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Assist client with career information and support in response to
requests
Level
4
Credits
3
Purpose
People credited with this unit standard are able to: identify the needs of the
client and expectations for career information and support; provide career
information and support in response to requests; and review the provision of
career information and support.
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
Legislation relevant to this unit standard includes but is not limited to the: Privacy Act
1993, Human Rights Act 1993, Employment Relations Act 2000, Education Act 1989,
Fair Trading Act 1986, Sale of Goods (United Nations Convention) Act 1994,
Consumer Guarantees Act 1993.
2
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.
 New Zealand Qualifications Authority 2016
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Career information refers to career guidance resources, career planning material,
career guidance software, labour market information, occupational information,
training information, and the Internet.
Career information sources refer to people and places such as Career Services,
libraries, educational institutions, associations, businesses, databases, videos,
pamphlets, New Zealand Qualifications Authority, and the Internet.
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, language, and immigration status.
Support refers to career and educational guidance, referral, exploration, decision
making, completion of application, provision of information or directions, and
clarification where unclear needs are presented.
Ethical practice refers to the code of practice as defined in the constitution of an
established career practice association.
Elements and performance criteria
Element 1
Identify the needs of the client and expectations for career information and support.
Performance criteria
1.1
Needs and expectations of the client are identified and clarified in terms of their
requirement for career information and support.
1.2
The language used in the interaction with the client is in accordance with the
client’s emotional and social needs.
1.3
Rapport is established in accordance with the needs of the client.
1.4
Active listening and questioning techniques used in the interaction with the
client are in accordance with their cultural and language needs.
Element 2
Provide career information and support in response to requests.
Performance criteria
2.1
Career information sources are identified in accordance with identified need or
request of the client.
2.2
Methods of accessing sources of current career information are explained to the
client in accordance with identified need or request.
2.3
The career information provided in response to requests meets the needs of the
client.
 New Zealand Qualifications Authority 2016
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2.4
The support provided in response to requests meets the needs of the client.
2.5
The environment in which information and support are provided meets the
health and safety needs of the client and the career practitioner.
Element 3
Review the provision of career information and support.
Range
the review may be self or peer.
Performance criteria
3.1
The career information and support provided are relevant to the needs of the
client.
3.2
The type of career information and support provided is in accordance with the
needs of the client.
3.3
The provision of career information and support is in accordance with ethical
practice and 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.
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