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

PSPGOV510A Mapping and Delivery Guide
Undertake and promote career management

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency PSPGOV510A - Undertake and promote career management
Description This unit covers active management of one's own career to meet goals and achieve life plans, as well as contributing to the career management of others. It includes identifying current career strengths, identifying and mapping career opportunities, developing and implementing career plans, monitoring progress and contributing to others' career management.In practice, career management may overlap with a range of other generalist or specialist work activities, such as acting ethically, complying with legislation, providing client service, leading a group, using emotional intelligence, etc.This is one of 2 units of competency in the Working in Government Competency Field that deal with career planning/management. The related unit is:PSPGOV410A Undertake career planningNo 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: Identify current career strengths
  • A self-directed search is conducted of current knowledge, skills, abilities, interests and values.
  • Life and work experiences, current and latent abilities are included and ranked in order of personal importance.
  • Personal preferences are determined in broad terms, including areas of work/skills that are acceptable in the long term.
  • A personal profile is prepared that identifies strengths, preferences and opportunities for learning and growth.
       
Element: Identify and map career opportunities
  • Careers and occupations are scanned to identify a list of possibilities and their requirements for skills, qualifications and experience.
  • Economic and industry scan is continually undertaken to identify the outlook for possible careers/occupations and to identify emerging careers throughout work life.
  • Opportunities for entering possible careers/occupations are investigated to ensure the feasibility of pursuing those options.
  • Personal profile is matched to possible career opportunities and a decision made on the best option/s to pursue.
       
Element: Develop and implement career plan
  • Career goals are established that cater for transition from existing career/work to preferred future career.
  • A career plan is developed that identifies immediate priorities for learning and development as well as medium to long-term strategies to obtain additional skills and experience.
  • Gap analysis is undertaken to identify dated/lost skills and skills that are common to both preferred future career and the organisation's requirements.
  • Career development activities are initiated in accordance with the career plan and in accordance with organisational legislation, policy and procedures.
       
Element: Monitor progress
  • Acquisition of skills and experience is monitored and feedback is obtained on performance achievements.
  • Feedback is considered and integrated as necessary into the career plan.
  • Organisational requirements and future career requirements are monitored and the career plan is adjusted to take account of new information.
  • Progress towards future career is monitored and career goals are adjusted as required.
       
Element: Contribute to others' career management
  • Others are assisted to take responsibility for their own careers, research career information and plan for future job placements, learning and development.
  • Feedback on performance is provided and development opportunities suggested to address immediate performance gaps or build on performance strengths linked to career plans.
  • Medium to long-term plans are agreed and implemented to address barriers to career development and meet individual and group learning and development needs.
  • Staff are encouraged to monitor their progress against career goals and adjust long-term plans to integrate changed circumstances or new skill requirements.
  • Staff are encouraged and supported in applying new skills and knowledge in the workplace.
       


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:

PSPETHC501B Promote the values and ethos of public service

PSPGOV502B Develop client services

PSPGOV503B Coordinate resource allocation and usage

PSPGOV504B Undertake research and analysis

PSPGOV505A Promote diversity

PSPGOV506A Support workplace coaching and mentoring

PSPGOV507A Undertake negotiations

PSPGOV511A Provide leadership

PSPGOV512A Use complex workplace communication strategies

PSPGOV514A Facilitate change

PSPGOV515A Develop and use political nous

PSPGOV516A Develop and use emotional intelligence

PSPLEGN501B Promote compliance with legislation in the public sector

PSPOHS501A Monitor and maintain workplace safety

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

career management undertaken and promoted 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 management

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 and promoting career management, including coping with difficulties, irregularities and breakdowns in routine

career management undertaken and promoted 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:

case studies

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 skills, abilities, values and performance

conducting skills audits and skills gap analyses

developing strategies for the management of one's own and others' careers

providing performance feedback and capitalising on new skills developed by others in the workplace

communicating with a diverse workforce including facilitating, questioning, consulting, active listening

responding to diversity, including disability and gender

Knowledge requirements

Look for evidence that confirms knowledge and understanding of:

strategic approach to career management for self and others

performance management

career development options

workforce trends

scenario planning in the context of career management

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 management 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.

Sources of career/occupation information may 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)

Investigation of opportunities may include:

actual availability of work

number of jobs available

remuneration

how jobs are advertised

how people enter the career/occupation

difficulty of entering

Career plan may include:

person/organisation match/values match

updating career portfolio/curriculum vitae on a regular basis

learning and development related to job search and interview practice

learning and development of career-related skills

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

Sources of information on organisational requirements may include:

strategic human resource plan

strategic workforce plan

statements of workforce capability requirements

workforce planning and analysis data/reports

new positions advertised

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
A self-directed search is conducted of current knowledge, skills, abilities, interests and values. 
Life and work experiences, current and latent abilities are included and ranked in order of personal importance. 
Personal preferences are determined in broad terms, including areas of work/skills that are acceptable in the long term. 
A personal profile is prepared that identifies strengths, preferences and opportunities for learning and growth. 
Careers and occupations are scanned to identify a list of possibilities and their requirements for skills, qualifications and experience. 
Economic and industry scan is continually undertaken to identify the outlook for possible careers/occupations and to identify emerging careers throughout work life. 
Opportunities for entering possible careers/occupations are investigated to ensure the feasibility of pursuing those options. 
Personal profile is matched to possible career opportunities and a decision made on the best option/s to pursue. 
Career goals are established that cater for transition from existing career/work to preferred future career. 
A career plan is developed that identifies immediate priorities for learning and development as well as medium to long-term strategies to obtain additional skills and experience. 
Gap analysis is undertaken to identify dated/lost skills and skills that are common to both preferred future career and the organisation's requirements. 
Career development activities are initiated in accordance with the career plan and in accordance with organisational legislation, policy and procedures. 
Acquisition of skills and experience is monitored and feedback is obtained on performance achievements. 
Feedback is considered and integrated as necessary into the career plan. 
Organisational requirements and future career requirements are monitored and the career plan is adjusted to take account of new information. 
Progress towards future career is monitored and career goals are adjusted as required. 
Others are assisted to take responsibility for their own careers, research career information and plan for future job placements, learning and development. 
Feedback on performance is provided and development opportunities suggested to address immediate performance gaps or build on performance strengths linked to career plans. 
Medium to long-term plans are agreed and implemented to address barriers to career development and meet individual and group learning and development needs. 
Staff are encouraged to monitor their progress against career goals and adjust long-term plans to integrate changed circumstances or new skill requirements. 
Staff are encouraged and supported in applying new skills and knowledge in the workplace. 

Forms

Assessment Cover Sheet

PSPGOV510A - Undertake and promote career management
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

PSPGOV510A - Undertake and promote career management

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: