1. Certificate IV in Career Development

2. Outcomes
Understand the nature of career development and how it might fit into your role
Develop Individual Learning Plans for Certificate IV in Career Development and map RPL availability
Negotiate assessment tasks for gap training, timeframes etc
Explore career development theory and how it relates to own career and career of others
Develop understanding of competencies required for career development work at SuniTAFE.
Explore career development frameworks that provide a useful guide for your work
o Explore and practice advanced communication skills required for working from a “helping” perspective.
RMIT University©25/03/2017
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3. RMIT University©25/03/2017
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4. Career Development – your role?
What are your student career focussed activities?
What do you assist them with?
How do you assist them? What do you do?
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5. Career Development – what is it?
What does ‘career’ mean to you?
What does ‘career’ mean to your students?
What do ‘advisors’ do? What is ‘guidance’?
RMIT University©25/03/2017
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6. Career definitions - Professional Standards for Australian Career Development Practitioners
“ A lifestyle concept that involves the sequence of work, learning and leisure activites in which one engages throughout a lifetime. Careers are unique to each person and are a dynamic….Careers include how persons balance their paid and unpaid work.”
Career Development
“The lifelong process of managing learning work, leisure and transitions in order to move towards a personally determined and evolving future”
Career Development Practitioner
“…facilitate the ability of clients to take charge of their own career career development by assisting them in the process of identifying and assessing resources,planning and managing for their career life-development.”
RMIT University©25/03/2017
School of Education

7. Career definitions - Professional Standards for Australian Career Development Practitioners
Careers Guidance
“A range of interventions including career education and counselling that help people to move from a general understanding of life and work to a specific understanding of the realistic learning and work options that are open to them.”
Careers Adviser
“Careers advisers provide a service that facilitates career decision making. In addition they provide timely and authoritative advice and information to students, colleagues and parents for use in school programs ( Career Advisers Association of New South Wales)
RMIT University©25/03/2017
School of Education

8. Focus of career development
“…facilitate the ability of clients to take charge of their own career career development by assisting them in the process of identifying and assessing resources,planning and managing for their career life-development.”
an ability to focus on who they are, what they have to offer and what is important to them
Having direction - knowing options, what appeals to them and how to qualify for suitable learning and work opportunities
Adaptability - the capacity of making the best of ever present change
Healthy self esteem and self knowledge to counter uncertainty and doubt
(Jarvis 2003)
RMIT University©25/03/2017
School of Education

9. Australian Standards for Careers Practitioners
1. Career development theory
2. Labour market
3. Advanced communication skills
4. Ethical practice
5. Diversity
6. Information and resource management
7. Professional practice
Specialisations – Assessment,counselling, program delivery, working with people with disabities, project management and employer liaison.
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10. Certificate IV in Career Development - the Competencies
Conduct career guidance interview
Assist clients to plan / access career pathways
Deliver services consistent with a career development framework
Use targeted communication skills to build relationships
Work within a legal and ethical framework
Analyse and apply labour market information
Analyse and apply education and training information
Maintain an effective work environment
Work effectively with culturally diverse clients and co-workers
Work effectively in the community sector
Operate referral procedures
Contribute to OHS processes
Facilitate links with other services
Provide job search support
Liaise with employers to provide flexible work arrangements
Establish and maintain effective networks
TAA/E – Provide training through instruction and demo of work skills
Plan and organise group-based delivery
Facilitate group based learning
What are competencies covered?
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11. Study process…. Step 1 - Complete RPL Ready document
Brainstorm evidence
Identify gaps
Step 2 – Learning and Assessment Plan
Details how competency requirements met
RPL, Credit Transfer, Study & Assessment
Choose electives
Complete Credit Transfer process if required
Workplace assessment activities identified
Step 3 – RPL or Study & Assessment
- follow your plan, access ACDS materials for gap training
Collect RPL evidence
Step 4 – Access support
, Skype, phone etc
Step 5 – Assessment ( have until November 2011 to complete)
RPL - -presentation of evidence and Iinterview questions to ascertain knowledge
Study & Assessment – send completed assessments via
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12. Using your experience – RPL Ready Completion Activity
What constitutes experience?
What constitutes evidence?
Evaluating your evidence
Not
Relevance
Sufficiency
Currency
Authenticity
Table has blank RPL Ready competency to complete - what evidence they may have, Discussion and whole room listing of types of evidence
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13. Demonstrating competency ….
RPL
Providing evidence process
Underpinning knowledge
Gap training
Australian Career Development Studies materials (ACDS)
Workplace assessment tasks
RMIT defined assessment tasks
Revisit questions from table activity
RMIT University©25/03/2017
School of Education

14. 6.3.1 Career development theory
6.3.1a Describe major career development theories
6.3.1b Apply career development theories to practice
…also underpinning knowledge and skills for
CHCCDP401B Deliver services consistent with a career development framework
CHCCAR501B Conduct career guidance interview
CHCCDP402B Assist clients to plan and access career pathways
RMIT University©25/03/2017
School of Education

15. “Who you are” is suited to particular work…
“Dr John Holland suggests that sound career decisions be based on an individualﾕs accurate knowledge of his or her personal modal orientation and accurate occupational knowledge. Without such knowledge, individuals are unable to base career decisions on congruent relationships between their personal orientations and their occupational environments.”
Career fit concept:
YOU
OCCUPATION
Your needs, values, abilities,
skills, interests, and aspirations
The job’s demands and potential
for satisfying your needs
MATCH
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16. RMIT University©25/03/2017
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17. Holland Codes THEME SAMPLE JOB TITLE CODE REALISTIC Horticulturist REI
INVESTIGATIVE Dentist IRS
ARTISTIC Librarian ACI
SOCIAL Secondary school teacher SIA
ENTERPRISING Industrial engineer EIR
CONVENTIONAL Bookkeeper CSR
RMIT University©25/03/2017
School of Education

18. Developmental Theories - careers develop over time
Donald Super
Life Span Life Space
Life Span Tasks
Growth 5-14yrs- childhood exploration, role models,self awareness through play, future orientation
Exploratory yrs- narrow choices, education/training, vocational identity
Establishment yrs- employment, advancement for some
Maintenance 35-65yrs- maybe evaluation before entering (minicycle), holding on, keeping up and innovation
Decline/Disengagement 65yrs onwards- planning for retirement, workload reduction, eventual retirement
Life Space Roles
Child
Student
“Leisurite”
Citizen
Worker
Spouse
Homemaker
Parent
Pensioner
RMIT University©25/03/2017
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19. Indecision = open mindedness
Constructivist Approach- we create our career
Planned Happenstance
Exploration generates opportunities
Skills enable us to seize opportunities
Recognise, create and use chance
Psychological Resiliency
Curiosity to explore
Persistence to deal with obstacles
Flexibility address events
Optimism maximise benefits from unplanned events
Risk taking
Indecision = open mindedness
RMIT University©25/03/2017
School of Education

20. Career Management Frameworks- Australian Blueprint for Career Development
"… need knowledge about themselves, and the capacity to connect with others. They need to learn and experience the benefits of:
Building and maintaining a positive self concept
Interacting positively and effectively with others, and
Changing and growing throughout life.
To take advantage of possible options, people need the knowledge and skills to:
Participate in life-long learning that is supportive of their career goals
Locate and effectively use career information, and
Understand the relationship between work, society and the economy.
With interest and support from family members, friends, teachers, and career development practitioners, people can learn how best to:
Secure/create and maintain work
Make career enhancing decisions
Maintain balanced life and work roles, and
Understand the changing nature of life and work roles.
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21. Career Management Frameworks- DOTS
Law
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22. Self awareness Occupational awareness Interests Skills Values
What else do students need to know about themselves?
Occupational awareness
What work and other opportunities are available
How might you assist students to increase their awareness?
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23. Decision making Taking action Understand factors that influence choice
Understand how choice is made
Own choice
What’s your decision making style?
Taking action
How
Planning - goals, actions, contingency plans
What knowledge, skills and attitudes might be required?
RMIT University©25/03/2017
School of Education

24. Your role in career development…
Old – “test & tell”, job for life…practitioner was expert, client passive
New – life long learning process – practitioner role is to facilitate learning, both engaged….
What does this new way of thinking mean for your role????
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School of Education

25. Review
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26. Conduct career guidance interview
What is your role?
What do you think clients expect of you?
What is client role?
What do you expect of clients?
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27. Communication skills for helping
Active listening
Questioning
Reflection and paraphrase
Action planning
RMIT University©25/03/2017
School of Education