- BSBLED707A - Establish career development services
Assessor Resource
BSBLED707A
Establish career development services
Assessment tool
Version 1.0
Issue Date: April 2024
This unit applies to leaders seeking to provide career development services in accordance with professional standards.
Careers are unique to each person and are dynamic, unfolding throughout life. Careers include how a person balances paid and unpaid work, and personal life roles.
A wide range of career development programs and services may be provided in many different jurisdictions and delivery settings. Their object is to assist individuals to gain the knowledge, skills, attitudes and behaviours required to manage their life, learning and work in self directed ways.
This unit describes the performance outcomes, skills and knowledge required to plan, implement and evaluate career development services in accordance with professional standards to facilitate well considered career decision making by participants.
The unit also covers maintaining professional career development standards in an ongoing manner.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: rigour in analysing, planning, implementing and evaluating career development services collecting, evaluating and using appropriate information when forming career development strategies and related support systems and resources appreciation of the diverse perspectives individuals can bring to any learning situation or the workplace as a result of their nationality, gender, ethnicity, experience, age, sexuality or disability knowledge of organisational policies on career development. |
Context of and specific resources for assessment | Assessment must ensure: access to an actual workplace or simulated environment competence is consistently demonstrated over time, and over a range and variety of situations providing career development services to a professional standard. |
Method of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate completion of applied projects or learning activities such as plans for career development services, quality systems to support career development services and implementation plans direct observation of contextual application of skills when developing quality career development services oral or written questioning to assess knowledge of common patterns of thinking, feeling and behaviour, and the affect on individual career choices. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBLED708A Conduct a career development session BSBLED709A Identify and communicate trends in career development BSBREL701A Develop and cultivate collaborative partnerships and relationships. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
|
Required skills |
communication and teamwork skills to: provide advocacy and support for the target group establish and maintain professional relationships consult with key stakeholders literacy skills to read and interpret structurally intricate career development texts, and to develop reports which deal with complex ideas and concepts planning and organising skills to: research career development theories plan career development services, support systems, resources and service delivery keep accurate records and reports plan and complete own professional development problem-solving, initiative and enterprise skills to: apply appropriate career development theories to meet client needs analyse the career development needs of a particular client group and to develop strategies for career development assess career development needs using professional and robust tools self management and learning skills to: maintain professional standards comply with legislation, codes of practice, and organisational policies and procedures act as a role model in the workplace refer individuals to other careers development experts technology skills to use communication technologies, electronic and IT support systems. |
Required knowledge |
career development policy and procedures in the given context of application common patterns of thinking, feeling and behaviour, and the impact on individual career choices human psychology and needs in relation to career choices organisational policies on career development. |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Career development may include: | services intended to assist individuals of any age, and at any point throughout their lives, to make vocational, educational, training and occupational choices and to manage their careers, life, learning and work |
Target group may include: | age career choices cultural background and needs employees employment status/role level of education achieved learners/students learning styles and preferences literacy and numeracy skills location predetermined service user group skill/competency profile socioeconomic background |
Career development standards may apply to: | career related exploration choice implementation maintenance opportunity development planning preparation review |
Career development standards: | are those competencies or codes set, recognised and authorised by a national body, for instance the Career Industry Council of Australia (CICA); this includes but is not be limited to the Professional Standards for Australian Career Development Practitioners (2006) |
Support systems and resources may include: | career information and support materials communication technologies, such telephones, TTY and email electronic and information technology meeting rooms and facilities physical support services policies and rules for clients to complete follow-up with contact staff or service providers |
Quality career development service may include a mix of physical and electronic means to achieve: | adequate resource needs of the counselling service capacity to offer a range of choices and advice careers counselling compliance with regulatory, professional and organisational standards effective conflict resolution identification and removal of any gaps in career counselling services negotiation, advocacy, enterprising, coaching and mentoring skills relevance, currency and appropriateness of services provided to individuals satisfaction of needs associated with a specific context and target group |
Effective action planning skills may include: | appropriate session closure developing contingency plans exploring options factoring in time lines identifying and accessing resources identifying and addressing barriers making referrals planning sub-steps reinforcing commitment and empowering individuals |
Career development counselling may be: | occupation or position specific general in relation to a number of occupations or an industry one-off or ongoing formal or informal expanding and narrowing choice, or specific to a career choice |
Plans may include: | career development plan for an individual or group operational plan resource plan session plan taking into account the: needs of target group resources required to access services (such as access to internet service providers, other technology or transport facilities) |
Key stakeholders may include: | associations Boards/committees of management employees employers government learners/students organisational management and staff private sector organisations/businesses public sector organisations/agencies, especially regulators suppliers and learning partners teachers/trainers trainees unions |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Research contemporary career development theories, models, frameworks and strategies in relation to a specific context and target group | |||
| Analyse codes of professional conduct and career development standards, and how they can be applied in work practice | |||
| Apply regulatory requirements, policies, guidelines, standards and resources | |||
| Plan for and undertake, ongoing personal professional development | |||
| Apply career development standards to all aspects of work role | |||
| Establish and maintain relationships with professional peers and service providers | |||
| Apply career development theories in preparing to work with specific target groups | |||
| Analyse career development needs of specific target groups | |||
| Plan for the support systems and resources required to provide quality career development service delivery in a specific context and for a target group | |||
| Apply effective action planning skills in career development counselling services | |||
| Establish ongoing professional and follow-up support for clients of career development services | |||
| Develop strategies for career development services to reflect the contextual needs and aspirations of the specific target group | |||
| Encourage individuals to commit to and access, career development services | |||
| Establish mechanisms to follow-up the provision of career development services | |||
| Implement strategies to ensure records storage, security and privacy in accordance with professional and organisational requirements | |||
| Establish referral procedures and contacts | |||
| Review career development services, service delivery strategies against plans and standards, and identify any gaps | |||
| Advocate for target group and individual career development needs and choices | |||
| Determine strategies to improve the quality of career development services | |||
| Discuss alternative career development strategies with key stakeholders |
Forms
Assessment Cover Sheet
BSBLED707A - Establish career development services
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
BSBLED707A - Establish career development services
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: