Professional Standards for Australian
Career Development Practitioners
Career development practitioners work in a range of occupations in a range of settings and provide a wide
variety of services to a diverse client group. For example, career development practitioners may deliver
services in settings as diverse as schools, TAFE, universities, business organisations, government agencies
and private practice in a range of formats including one-to-one, small groups, via the web, large classes
and self-help materials. Such services may include career counselling, career education, job placement,
employment services, recruitment, career coaching, training, mentoring and coordinating work experience
or internships programs. This diversity of career development practice is reflected in the constituencies of
the member associations of the Career Industry Council of Australia Inc. (CICA).
The Professional Standards for Australian Career Development Practitioners were developed through the
National Standards and Accreditation of Career Practitioners Project commissioned through the CICA by
the then Australian Government Department of Education, Science and Training. Background on the CICA
and a list of its member associations are listed on Appendix 1.
Professional Standards
The Professional Standards for Australian Career Development Practitioners have been adopted by CICA
and its member associations. These standards will be regarded as the minimum required by Australian
career development practitioners from 1 January 2012.
The Professional Standards will be implemented by CICA in conjunction with its member associations. The
Professional Standards for Australian Career Development Practitioners may be supplemented by the CICA
member associations to more accurately reflect their particular constituencies, but not be reduced.
Care has been taken in the development of these Professional Standards to balance the autonomy and
individuality of the member associations of CICA within a nationally agreed framework of Professional
Standards for Australian Career Development Practitioners.
CICA’s Responsibility to Member Associations
CICA will ensure that the membership requirements for career development practitioners who belong
to its member associations accord with the Professional Standards for Australian Career Development
Practitioners. In conjunction with its member associations, CICA will monitor the industry and when
necessary revise the Professional Standards to ensure that they remain current, relevant and reflect
international best practice.
Member Associations’ Responsibility to CICA
Member associations undertake to apply and monitor the Professional Standards for Australian Career
Development Practitioners through their membership requirements for their members who are career
development practitioners. In addition, member associations will ensure that any changes to their
membership requirements for their career development practitioner members accord with the Professional
Standards and will inform CICA of such changes.
The Vision
The Professional Standards for Australian Career Development Practitioners are critical to the promotion of
a career development culture within the Australian community through the development of standards and
the promotion of quality career development services.
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Definition of Standards
Standards refer to the systems and procedures developed by career development practitioners and
stakeholders in the career industry that:
• Define the career industry, its membership and its services
• Recognise and specify the diverse skills and knowledge of career development practitioners
• Guide practitioner entry into the industry
• Provide a foundation for designing career development practitioner training
• Provide quality assurance to the public and other stakeholders in the industry
• Create an agreed terminology for the industry
(adapted from [Canadian] National Steering Committee for Career Development Guidelines and Standards, 2004).
Purpose of Standards
The purpose of standards in reflected in the previous definition. Standards also demonstrate the
professional status of career development practitioners as reflected in the following definition:
A profession is a disciplined group of individuals who adhere to ethical standards and uphold themselves
to, and are accepted by the public as possessing special knowledge and skills in a widely recognised
body of learning derived from research, education and training at a high level, and who are prepared to
exercise this knowledge and skills in the interest of others (Professions Australia, 2004)
Elements of Professional Standards
for Australian Career Development Practitioners
The elements of the Professional Standards for Australian Career Development Practitioners are:
- Terminology
- Membership of the Profession
- A Code of Ethics
- Entry-Level Qualifications
- Continuing Professional Development (CPD)
- Competency Guidelines that will inform the development of entry-level qualifications.
- Terminology
The Professional Standards for Australian Career Development Practitioners define the
field through agreed terminology. Such agreement assists in defining the membership and
distinguishing features of the field.
1.1 Career Development
“Career development” has been adopted as the overarching term in the career industry in
Australia. Internationally, the terms “career development” and “career guidance” have been used
synonymously. Career development may be defined as:
the complex process of managing life, learning, and work over the lifespan (Miles Morgan, 2003,
p. 14).
This definition reflects that of career guidance developed by the Organisation for Economic
Cooperation and Development (OECD, 2003, see Glossary).
To assist in their career development, individuals may access career Development services which
may be defined as:
A wide range of programs and services provided in many different jurisdictions and delivery
settings. Their object is to assist individuals to gain the knowledge, skills, attitudes and behaviours
to manage their life, learning, and work in self-directed ways (Canadian Career Development
Foundation, 2002).
1.2 Terminology
The agreed terminology for the field accords with that of the Australian Blueprint for Career
Development and of the Australian Qualifications Framework (see Appendix 2).
2 Membership of the Profession
2.1 Definition
Career development practitioner
Career development practitioner is “an umbrella term that refers to any Direct service provider in
the career development field. This includes but is not limited to: career counsellors, employment
counsellors, career educators, career information specialists, career management, consultants,
career practitioners, rehabilitation counsellors, work development officers, employment support
workers, work experience coordinators, job developers, placement coordinators, career coaches
and vocational rehabilitation workers”
([Canadian] National Steering Committee for Career Development Guidelines and Standards, 2004).
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2.2 Purpose
The purpose of defining membership is to identify to whom the Professional Standards for
Australian Career Development Practitioners apply.
2.3 Australian Standard
The professional Standards for Australian Development Practitioners will apply to:
Any person who provides career development services and/or programs and who belongs to a
CICA Membership Association.
Through their association membership, such practitioners will meet the minimum standards
defined by the Professional standards for Australian Career Development Practitioners, and for
the areas of specialisation, the specific requirements of the relevant member association of CICA. - Code of Ethics
3.1 Definition
The Code of Ethics serves as a practical guide for professional behaviour and practice for
career development practitioners as defined in these Professional Standards and to inform the
public that career Development practitioners serve (adapted from [Canadian] National Steering
Committee for Career Development Guidelines and Standards, 2004).
3.2 Purpose
a) “A code of ethics governs the activities of each profession” (Professions Australia, 2004)
b) “Such codes require behaviour and practice beyond the personal moral obligations of an
individual. They define and demand high standards of behaviour and respect of services provide
to the public and in dealing with professional colleagues. Further, these codes are enforced by
the profession and are acknowledged by the community” (Professions Australia, 2004)
c) The Code of Ethics informs the public about the ethical standards to which the Australian
career development practitioners must adhere. The details of the Code are laid out in section
3.3 below.
3.3 Australian Standard
3.3.1 Ethical principles for professional competency and conduct
Career development practitioners
• Obtain qualifications necessary to provide career development services, including those
qualifications required to undertake specialised tasks or roles and/or work with specialised
populations
• Conduct career development services in accordance with the Code of Ethics contained in the
Professional Standards for Australian Career Development Practitioners and also the Code of
Ethics of the CICA member association to which they belong
• respect their professional competencies, training and experience accurately
• function within the boundaries of their training and experience
• refrain from consciously dictating to, judging or coercing client choices, values, lifestyles,
plans or beliefs
• explain the content, purposes, potential benefits and results of tests and interventions in
language that is easily understood by the person or persons for who it is intended
• monitor, maintain and enhance professional competencies
• seek and participate in continuing professional development (CPD) in order to remain current
with innovations and trends in the contexts, processes and content of career development
• ensure that material contained in web-based programs, resource materials and career
development programs is current and accurate
• conduct research and report findings using procedures that are consistent with the accepted
ethical and scientific standards of educational, psychological and social research practices.
3.3.2 Ethical principles for career development practitioner
– client relationships
3.3.2.a. Equity and diversity
Career development practitioners
• respect the dignity of each person for whom career development services are rendered
• ensure that each individual’s feelings and cultural customs are respected
• inform individuals, orally or in writing, of the purposes, goals, techniques, polices and ethical
standards as appropriate to the service being provided
• accept the rights of the individual to make independent choices and to take responsibility for
those choices and their consequences
• deal with each person fairly, equitably and without prejudice, respecting their values, beliefs
and life experiences and those of their families and communities to which they belong
• avoid all form of discrimination
• ensure that the services provided are culturally appropriate and relevant to the individuals’
needs, and valid and reliable concerning the information they provide
• take into consideration the career development stage that their clients are at, and their career/
life experiences
• use non-discriminatory, current and accurate information within whatever medium is used
3.3.2.b. Confidentiality, disclose and informed consent
Career development practitioners
• maintain a current understanding of laws, policies and professional ethics that pertain to client
rights
• inform individuals of the limits of confidentiality
• preserve confidentiality
• preserve the individual’s right to privacy
• seek clients’ expressed consent before disclosure of client information
• avoid or disclose conflicts of interest which compromise the best interests of their clients
3.3.2.c. Scope of practice
Career development practitioners
• conduct career development services for which they are appropriately trained and currently
qualified
• make appropriate referral when their own competency does not meet the individual’s need or
when their own competency does not meet the individual’s need or when their professional
assistance cannot be provided or continued
• contextualise career development theory and practice according to work setting, clientele and
societal context
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3.3.3 Ethical principles for professional relationships
Career development practitioners
• avoid conflicts of interest
• resolve conflict between professional ethical standards and directives or practices within the
workplace through ethical decision-making and appropriate consultation
• advocate for and assist in the development of career development services that are ethically
rendered and relevant to client needs in cooperation with policy-makers, organisations,
administrative personnel and community agencies
• respect and acknowledge the contribution of other professionals
• cooperate with other professionals and/or colleagues according to the ethical practices and
procedures relevant to the situation
3.3.4 Breaches of the Code of Ethics
Career development practitioner associations will
• Develop and implement procedures whereby breaches of the Code of Ethics may be reported
and appropriately followed up (e.g., where appropriate through educative processes). - Entry-level Qualifications
4.1 Definition
Entry-level qualifications refer to the minimum qualifications required to be recognised as a career
development practitioner.
4.2 Purpose
Entry level qualifications ensure that those entering the career development profession have the
appropriate career development-specific skills, knowledge and competencies to undertake work
in the career development field. Such qualifications will determine membership of the professional
associations that are members of CICA.
4.3 Australian Minimum Standard
4.3.1 Professional career development practitioners work in the field of career development and
have completed and had recognised as a minimum qualification
(a) an endorsed
• Graduate Certificate
• Vocational Graduate Certificate
or
(b) an alternative pathway to Professional status as may be approved case by case
basis by the Member Associations in line with Policy and Procedures developed by
the Council.
4.3.2 Associate career development practitioners work in the field of career Development and
have completed and had recognised as a minimum qualification
(a) an endorsed
• Certificate IV
or
(b) an alternative pathway to Associate status as may be approved on a case by case
basis by the Member Associations in line with Policy and Procedures developed by
the Council.
4.3.3 Recognition of Prior Learning (RPL)
• RPL is the ‘acknowledgement of a person’s skills and knowledge acquired through
previous training, work or life experiences which may be used to grant status or
credit in a subject or module” (Knight & Nestor, 2000, p. 33).
• Prior learning, experience and competencies may be assessed at either the
professional or associate career development practitioner level by a relevant
training provider or educational institution.
4.3.4 Implementation
• Phasing in of the minimum qualifications for all career development practitioners
occurred as follows:
• Phasing in period from 1 January 2006 – 1 January 2012
• From 1 January 2012, Australian career development practitioners will be expected to
hold one of the minimum qualifications outlined in 4.3.1 to 4.3.2 above
• From 1 January 2012, the minimum qualification held will determine membership
at the level of either professional career development practitioner or associate career
development practitioner.
5 Continuing Professional Development (CPD)
5.1 Definition
The ongoing maintenance and growth of professional excellence through participation in
learning activities which are planned and implemented to achieve excellence for the benefits of
participants, clients and the community (Australian Association of Social Workers, 2002).
5.2 Purpose
While entry-level skills and qualifications are important, it is essential that career development
practitioners regularly update their knowledge and skills across their professional lives in order that
they maintain currency in the field and also provide the best service possible to clients.
5.3 Australian Standard
5.3.1 Member associations of CICA will
• incorporate into their own standards a model of continuing professional development (CPD)
that accords with the CICA the Professional Standards
• require professional and associate career development practitioners to confirm that they have
complied with the CPD requirements of their association as part of the membership renewal
process
• provide a program of CPD of their professional and associate career development practitioners
• provide a mechanism to enable professional and associate career development practitioners
to record and provide evidence of their CPD with their membership renewal
• provide CPD that enables professional and associate career development practitioners to
maintain the competencies as defined in these Professional Standards
• where possible, develop cooperative arrangements across associations for the delivery of CPD
• accept that where professional and associate career development practitioners have complied
with the CPD requirements of one CICA member association, this will be recognised for the
membership renewal process of other CICA member associations
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5.3.2 Professional and associate career development practitioners will
• engage in CPD according to the standards of their professional association
• record and retain evidence of their CPD
• confirm that they have complied with the CPD requirements of their professional association
as part of their membership renewal
• provide evidence of their CPD if required by their professional association
6 Competency Guidelines
6.1 Definition
Core Competency
“The skills, knowledge, and attitudes that all career development practitioners require regardless
of their employment setting” ([Canadian] National Steering Committee for Career Development
Guidelines and Standards, 2004).
Areas of specialisation
Additional skills, knowledge and attitudes that may be required to undertake specialised tasks
or roles and/or work with specialised populations depending on the type of work setting and the
client groups that are being served (adapted from [Canadian] National Steering Committee for
Career Development Guidelines and Standards, 2004).
6.2 Purpose
Competencies have several potential advantages. First, they are practical and provide a
mechanism for recognising the skills, knowledge and experience of practitioners. Second, they
may be used to guide training providers on course content and inform employers about the
appropriate skills and knowledge of practitioners. Third, they are more inclusive than processes
such as registration, accreditation or licensing (Miles Morgan Australia, 2005a).
6.3 Australian Standard
The following guidelines informed the endorsement process applied to the minimum qualifications
and also the development of competencies in the Certificate IV in Career Development and the
Vocational Graduate Certificate in Career Development Practice.
The term “individual” is used throughout this section on competencies. However, it is recognised
that career development services may be provided for individuals in a range of settings and formats. - The core competencies may be grouped into seven broad categories, specifically:
- Career development theory
- Labour market
- Advanced communication skills
- Ethical practice
- Diversity
- Information and resource management
- Professional practice
Specialisations
Assessment, counselling, program delivery, working with people with disabilities, project
management and employer liaison are specialisations integral to the work of many career
development practitioners. Assessment will be briefly described within the category of career
development theory. Counselling and program delivery will be briefly described within the
category of advanced communication skills. Working with people with disabilities will be
described within the category of diversity. Project management and employer liaison will be
described within the category of professional practice.
6.3.1 Career development theory
These competencies address the theoretical base that underpins and is used to inform the work
of career development practitioners.
6.3.1.a. Describe major career development theories
• understand the theoretical origins of career development work
• apply theory to the context of career development work
• use a theoretical framework through which to understand individual career development
6.3.1.b. Apply career development theories to practice
• use career development theory to provide a meaningful information base for career
development work with individuals and groups
• integrate theory and research into practice
6.3.1.c. Describe change and transition in the context of lifespan career development
• help individuals adapt to and manage change and transition
• help individuals understand and accept that change and transition are normal parts of life
• manage change and transition in personal life
6.3.1.d. Describe work/life balance in the context of lifespan career development
• understand the need to balance the multiple roles assumed by individuals throughout their
career development
• understand and integrate into practice that making a living is only one component of one’s
identity
• understand that individuals, their values and the environment are interdependent
6.3.1.e. Foster career management strategies
• help individuals develop the skills to effectively manage their careers
• help individuals understand that career management is a lifelong process
• help individuals understand how societal trends play a major role in career management
• promote individuals’ independence and self-confidence
• increase individuals’ awareness of opportunities and options
• understand and agree on possible outcomes
• work out steps needed to make and implement a decision so individuals achieve goals
6.3.1.f. Refer individuals to the appropriate sources
• assist clients in selecting services and resources to meet their needs
• help individuals to develop skills for research
• assist individuals in obtaining services outside the boundaries of the practitioner’s expertise
• inform individuals of services that are most relevant to their needs
• facilitate case management
6.3.1.g. Needs assessment
• assist individuals identify their career development needs holistically in the context of their lives
• determine whether individuals’ needs are within the scope of practice of the practitioner and, if
not, determine appropriate referral
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• provide a context for the career development service
• assist the practitioner and individual to negotiate and contract the service to be provided
6.3.1. h. Assist individuals to identify their work-related interests, skills, knowledge and values
• identify and understand individuals’ needs
• enhance individuals’ self-understanding
• identify and explore possible options with individuals and clients
6.3.1.i. Program development
• recognise the unique program needs of particular settings and client groups
• incorporate strategies, resources and processes that reflect the needs of the setting and
client group
• incorporate evaluation processes
• use theory to inform program development
6.3.1.j. Specialisation – assessment
Since career development work first began, assessment has been a feature of its practice. In
addition to needs assessment, a range of assessment tools and processes have been and are
constantly being developed. Assessment methods complement the career development process;
they do not replace it.
Career development practitioners are reminded of the ethical use of assessment and the need to
be appropriately qualified in any assessment processes they choose to administer. Specialised
competencies include the ability to:
• describe the purpose of assessment in career development work
• describe assessment instruments and methods
• identified standardised career assessment instruments and informal assessment methods
appropriate for a given client group
• identify standardised career assessment instruments and informal assessment methods
appropriate for own knowledge and skill level
• explore appropriate instruments and procedures with clients
• use standardised career assessment instruments as appropriate to client needs and if
appropriately qualified
• review and evaluate assessment results with clients
• critically review and evaluate general and specific approached to assessment
• understand the validity, reliability and norm group issues relevant to the assessment tools
being used
6.3.2 Labour market
These competencies address the integral role of the labour market information in the work of
career development practitioners
6.3.2.a. Labour market information
(i) Explain components of labour market information
• help individuals understand and apply labour market information to their work search and
career objectives
• provide accurate labour market information to individuals
• assist individuals in interpreting and using current labour market information for career
planning
• assist individuals in networking effectively in the community
• use career resource information
• be aware of others in this specialised field and provide referrals where appropriate
(ii) Keep current about the labour market
• comprehend local, regional, national and international labour markets
• access information on past and present labour market needs and future labour market trends
• understand the labour market
• understand how the current labour market relates to individuals’ aspirations, skill and
needs, and vice versa
• critically evaluate and interpret labour market statistics
(iii) Describe educational/training opportunities and resources
• develop individualised career plans
• make clients aware of options
• source appropriate educational/training opportunities and resources
6.3.2.b. Labour market preparation
(i) Apply market information to individual career plans
• develop personally appropriate career plans with individuals
• consider labour market information in the context of individuals’ career decisionmaking
(ii) Assist clients in job search strategies such as addressing selection criteria, assessment
centre preparation, use of recruitment agencies, use of online resources, the role of
professional associations, the preparation of application forms, letters of application, online
application preparation, resume and portfolio preparation
• increase individuals’ probability of success in the work search
• enable individuals to meet employers’ expectations
• identify marketable skills, knowledge and experience
• help clients tailor an approach to an employer or an employment opportunity
• enhance the application process
• facilitate clients’ understanding of their competencies and marketable skills
(iii) Assist clients use job search strategies such as self-marketing, using portfolio, personal
presentations, job interviews and networking
• assist clients in self-management, self promotion and self marketing
• assist clients in creating their own opportunities
• help clients expand their search for prospective jobs
• identify hidden job markets
• increase clients’ understanding/awareness of themselves and the impact this awareness
has on work searches
• identify cultural differences in expectations of the job search process
• increase clients’ self-confidence and self-awareness
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