This unit applies to people in the creative arts industry who need to plan for realistic career outcomes. They could be entering the industry or interested in moving into areas that build on the skills and knowledge they have already acquired in another field.
Not applicable
ELEMENT | PERFORMANCE CRITERIA |
1. Build industry networks | 1.1 Attend creative arts industry productions and events and identify the commercial value of relevant industry products and services 1.2 Talk with people in the industry to develop an awareness of typical formal and informal pathways into different job roles 1.3 Use a range of sources to establish potential contacts and to keep up to date with industry trends and career possibilities 1.4 Explore and participate in work and work experience opportunities as a way of advancing career possibilities |
2. Develop a career plan | 2.1 Seek advice from people working in areas of interest regarding career potential and any specific preparation required 2.2 Evaluate and align own skills and interests to preferred career pathways within the creative arts industry 2.3 Clarify additional skills required for preferred career pathways and confirm with relevant personnel 2.4 Identify and use learning opportunities to maximise career opportunities for occupations within the creative arts industry 2.5 Align own career aspirations/potential with realistic career goals and discuss with relevant personnel 2.6 Document and store a career plan and discuss with relevant personnel |
3. Develop a skills portfolio | 3.1 In consultation with relevant personnel, plan a portfolio of evidence to meet a range of purposes 3.2 Identify appropriate presentation methodologies for a portfolio and confirm with relevant personnel 3.3 Develop a résumé or résumés that promote own ability to meet specific job requirements 3.4 Maintain portfolio in a format appropriate to creative arts industry work contexts |
Required skills |
communication skills sufficient to: discuss industry issues and trends with colleagues and practitioners establish and maintain industry networks present self and skills portfolio to potential employers use appropriate cultural protocols and industry terminology learning skills sufficient to: align own career aspirations with realistic career goals identify learning opportunities to maximise career goals seek feedback and integrate constructive advice into career planning literacy skills sufficient to: read and understand industry information write a personal résumé planning and organisational skills sufficient to prepare a skills portfolio and personal résumé in a logical and clear way self-management skills sufficient to monitor career aspirations and introduce strategies to improve career potential problem-solving skills sufficient to plan for factorsaffectingcareer outcomes technology skills sufficient to access/download career information and resources |
Required knowledge |
copyright, moral rights, intellectual property and legislation and their impact on the creative arts industry nature, role and functions of practitioners and industry organisations OHS requirements relevant to particular work contexts sources of information on the creative arts industry and ways of maintaining current industry knowledge understanding of creative arts industry terminology typical formats for personal résumés understanding of the following areas and how they apply to day-to-day work activities (in relation to the particular creative arts industry sector in which knowledge is being assessed): cultural nuances appropriate to selected work contexts employment opportunities and career pathways into and within the industry legal issues that affect industry practitioners, negotiations and contracts occupations, work tasks and levels of remuneration |
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 ability to: develop a career plan develop a skills portfolio write a personal résumé. |
Context of and specific resources for assessment | Assessment must ensure: access to an environment where: career information and resources can be evaluated career plans can be developed and actioned industry contacts and networks can be safely established and maintained industry issues and trends can be monitored skills portfolios can be developed and presented use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed. |
Method of assessment | The following assessment methods are appropriate for this unit: case studies to assess candidate's ability to develop timelines and action plans, monitor industry issues and trends, and identify learning opportunities direct observation of the candidate developing career plans, résumés and skills portfolios written or oral questioning to assess knowledge of occupations, work tasks and remuneration levels problem-solving activities to assess ability to align career aspirations with realistic career goals. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFIND301A Work effectively in the screen and media industries CUSIND301A Work effectively in the music industry. |
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. | |
Creative arts industry productions and events may include: | community activities conferences conventions exhibitions festivals functions performances professional competitions and awards trade fairs. |
Sources may include: | attending creative arts industry productions and events career information centres career resources and websites, such as: www.career.edu.au www.careeradviceaustralia.gov.au www.crsaustralia.gov.au/careerplanning www.jobguide.dest.gov.au www.jobjuice.gov.au www.jobsearch.gov.au www.myfuture.edu.au www.realgame.gov.au electronic and print media providing: articles journals magazines news reviews subscriptions government publications, including legislation, policy and procedures manuals industrial relations publications, such as: bulletins letters magazines newsletters industry publications, such as: directories information sheets reference books technical publications internet libraries and archives, including text, film, video, sound and graphic lifestyle and contemporary issues magazines museums, galleries and studios peak copyright organisations personal observations and experience professional competitions and awards professional development activities, including conferences, master classes, seminars, symposiums, training programs and workshops retail and wholesale suppliers of products and services. |
Relevant personnel may include: | agents artist managers career specialists and advisers colleagues and peers community representatives copyright/legal representatives current industry practitioners employee association and union representatives industry association representatives industry managers mentors professionals from allied areas speakers at conferences and seminars. |
Learning opportunities may include: | coaching, mentoring and supervision exchange and rotation programs formal and informal learning programs industry placement internal and external training programs master classes performance appraisals personal practice and study private tuition seminars symposiums traineeships and apprenticeships work experience workshops. |
Occupations may include: | artistic directors, media producers and presenters: artistic director media producer, excluding video radio presenter television presenter designers and illustrators: graphic designer illustrator multimedia designer web designer film, television, radio and stage directors: art director, e.g. film, television or stage director, e.g. film, television, radio or stage director of photography film and video editor program director, e.g. television or radio stage manager technical director video producer music professionals: composer musical director musician (instrumental) singer other specialist managers: arts administrator or manager performing arts technicians: broadcast transmitter operator camera operator, e.g. film, television or video light technician make-up artist musical instrument maker or repairer sound technician television equipment operator photographers and miscellaneous technicians: photographer photographer's assistant private tutors and teachers. |
Career plan may include: | current and comprehensive industry contact list journal of achievements and skill development local and regional support networks proposed career goals, outcomes and pathways self-assessment of current and required skills, knowledge and personal attributes self-assessment of life and work values timeline and action plan for achieving career goals timeline and action plan for developing necessary skills and industry networks. |
Purpose may include: | job-seeking further education life pathway recognition of prior learning self-reflection validation. |
Presentation methodologies may include: | CDs and DVDs digital media presentations, including: photo slide shows digital sequences with recorded sound exhibitions of work in a variety of display spaces presentation cards, business cards and promotional folders printed images, e.g. bound in book form or in folios websites and interactive media. |
Industry capability - industry context
Not applicable
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.