning theories,
emerging theories.
2.2
Occupations are identified within occupation groups and clusters, in accordance
with the categories developed by career development theorists.
2.3
Occupation groups and clusters are identified in accordance with occupation
categories used for statistical purposes.
2.4
The description identifies the generic skill and knowledge requirements in
accordance with the identified occupation groups and clusters.
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Element 3
Identify occupation networks.
Performance criteria
3.1
Occupation networks are identified in terms of the local region.
3.2
Occupation networks are identified in terms of the New Zealand national region.
Element 4
Demonstrate knowledge of the pathways to occupation groups.
Performance criteria
4.1
The description determines pathways to specified clusters of occupations in
terms of education and/or training, and prior experience.
4.2
The significance of transferable skills is outlined in terms of pathways to
occupational groups.
4.3
The description determines the place of the National Qualifications Framework
in terms of developing pathways to occupation groups.
4.4
The description determines the place of the Internet in terms of developing
pathways to occupation groups.
Element 5
Describe the links between work and other life roles.
Performance criteria
5.1
The description outlines the significance of life roles in terms of their impact on
work.
5.2
The description determines the links between life roles and work in terms of
their impact on career development.
5.3
The description determines the relationship between work and leisure in terms
of its impact on career development.
Element 6
Describe impact of gender on work.
Performance criteria
6.1
The description determines the impact of gender on work in terms of the
different ways men and women construe the world of work, and the possible
biases this may create.
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6.2
The description outlines the impact of gender on work in terms of transferable
skills and knowledge.
6.3
The description outlines the impact of gender on work in terms of public and
private life roles of individuals.
6.4
The description outlines the impact of gender on work in terms of equal
employment opportunities.
6.5
The description outlines the impact of gender on work in terms of career
guidance, career consultation, and career information.
6.6
The description outlines the impact of gender on work in terms of the division of
labour.
Range
examples of impacts – power structure, emotional labour,
alienation, wage relativity, unwaged worker, historical
expectations;
evidence is required for two impacts.
Element 7
Demonstrate knowledge of legislation and policy that impacts on career development.
Performance criteria
7.1
The description outlines equal employment opportunities policy in terms of its
impact on career development.
Range
examples of policy – any organisational equal employment
opportunities policy, policy provided for under “good employer”
obligations as provided for in the State Sector Act 1988.
7.2
The description outlines the Employment Relations Act 2000 in terms of its
impact on career development.
7.3
The description outlines the Education Act 1989 in terms of its impact on career
development.
7.4
The description outlines the Human Rights Act 1993 in terms of its impact on
career development.
7.5
The description outlines the Privacy Act 1993 in terms of its impact on career
development.
7.6
The description outlines the Health and Safety in Employment Act 1992 in terms
of its impact on career development.
7.7
The description outlines the Consumer Guarantees Act 1993 in terms of its
impact on career development.
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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