Provide career consultation to career consultation clients

Transcription

1 Page 1 of 5 Provide career consultation to career consultation clients Level 5 Credits 20 Purpose People credited with this unit standard are able to: establish rapport with clients in the career consultation process; assist clients to identify their career development needs; assist clients to identify and clarify career goals; assist clients to develop career plans; assist clients to produce a curriculum vitae and cover letter; and review the career consultation provided to clients. Subfield Domain Status Career Practice Career Consultation Registered Status date 20 November 2009 Date version published 20 November 2009 Planned review date 31 December 2013 Entry information Accreditation Standard setting body (SSB) Open. Evaluation of documentation and visit by NZQA and industry. The Skills Organisation Accreditation and Moderation Action Plan (AMAP) reference 0121 This AMAP can be accessed at 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 options refer to contractual, portfolio, self-employment, salaried, wages, fulltime, part-time, or voluntary work. 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.

2 Page 2 of 5 Circumstances may refer to the home learning environment, access to funding, accessing education, application completion. Clients refer 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. Education may include training. 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. 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 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 Establish rapport with clients in the career consultation process. 1.1 Rapport is established in career consultation in terms of the physical and emotional needs of the clients. rapport greeting, welcome, encouragement given. 1.2 Goals for the career consultation are established with the clients in terms of limits, expectations, and plan of session. 1.3 Interactions with the clients during career consultation demonstrate active listening, use of questioning techniques, and use of body language in accordance with cultural and language needs. 1.4 The approach used in career consultation with the clients meets their personal and cultural needs. approach includes but is not limited to the establishment of commonalities, non judgmental attitudes, respect of person, use of familiar examples, respect for the values, respect of boundaries, active listening, micro-counselling, action planning, feedback, listening.

3 Page 3 of 5 Element 2 Assist clients to identify their career development needs. 2.1 Factors that influence the career development of clients are identified in accordance with their circumstances. 2.2 The needs of the clients are identified in terms of cultural influence on their background and language. 2.3 The needs of the clients are analysed in terms of access to, and funding for, education; access to employment; and client strengths. 2.4 Barriers to clients career development are identified and strategies to deal with barriers are developed with them in accordance with their needs. 2.5 Clients are assisted to prioritise their needs in terms of career preference and/or expectations, realistic fulfilment, and current situation. 2.6 Clients are assisted to interpret their career history in terms of its impact on the career planning process. Element 3 Assist clients to identify and clarify career goals. 3.1 Career options are identified with the clients in terms of their strengths, skills, needs, expectations, and preferences. 3.2 Selected career options are explored, assessed and prioritised with the clients in accordance with their needs and expectations. 3.3 Career goals are formulated with the clients that are achievable, and realistic for clients in terms of time, funding, access, location, and academic ability. 3.4 Strategies to achieve career goals are identified in accordance with the clients needs. 3.5 Referral of the clients is in accordance with their identified needs and goals. referral includes but is not limited to employment, education, other agencies, other services.

4 Page 4 of 5 Element 4 Assist clients to develop career plans. 4.1 Decision-making and action planning processes are selected in accordance with the individual needs of the clients. 4.2 Career options are identified and introduced in terms of their respective advantages and disadvantages for the clients. 4.3 Career options are evaluated with the clients in accordance with decisionmaking and action planning processes. 4.4 The career plans constructed by the practitioner and clients take into account external influences and individual needs of the clients. 4.5 The career plans constructed by the practitioner and clients incorporate timelines and agreed milestones. 4.6 Career plans are modified and adjusted to meet the individual needs of the clients and, where applicable, the expectations and choices of their families and communities. Element 5 Assist clients to produce a curriculum vitae and cover letter. 5.1 The purpose of the curriculum vitae and cover letter to be produced are identified in terms of type of employment and/or education to which it is targeted. 5.2 Clients are assisted to identify and compile information for the curriculum vitae and cover letter in accordance the purpose of each document and the circumstances of the client. 5.3 The curriculum vitae and cover letter format is discussed and agreed with the client in accordance with the intended purpose and the needs of the client. 5.4 The curriculum vitae and cover letter produced includes the required information and are in the agreed format. 5.5 The curriculum vitae and cover letter produced meet the requirements of the type of employment and/or education to which it is targeted.

5 Page 5 of 5 Element 6 Review the career consultation provided to clients. 6.1 The review confirms the match of the work and education options provided to the needs and goals of the clients. 6.2 The review evaluates the follow up action of the practitioner in accordance with the identified needs and goals of the clients. 6.3 The review of the career consultation process examines the ethical practices demonstrated in accordance with the code of practice as defined in the constitution of an established career practice association. 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.