Unit of competency details
FSKLRG014 - Manage strategies for career progression (Release 1)
Summary
Usage recommendation:
Current
Releases:
| 1 1 (this release) |
14/Nov/2019 |
Companion volumes:
Unit of competency
Assessment requirements
Training packages that include this unit
Qualifications that include this unit
Accredited courses that have this unit in the completion mapping
Classifications
Classification history
| ASCED Module/Unit of Competency Field of Education Identifier | 120501 | Career Development Programmes | 14/Nov/2019 | |
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Unit of competency
Modification History
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Release
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Comments
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Release 1
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This version first released with FSK Foundation Skills Training Package Version 2.0.
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Application
This unit describes the skills and knowledge required to manage appropriate formal and informal learning relevant to own career progression goals and to develop an individual action plan.
An individual performing these tasks works independently and uses support from a range of established resources.
This unit applies to individuals who use, or are preparing to use, learning skills to complete workplace activities. This includes existing workers and individuals preparing for employment through vocational education and training. This unit should be integrated and contextualised with vocational training to support achievement of vocational competency.
This unit is aligned to, but does not fully address, the Australian Core Skills Framework (ACSF) learning core skill indicators .01 and .02 at level 4 in the workplace and employment domain of communication.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Unit Sector
Learning
Elements and Performance Criteria
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Element
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Performance Criteria
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Elements describe the essential outcomes.
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Performance criteria describe the performance needed to demonstrate achievement of the element.
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1. Identify and investigate career progression options
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1.1 Identify suitable career progression options
1.2 Investigate skills needed and training required for career progression
1.3 Assess own strengths and weaknesses in various contexts and identify skills and knowledge areas of need
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2. Plan for career progression
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2.1 Select appropriate career progression pathway
2.2 Identify strategies to progress career
2.3 Develop an individual action plan with short, medium and long term steps that are sequenced and prioritised to achieve goal
2.4 Identify competing requirements and expectations and build solutions into action plan
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3. Review plan
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3.1 Monitor and reflect on effectiveness of action plan
3.2 Review individual action plan and strategies and adjust as necessary
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Foundation Skills
This section describes language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.
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Skill
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Description
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Self-Management
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- Applies independent learning strategies to manage and prepare for career progression
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Mapping Information
Supersedes and is equivalent to FSKLRG14 Manage strategies for career progression.
Links
Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=f572fe10-a855-4986-9295-3852c771f178
Assessment requirements
Modification History
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Release
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Comments
|
|
Release 1
|
This version first released with FSK Foundation Skills Training Package Version 2.0.
|
Performance Evidence
The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:
- develop an individual action plan to manage career progression
- review and revise plan on at least one occasion.
Knowledge Evidence
The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:
- techniques to research career options and the roles and responsibilities associated with job roles
- common barriers to learning
- common strategies to progress career
- strategies to monitor and reflect on career progression
- common features of action or learning plans, including:
- short, medium and long term goals
- sequenced actions and timeframes
- required skill developments
- barriers and solutions
- appropriate career progression pathways
- approaches to check and respond to progress of plans.
Assessment Conditions
Competency is to be assessed in the workplace, a workplace simulated environment or a vocational training context.
Skills must be demonstrated using complex texts or tasks that reflect those typically found in a workplace.
The following resources are to be made available:
- own familiar support resources.
Assessors must:
- satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards, and
- have sound knowledge of the ACSF and performance features of the ACSF level being assessed, and
- have demonstrable expertise, knowledge and skills in the vocational contextualisation and assessment of the core skill, learning, and
- have completed the following or equivalent:
- TAESS00009 Address Foundation Skills in Vocational Practice Skill Set; or
- a higher level education qualification, such as:
- TAE80113 Graduate Diploma of Adult Language, Literacy and Numeracy Practice (and its equivalent TAE70111); or
- Bachelor of Education, Graduate Certificate or Graduate Diploma of Education, or higher. This may include qualifications relating to TESOL, adult education or vocational education.
Links
Companion Volume Implementation Guide is found on VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=f572fe10-a855-4986-9295-3852c771f178
