ELEMENT

PERFORMANCE CRITERIA

1. Analyse career development needs

1.1 The career development priorities of individuals and groups within the organisation are identified through consultation with key stakeholders.

1.2 Occupational, job and/or task analyses are conducted to confirm current organisational requirements.

1.3 Competencies related to tasks and jobs are identified as required, to underpin and link career development to other human resource functions in the organisation.

1.4 Analysis is undertaken of the results of skills audits, training needs analyses and competency-based assessments to identify learning and development needs.

1.5 Career development requirements are linked to organisational initiatives and prioritised on the basis of consultation.

2. Design career development strategies

2.1 Career developmentopportunities are designed to meet the needs of individuals and the organisation in accordance with equity and diversity principles.

2.2 Career development strategies are designed based on adult learning principles, fit with individuals' work and social contexts, and support the business and strategic directions of the organisation.

2.3 Support for the development and implementation of individual career development plans is included in strategies to ensure ownership and commitment to the process.

2.4 Consultation and advice is provided within the organisation on the most appropriate career development options for particular needs.

2.5 Networks and partnerships are established to stay abreast of current good practice in career development, and to negotiate joint programs as required to optimise value for money.

2.6 Strategies and plans are based on the principles of merit, equity and fairness and are designed to cater for employees at different career stages.

3. Implement/ manage career development programs

3.1 Career development programs are promoted and implemented in accordance with organisational policy and procedures.

3.2 Career development resources are managed in accordance with budgetary and organisational requirements.

3.3 Service providers/contracts are managed in accordance with legislation, organisational policy and procedures.

3.4 Study assistance programs are promoted to provide support to learners in accordance with legislation, policy and procedures.

3.5 Learning programs and delivery options are assessed on an ongoing basis to ensure that these are continually effective in addressing learning and development needs.

3.6 Progression of staff who engage in career development programs is tracked to provide a measure of the effectiveness of the programs.

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

Skill requirements

Look for evidence that confirms skills in:

using effective consultation with stakeholders

undertaking counselling and negotiation

using a variety of words and language structures to explain ideas to different audiences

interpreting and explaining formal documents and assisting others to apply them in the workplace

preparing written advice and reports requiring reasoning and precision of expression

undertaking discussion involving exchanges of complex oral information

responding to diversity, including gender and disability

applying of occupational health and safety and environmental procedures relevant to a career development context

Knowledge requirements

Look for evidence that confirms knowledge and understanding of:

career development and career management as concepts within an organisational context

range of career development strategies and plans

concept of career stages

the organisation's strategic goals and their implications for career development

importance of retaining human/intellectual capital within an organisation through career development strategies and plans

career guidance and counselling strategies

strategies for the management of one's own career

range of development strategies

adult learning principles

succession planning

national competency concept

jurisdictional legislation, policies and practices applying to career development

equal employment opportunity, equity and diversity principles

national and/or international models of good practice in career development

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

PSPGOV504B Undertake research and analysis

PSPGOV505A Promote diversity

PSPGOV506A Support workplace coaching and mentoring

PSPGOV511A Provide leadership

PSPGOV512A Use complex workplace communication strategies

PSLEGN501B Promote compliance with legislation in the public sector

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 the Employability Skills as they relate to this unit (see Employability Summaries in Qualifications Framework)

coordination of career development 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 development

workplace scenarios and case studies to capture the range of situations likely to be encountered when coordinating career development

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 coordinating career development, including coping with difficulties, irregularities and breakdowns in routine

coordination of career development 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

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

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.

Groups within the organisationmay be:

occupational groups

work units

classification levels

new entrants

trainees

Stakeholders may include:

all those individuals and groups, both inside and outside the organisation that have some direct interest in the organisation's behaviour, actions, products and services such as:

users of the human resource service

employees at all levels of the organisation

other public sector organisations

union and association representatives

inter-agency forums

Human resource functionsmay include:

preparing job descriptions

recruitment

selection

induction

performance management

performance appraisal

learning and development

career development

career management

career progression

promotion

transfer

acting opportunities

job rotation or exchange

security and/or organisational suitability functions

using nationally accredited competency standards, competency-based assessment and training

Career development opportunitiesmay include:

assessment and development centres

coaching

competency development processes

counselling

education and training programs

constructive feedback

higher duties

induction and orientation programs

industry experience

job enrichment

job exchange

mentoring

opportunities to act in other positions

psychometric and other testing methods

secondments/mobility

self-analysis and self-assessment

shadowing

succession planning

Career development strategiesmay include:

provision of information on possible careers in the organisation and advice on career paths

training managers to manage staff careers

assisting managers to identify and develop talent in individuals

assisting managers to respond to diverse needs

incorporation of individual needs with organisational needs

assistance with preparation of individual development plans

government frameworks, such as indigenous career strategies, disability and diversity strategies

Career stages include:

early and initial career

mid-career

late career

near retirement

generational blend

Methods of promotion ofmay include:

written documentation

manuals

policy and procedure statements, guides

information brochures and pamphlets

oral advice and guidance

one-on-one meetings

small group meetings

telephone contact and/or electronic mail

Implementation of career development programsmay include:

delivery of information sessions

facilitation of training

management of external providers

partnerships with registered training organisations to deliver accredited training

negotiation of coaching, mentoring, shadowing opportunities or secondment/exchange activities

Legislation, policy and proceduresmay include:

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

national and international codes of practice and standards

the organisation's policies and practices

government policy

codes of conduct