25175 version 1
Page 1 of 4
Plan, facilitate and evaluate group career planning sessions with career
practice clients
Level
5
Credits
5
Purpose
People credited with this unit standard are able to: plan and facilitate a career
planning session; and evaluate the career planning process.
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
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.
 New Zealand Qualifications Authority 2016
25175 version 1
Page 2 of 4
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.
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.
Participants in the career planning process may include but are not limited to: the
client(s), their family or whānau where this has been negotiated with the client,
prospective employers, career practitioner(s).
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: 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.
Elements and performance criteria
Element 1
Plan and prepare for a career planning session.
Performance criteria
1.1
The needs of participants are defined and the objectives of the career planning
session are defined in accordance with identified needs.
1.2
Career planning session is structured in accordance with identified objectives.
1.3
Preparation of the physical learning environment takes account of participants’
needs and proposed career planning session structure.
Range
1.4
may include but is not limited to – assembling support materials,
checking equipment, venue, facilities, lay-out.
Resources are selected and prepared to match the objectives and to
accommodate the needs and aspirations of the participants.
Range
may include but is not limited to – audio, video, printed material,
overhead projection, slides, actual objects, electronic projection,
charts, whiteboard, card sorts, structured exercises.
1.5
Preparation for the career planning session addresses the career options of the
participant in terms of their identified strengths, goals, and aspirations.
1.6
Preparation for the career planning session addresses essential aspects for
implementation of the career plan.
Range
essential aspects may include but are not limited to – goals,
timeframes, aspirations, networks, contingencies, resources,
support, review of progress, evaluation.
 New Zealand Qualifications Authority 2016
25175 version 1
Page 3 of 4
Element 2
Facilitate a career planning session.
Performance criteria
2.1
Information gathering covers all elements of the career planning design.
Range
elements – characteristics and needs of the participants in the
career planning process, goals and aspirations of the client, skills
of the client, resource issues related to the goals and aspirations
of the client, family or whānau and wider social system of the
client, safety of the client; issues of change.
2.2
Information gathered is in accordance with the perspectives, goals, needs, and
aspirations of the participant.
2.3
The career planning session is matched to the characteristics and needs of the
participants in the career planning process.
2.4
The skills used to support the participants through the career planning process
match the characteristics and needs of the participants in the process.
Range
skills include but are not limited to – effective listening skills, other
interpersonal skills, group facilitation;
effective listening skills – attending, following, reflecting, social
listening;
other interpersonal skills – assertiveness, conflict resolution,
cross-cultural communication.
2.5
Facilitation style maintains the balance between the objectives of the career
planning session and the needs of the participants.
2.6
Facilitation style meets the communication needs of the participants and
enables all participants’ opportunities to participate in the career planning
process.
2.7
The career plan ensures the employment options of the individual client are
established in terms of their identified strengths, goals, needs, and aspirations,
and supports self-determination of the client.
2.8
The career plan identifies resource issues and addresses essential aspects for
the implementation of the plan.
Range
essential aspects may include but are not limited to – goals,
timeframes, aspirations, networks, contingencies, support,
evaluation.
 New Zealand Qualifications Authority 2016
25175 version 1
Page 4 of 4
Element 3
Evaluate the career planning process.
Performance criteria
3.1
The evaluation of the career planning process is carried out by agreement with
the clients, and incorporates feedback from the clients and other participants in
the process.
3.2
Career planning session outcomes are evaluated by participants in terms of
achievement of objectives.
3.3
Own performance is evaluated in terms of group progress towards achievement
of objectives, and in terms of achievement of objectives.
3.4
Evaluation confirms the career planning process is client focussed, and
consistent with requirements for safe and ethical practice in career practice.
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