• BSBLED707A - Establish career development services

Assessor Resource

BSBLED707A
Establish career development services

Assessment tool

Version 1.0
Issue Date: October 2021


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
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Assessment Record Sheet

BSBLED707A - Establish career development services

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Assessment task 1: [title] Result: Competent Not yet competent

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