- BSBLED708A - Conduct a career development session
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
BSBLED708A Mapping and Delivery Guide
Conduct a career development session
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | BSBLED708A - Conduct a career development session |
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| Description | This unit describes the performance outcomes, skills and knowledge required to conduct career development sessions that promote well considered solutions and opportunity oriented career and life decision making.The unit also covers applying appropriate career development theory; assisting individuals to make informed career choices; communicating professionally to promote career development outcomes; and using resources and technology to support career development sessions.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | This unit applies to leaders seeking to conduct career development sessions in accordance with professional standards.Careers are unique to each person and will vary with specific target audiences. Career development sessions may be provided in a variety of ways given the different organisational contexts, individuals involved and delivery settings. The professional expertise of the provider and their use of effective interpersonal and communication skills are central to the success of a career development session. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | |||
| Competency Field | Workforce Development - Learning and Development | ||
| Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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| Elements of Competency | Performance Criteria | |||||||
| Element: Apply appropriate career development theory |
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| Element: Conduct career development sessions |
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| Element: Assist individuals make informed career choices |
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| Element: Communicate professionally to promote career development outcomes |
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| Element: Use resources and technology to support career development sessions |
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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 individual and target group career development needs effective communication during a career development session and when providing information services using technology and other means to collect, assess and store information for use in a career development services setting capacity to review each individual's needs, taking into consideration the diverse perspectives individuals might hold in relation to characteristics such as their nationality, gender, ethnicity, class, age, sexuality or disability application of knowledge of a range of concepts and principles relating to service provision. |
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 sessions 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: applied projects or activities such as collection of resources and information in relation to career development, conduct of career information sessions direct observation of contextual application of skills in a number of career development sessions conducted for a range of individuals and groups oral or written questioning to assess knowledge of providing vocational career development counselling. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBLED707A Establish career development services BSBLED709A Identify and communicate trends in career development. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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.
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Required skills |
analytical skills to interpret structurally intricate career development information and to develop reports which deal with complex ideas and concepts communication and teamwork skills to: provide advocacy and support for individual needs and career choices use a wide range of effective communication techniques, and methods and tools such as conflict resolution, negotiation, responding, creative coaching and mentoring planning and organising skills to: research career development theories and models plan, conduct and report on career development and counselling sessions keep accurate records and reports problem-solving, initiative and enterprise skills to: apply appropriate career counselling techniques and career development models to meet client needs establish a safe, comfortable, trusting relationship and environment within which to conduct career sessions conduct career development related assessments using professional and robust tools and techniques self-management and learning skills to: conduct career development sessions ethically, cooperatively and respectfully assist others to set personal and life goals refer individuals to other experts in the field where required technical skills to: use, and assist others to use, resources and technology in providing career development sessions monitor support resources and technology. |
Required knowledge |
common patterns of thinking, feeling and behaviour and their impact on individual career choices concepts and principles relating to service provision: lifelong learning, holistic career development, career counselling, career decision making, career coaching, career maintenance, work satisfaction, employability, enterprising, positive uncertainty and planned happenstance human psychology and needs in relation to careers counselling organisational policies and procedures on counselling. |
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 |
Career development sessions may be: | expanding and narrowing choice, or specific to a career choice formal or informal general in relation to a number of occupations or an industry occupation or position specific one-off or ongoing |
Diversity includes variations in: | age belief systems and values culture expertise, experience and working styles gender interpersonal style interests language, literacy and numeracy physical differences political viewpoints race and ethnicity religious beliefs sexual orientation thinking and learning styles |
Career development counselling may include: | expanding and narrowing choice, or specific to a career choice formal or informal general in relation to a number of occupations or an industry occupation or position specific one-off or ongoing |
Key skills to successfully complete career development sessions include: | advocacy coaching and mentoring conflict resolution creativity negotiation |
Rapport building and attending skills may include: | establishing a conducive environment using non-verbal and verbal encouragement using timely and appropriate pauses, tone, intonation, gestures |
Effective responding skills may include: | exploration of discrepancies and exceptions; positives and negatives; past, current and potential implications exploration of general and specific examples intensity hierarchies and reframing questions to assist individuals refine their choices open and probing questioning to explore situations and contexts, time lines, behaviour, thinking and feelings, relationships timely, appropriate paraphrasing and summaries |
Professional conduct and career development standards may include: | 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 resources and technology 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 outcomes for career development services 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 |
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 |
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| Research the major career development theories and models | |||
| Analyse the differences between advice, information provision and professional standards in relation to career development | |||
| Apply theory in an appropriate manner, both to individuals involved and in relation to the context for a career development session | |||
| Evaluate models appropriate for individual and group career development sessions | |||
| Analyse diversity in relation to individuals and the target group, when planning a career development session | |||
| Conduct career development counselling in a clear and unambiguous manner | |||
| Complete problem and goal clarification to the satisfaction of all involved | |||
| Utilise key skills to successfully complete career development sessions | |||
| Identify common patterns of thinking, feeling and behaviour that limit making or acting upon well considered choices, and devise counter strategies | |||
| Effectively apply rapport building and attending skills | |||
| Ensure participants set personal goals and make informed choices in the career development session | |||
| Consistently apply effective responding skills when giving feedback on progress during career counselling session | |||
| Assist individuals to identify career development needs | |||
| Determine individual needs and aspirations holistically, in the context of individuals' lives | |||
| Identify individual career development needs that fall outside the scope of practice of the career development service provider | |||
| Refer individuals to or inform them about, appropriate sources of further information or career development support services where required | |||
| Communicate an accurate assessment of individual needs | |||
| Create a cooperative and productive environment for the conduct of a career development session | |||
| Create a climate of trust, comfort and safety for the conduct of career development sessions | |||
| Complete career development work in an ethical, cooperative and respectful manner within the team and wider organisational context | |||
| Acquire, record and prepare relevant information prior to a career development session | |||
| Prepare accurate records and reports in accordance with professional conduct and career development standards | |||
| Assist individuals to use relevant support resources and technology | |||
| Monitor support resources and technology to ensure they support quality outcomes for career development services |
Forms
Assessment Cover Sheet
BSBLED708A - Conduct a career development session
Assessment task 1: [title]
Student name:
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Assessment Record Sheet
BSBLED708A - Conduct a career development session
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Assessment task 1: [title] Result: Competent Not yet competent
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Feedback to student:
Overall assessment result: Competent Not yet competent
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