Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

PSPGOV410A Mapping and Delivery Guide
Undertake career planning

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency PSPGOV410A - Undertake career planning
Description This unit covers planning related to one's own career. It includes self-assessment of skills and abilities, investigation of possible career opportunities, developing and implementing a career plan and monitoring progress against the plan.In practice, career planning may overlap with a range of other generalist or specialist work activities, such as gathering and analysing information, developing work plans, composing documents etc. This is one of 2 units of competency in the Working in Government Competency Field that deals with career planning/management. Related unit is:PSPGOV510A Undertake and promote career managementNo licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication
Employability Skills This unit contains employability skills.
Learning Outcomes and Application Not applicable.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field Working in Government.
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
Elements of Competency Performance Criteria              
Element: Conduct self-assessment
  • Life and work experiences, current and potential abilities are identified and ranked in order of importance.
  • Personal values and preferences relating to future careers are explored.
  • A personal profile is prepared that identifies career related characteristics.
       
Element: Identify possible career opportunities
  • Careers are researched to identify those with continuing longevity, and their requirements identified.
  • Information sources are identified and explored for indicators, trends and information on potential career opportunities.
  • Existing and emerging careers are assessed and their skill/qualification/experience requirements identified.
  • The nature of the workforce, trends and opportunities are analysed and associated skill needs identified.
       
Element: Develop and implement career plan
  • Preferred future career and associated skill requirements are identified and compared with current strengths.
  • Gap analysis is undertaken to identify those skills that are common to both preferred future career and the organisation's requirements.
  • Career goals are established and a career plan is developed that identifies immediate priorities as well as a longer term strategy for gaining experience and skills development.
  • Career development activities are initiated in accordance with the career plan and organisational legislation, policy and procedures.
       
Element: Monitor progress
  • Acquisition of skills and experience is monitored and feedback is obtained on achievement of performance requirements.
  • Feedback is considered and integrated as necessary into the career plan.
  • The organisation's requirements are monitored and the career plan is adjusted to take account of new information, environment/culture.
  • Preferred career requirements and progress towards career goals are monitored and adjusted as required.
       


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 specifies the evidence required to demonstrate achievement in the unit of competency as a whole. It must be read in conjunction with the Unit descriptor, Performance Criteria, the Range Statement and the Assessment Guidelines for the Public Sector Training Package.

Units to be assessed together

Pre-requisite units that must be achieved prior to this unit:Nil

Co-requisite units that must be assessed with this unit:Nil

Co-assessed units that may be assessed with this unit to increase the efficiency and realism of the assessment process include, but are not limited to:

PSPGOV404B Develop and implement work unit plans

PSPGOV405B Provide input to change processes

PSPGOV406B Gather and analyse information

PSPGOV412A Use advanced workplace communication strategies

PSPGOV417A Identify and treat risks

PSPGOV418A Develop internal and external networks

Overview of evidence requirements

In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:

the knowledge requirements of this unit

the skill requirements of this unit

application of Employability Skills as they relate to this unit

ongoing personal planning that integrates new information and justifies or changes planned progress towards career goals

career planning in a range of (3 or more) contexts (or occasions, over time)

Resources required to carry out assessment

These resources include:

legislation policies, procedures and guidelines relating to career planning

workplace scenarios and case studies

Where and how to assess evidence

Valid assessment of this unit requires:

a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered when undertaking career planning, including coping with difficulties, irregularities and breakdowns in routine

ongoing personal planning that integrates new information and justifies or changes planned progress towards career goals

career planning in a range of (3 or more) contexts (or occasions, over time).

Assessment methods should reflect workplace demands, such as literacy, and the needs of particular groups, such as:

people with disabilities

people from culturally and linguistically diverse backgrounds

Aboriginal and Torres Strait Islander people

women

young people

older people

people in rural and remote locations.

Assessment methods suitable for valid and reliable assessment of this competency may include, but are not limited to, a combination of 2 or more of:

demonstration

portfolios

projects

questioning

scenarios

authenticated evidence from the workplace and/or training courses

For consistency of assessment

Evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments

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.

This section describes the essential skills and knowledge and their level, required for this unit.

Skill requirements

Look for evidence that confirms skills in:

analysing strengths, weaknesses, opportunities, threats (SWOT)

researching and questioning

reflecting on own competencies and performance

conducting skills audits and skills gap analyses

developing strategies for the management of one's own career

managing personal change and planning

Knowledge requirements

Look for evidence that confirms knowledge and understanding of:

strategic approach to career planning

self-assessment to identify values, preferences, etc

performance management

career development options

workforce trends

succession planning

changing demographics and workforce skill needs

organisational planning for human resources at a strategic level

principles of equal employment opportunity and diversity

legislation, policies and procedures relating to career development including occupational health and safety and environment

The Range Statement provides information about the context in which the unit of competency is carried out. The variables cater for differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for different work requirements, work practices and knowledge. The Range Statement also provides a focus for assessment. It relates to the unit as a whole. Text in bold italics in the Performance Criteria is explained here.

Characteristics may include:

strengths

preferences

gaps

desires

weaknesses

the need to develop skills in:

job search

assessment

resume preparation/presentation

networking

impression management

Sources of career informationmay include:

public sector/organisational sources/documents such as:

organisational chart

business plans/strategies

vision statements

future plans

cultural climate data

manuals, handbooks

policy and practices

person specifications, job profiles, job descriptions

reports

social and political information

ethics, values and conduct requirements

colleagues, supervisors, mentors.

books

workshops

notice of vacancies

Internet sites

local, national and international publications

statistical workforce data

Australian Bureau of Statistics data

labour market statistics

futurists' papers on career and demographic changes

career expos

personal networks

word-of-mouth

'hidden job market' where more than 50% of jobs are won

job search/personnel placement agencies

graduate career counselling organisations

feedback from job interviews

newspapers or other media (such as radio)

Career plan may include:

long-term goals

objectives

strategies

actions

timeframes

milestones

job search tools/methods

skills development in finding, applying for and winning positions

skills development to meet particular job/career requirements

Career development activities may include:

accredited courses/other courses

action learning

career counselling

coaching

competency development processes

education and training programs

feedback

higher duties

induction and orientation programs

industry experience

job exchange - local, national, international

mentoring

networking

opportunities to act in other positions (higher or lower)

project assignments/experiences

secondments

shadowing

temporary positions

working parties

Legislation, policy and procedures may include:

Commonwealth and State/Territory legislation including equal employment opportunity, privacy, confidentiality, anti-discrimination and employment law

national and international codes of practice and standards

the organisation's policies and practices

government policy

codes of conduct

codes of ethics

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
Life and work experiences, current and potential abilities are identified and ranked in order of importance. 
Personal values and preferences relating to future careers are explored. 
A personal profile is prepared that identifies career related characteristics. 
Careers are researched to identify those with continuing longevity, and their requirements identified. 
Information sources are identified and explored for indicators, trends and information on potential career opportunities. 
Existing and emerging careers are assessed and their skill/qualification/experience requirements identified. 
The nature of the workforce, trends and opportunities are analysed and associated skill needs identified. 
Preferred future career and associated skill requirements are identified and compared with current strengths. 
Gap analysis is undertaken to identify those skills that are common to both preferred future career and the organisation's requirements. 
Career goals are established and a career plan is developed that identifies immediate priorities as well as a longer term strategy for gaining experience and skills development. 
Career development activities are initiated in accordance with the career plan and organisational legislation, policy and procedures. 
Acquisition of skills and experience is monitored and feedback is obtained on achievement of performance requirements. 
Feedback is considered and integrated as necessary into the career plan. 
The organisation's requirements are monitored and the career plan is adjusted to take account of new information, environment/culture. 
Preferred career requirements and progress towards career goals are monitored and adjusted as required. 

Forms

Assessment Cover Sheet

PSPGOV410A - Undertake career planning
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

PSPGOV410A - Undertake career planning

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: