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Qualification in Career Guidance and Development Handbook 2014 - 2015

UK CareerDevelopment

Awards

Welcome to the Career Development Institute (CDI)

The CDI is Europe’s largest careers professional association with over 4,000 members drawn from public, private and voluntary/community sector organisations.

We have a key role to play in influencing UK skills policy as it affects those with whom career development professionals work and a clear purpose to improve and assure the quality and availability of career development opportunities for all throughout the UK

We are also the custodians of the UK Register of Career Development Professionals and the National Occupational Standards: Career Development.

It’s a time of great opportunity for those entering the career development sector to make a real difference to improving the quality of people’s lives through the design and delivery of effective career development policies and practices. As a student member of the Institute, you have signed up to a Code of Ethics designed to safeguard the interests of consumers and to guide career development professionals in their work.

The Qualification in Career Guidance and Development (QCGD) is a UK-wide professional qualification which meets the entry requirements for the UK Register of Career Development Professionals. It covers both the theoretical base for career guidance and the practical application of theory in a work environment. The CDI is the Awarding Body for the QCGD and we offer further training for qualified practitioners and managers in many specialist areas of practice.

The aim of the QCGD is to equip you with the qualities, skills, knowledge, professional values and personal awareness which will enable you to meet the needs of clients in a wide range of work settings, including work with young people, adults and special groups such as people with disabilities and learning difficulties. A significant element of the QCGD is the work-based learning opportunities.

The qualification will also develop your ability to reflect on your practice and to identify your continuing professional development (CPD) needs. Reflective practice is more than simply evaluating or even critically analysing what you do. It is about considering how you apply the theory you have learned to practice, reflecting on how well this has worked and whether the theory is appropriate. In this way, theory may change over time through the experience of practice.

It is important for those entering or working in the career development sector that this initial professional qualification is portable across the UK and indeed further afield. All higher education institutions offering this professional level qualification work closely with employers and CDI Moderators to ensure that your learning experience is rich, relevant and robust - equipping you with a broad range of transferable skills and experiences.

Work opportunities for qualified career development professionals can be found on the Portico section of the CDI website at www.thecdi.net

On a personal note, I truly hope you enjoy your career learning journey and feel able to make the most of this experience. Over the coming years please do take advantage of the CDI membership services for both students and those in practice.

You are now a member of a vibrant UK-wide career development sector – thank you for choosing to join us!

Karen O’Donoghue

President of the Career Development Institute and Chief Executive of The Via Partnership

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As a student member of the CDI you have signed

up to a Code of Ethics designed to safeguard

the interests of consumers and to guide

you in your work.

WelcomePresident, Career Development InstituteJuly 2014

Qualification in Career Guidance and Development

1. Format of the QCGD 1.1 The Benchmark Statements

1.2 Career Development Institute Learning Outcomes

2. Assessment

2.1 Awarding Body Assessment Requirements

2.2 Assessment of other Learning Outcomes

2.3 Self-generated Evidence

3. Portfolio of Evidence

3.1 The QCGD Portfolio

3.2 Building your Portfolio

3.3 Collating and Organising Evidence

4. CDI Student Membership

5. After The QCGD

4.1 Join the Register

4.2 CPD Requirements

QCGD Regulations

Appendix 1 – Mapping of Benchmark to QCG Learning Outcomes

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Qualification in Career Guidance and Development 03

Contents

1. Format of the QCGD1.1 Benchmark Standards for a Masterslevel qualification in Career Guidance and Development

The following pages contain the benchmark statements which represent the standard of knowledge, understanding, skills and abilities of students engaged in Masters-level study in Career Guidance and Development in Scotland. Students should have achieved standards 1 to 7 by the time they complete the Postgraduate Diploma and standard 8 by the time they complete the MSc.

The standards: 1 Ethical and professional practice2 Career development theory3 Career guidance practice4 Career guidance policy5 Career related information and learning6 Partnership working7 Labour market intelligence8 Career guidance research

04

The QCG has five modules, each of which has Aims and a number

of Learning Outcomes which must be met.


Standard Number 1: Ethical and Professional Practice

This standard is concerned with the critical analysis of ethical practice and the factors that can undermine this, managing own personal beliefs and values to ensure professional practice is upheld, the importance of reflective practice and developing a thorough knowledge and understanding of legislation, policies and practice relating to equality and diversity.

05Qualification in Career Guidance and Development

the ethical principles that apply to career guidance and development interventions

strategies for upholding ethical practice and professional standards, including the role of professional bodies

factors that can undermine ethical practice, including prejudice and bias

the conceps of rights, respondibilities, and entitlements int he career guidance and development process

the rationale for and major provisions of legislation and codes of practice relating to equality and diversity

how service providers and practitioners demonstrate equality and diversity principles and legislation in their policy and practice

the relationship between personal beliefs, values and professional practice

the boundaries and limitations of own professional expertise and competence

what is meant by reflective practice and continuous improvement

sources of evidence and feedback to appraise own performance

the importance of continuous professional development to maintain knowledge, skills and practice and manage the effects of change

how to manage own work in an organisational context, including the potential for conflict in values and ethics

plan strategies and resources that uphold and promote ethical practice and equality and diversity

critically analyse and constructively challenge unethical or oppressive behaviour/ practice in others

evaluate, challenge and effectively manage own values, beliefs and reactions to demonstrate a commitment to ethical practice

give and receive effective feedback to analyse the competence and performance of self and others

gather evidence of and analyse own performance from a range of sources and set targets and objectives for own professional development

effectively use appropriate systems of supervision and support, including peer support

build and sustain effective working relationships

1a

1b

1c

1d

1e

1f

1g

1h

1i

1j

1k

1l

1(i)

1(ii)

1(iii)

1(iv)

1(v)

1(vi)

1 (vii)

Knowledge and Understanding

By the end of this programme of study, students will be able to demonstrate a knowledge and critical understanding of:

Skills and Abilities

By the end of this programme of study, students will be able to use a significant range of skills, techniques and practices to:

Standard Number 2: Career Development Theory

This standard relates to the theoretical perspectives that underpin career guidance practice, derived from psychology, sociology and other social sciences. It encompasses concepts of how career choices are made and career development through the lifespan.

the concept and value of evidence-based practice

models of career guidance and development interventions and their value in maintaining and developing high quality career guidance practice

underpinning theoretical bases to career guidance and development, including psychology, sociology and other social sciences

theories of career choice, decision making, motivation and transition

the range and use of diagnostic and assessment tools in career guidance and development

the implications of different theoretical perspectives on practice

the influence of family, context, personal circumstances and social networks on client career decision-making

critically evaluate the contribution of theory to practice

apply theory to own role and practice

assess the career development needs of clients

2a

2b

2c

2d

2e

2f

2g

2(i)

2(ii)

2(iii)






Standard Number 3: Career Guidance Practice

This standard covers the main communication, interpersonal skills and knowledge required for effective career guidance work. This includes counselling, coaching, person-centred, motivational and goal orientated techniques and models, the ability to work with a range of clients throughout the lifespan, the ability to assess the appropriate strategies to help decision making through face to face (including group work and presentation skills) and e-based interactions.


the different types of individual career guidance interventions and what they aim to achieve

the concept of person-centred practice, including the place of counselling and coaching techniques in career guidance and development

appropriate models/ approaches for the different types of individual interventions in career guidance, including face-to-face, web based and use of social media

tools and techniques for identifying individual client needs

legislation and organisational requirements, including those relating to data protection and confidentiality

strategies that encourage clients to be actively engaged in the career guidance process

how to help clients to develop their own career management skills and proactive asset-based personal responsibility and resilience in managing their career

how to manage cases and caseloads and provide ongoing support to clients

techniques for supporting clients to develop and implement their career plans

how to evaluate the effectiveness and measure the impact of career guidance interventions

the principles and processes of effective signposting, referral and advocacy

the rationale for working with groups in a career guidance and development context and the differences between group work and presentations

how to plan and deliver interactive and participative group work that is responsive to the needs of the audience and maximises learning

strategies for managing group dynamics, including challenging behaviour, to develop and sustain effective working relationships

a range of group work methods (including use of ICT) and their relative merits

how to evaluate the effectiveness of group work sessions

critically evaluate the use of models and interventions in person-centred practice

tailor the individual intervention to suit the context, needs and characteristics of the client

assess client need and compare, contrast and practice use of a range of appropriate tools and techniques or resources to meet that need

establish, maintain and develop effective communication within the individual intervention in accordance with the principles of ethical practice reach agreement with the client on the aim, purpose and scope of the intervention

challenge and support clients to reframe their thinking, broaden their horizons and encourage their career adaptability encourage clients to be actively engaged in the career planning process, including setting and reviewing agreed goals

identify and agree with the client a course of action to resolve their needs

make an appropriate record of the intervention and explain its role and purpose to the client

plan and design group work that is appropriate to the needs of the target audience

deliver and facilitate group work that is person-centred and maximises opportunities for learning

how to apply counselling techniques such as motivational and solution-focused approaches and group guidance

critically evaluate the effectiveness and efficiency of work with groups to inform the group work planning process

3a

3b

3c

3d

3e

3f

3g

3h

3i

3j

3k

3l

3m

3n

3o

3p

3(i)

3(ii)

3(iii)

3(iv)

3(v)

3(vi)

3(vii)

3(viii)

3(ix)

3(x)

3(xi)

3(xii

3(xiii)





Standard Number 4: Career Guidance Policy

This standard locates career guidance services in a public policy environment, including employment and education policy. The focus is on how government social policy shapes career guidance provision and determines its priorities, and structures for delivery.

the history and development of career education and guidance policy and practice in the UK

the purpose, aims and benefits of career related learning within the curriculum of secondary and tertiary education and in training and employment settings

the delivery of career guidance services in a range of policy and operational contexts including within the UK, the EU and beyond

the public policy on career guidance, employability, lifelong learning and economic development within the UK and how guidance organisations respond to this

the causes and nature of social exclusion and its relationship to social policy

inclusion strategies for vulnerable individuals and groups

the benefits of career guidance – personal, social and economic

critically evaluate the effect of social policy on career guidance practice

promote inclusion, lifelong learning and employability

4a

4b

4c

4d

4e

4f

4g

4(i)

4(ii)






Standard Number 5: Career Related Information and Learning

This standard is concerned with the management, delivery and evaluation of career related information and learning in a range of settings. This includes strategies and resources for supporting clients who are making career development choices through the lifespan.


what is meant by career related information and its use in a career guidance and development context

the rationale for clients developing information management skills

the guidelines and frameworks relating to the provision of career related information

how to assist clients to access, interpret and evaluate career related information, including web based resources

the implications of legislation on equality and diversity for access to career related information

the range of resources that are available to support the delivery of career related learning and the major modes of delivery of career learning programmes

how to promote the benefits of career related learning and career management skills with individuals, education and training providers and employers

how career guidance and development practitioners support career related learning in a range of settings

how people learn and different learning styles

how to design and evaluate the impact of career related learning programmes and identify gaps in provision

how career related learning can support the development of career management skills

identify the career related information needs of a range of service users

critically evaluate the range, sources and quality of the career related information that is available to clients

interpret information and tailor it to the needs of clients and their key influencers

support clients to access, interpret and use career related information independently using a variety of media

research, collect and collate career related information using various methodologies and technologies

understand, interpret and use local, national and international qualifications frameworks

demonstrate the capability to widen clients’ horizons by introducing them to unfamiliar new ideas and sources of information

participate in the design and delivery of career related learning programmes and activities in a range of settings

use technology and innovative techniques to deliver career related learning

critically evaluate the effectiveness and efficiency of career related learning programmes

5a

5b

5c

5d

5e

5f

5g

5h

5i

5j

5k

5(i)

5(ii)

5(iii)

5(iv)

5(v)

5(vi)

5(vii)

5(viii)

5(ix)

5(x)





Standard Number 6: Partnership Working

This standard addresses the benefits and risks of collaborative working, the identification of relevant individuals and organisations and the skills required to ensure effective partnership working. With a focus on positive outcomes and enhanced service delivery, partnership working is effective when individuals have a shared vision of a common goal and a shared understanding of the risk and rewards of collaboration.

the principles and collaborative advantage of partnership working

different types and methods of collaborative working, both formal and informal

the range of potential key partners and partnerships in a career guidance and development context

the services offered by other organisations and interested parties and how to access them

the key policy developments that impact on partnership working, including organisational change

methods to help build the capacity of partners

the individuals, communities and organisations likely to form one’s own network

the need to record and share issues with other agencies, including the outcomes of referral

the agencies with key roles in helping to overcome or remove barriers to client progressing in their career

the practitioner’s brokerage role in removing barriers to learning and progression

build and sustain effective working relationships with others, internal and external

share experience, knowledge, information and expertise with others and recognise, value and learn from this

identify and realise opportunities to work collaboratively

demonstrate negotiation skills with partner organisations

6a

6b

6c

6d

6e

6f

6g

6h

6i

6j

6(i)

6(ii)

6(iii)

6(iv)






Standard Number 7: Labour Market Intelligence

This standard focuses on the range of labour market information and intelligence that is available and the need to respond to a fast moving labour market and economic environment. It addresses the need to ensure available labour market data is integrated into career guidance provision. Practitioners must ensure that analyses, interpretations and conclusions are robust and meaningful and based on quality data from reliable sources.


education, employment and training policies and systems to promote employability and skills

the operation of local, regional, national and international labour markets

the role of publicly-funded and sector-specific agencies in promoting training and employment opportunities

the role of career guidance in lifelong learning and workforce development

how to source, interpret and present labour market information and intelligence, including sectoral trends, to a range of audiences

how to manage the use of labour market information and intelligence

how to network with employers and other opportunity providers to open up opportunities

liaise with opportunity providers and engage proactively with education, employment and training providers

facilitate understanding between career guidance and development professionals and labour and learning providers

critically evaluate the range and appropriateness of labour market information and intelligence

engage in critical enquiry into/ investigate aspects of the labour market

explain and interpret labour market information, intelligence and trends to a range of audiences, including clients and partners

support clients in understanding the links and constraints between their aspirations and available opportunities

7a

7b

7c

7d

7e

7f

7g

7(i)

7(ii)

7(iii)

7(iv)

7(v)

7(vi)





Standard Number 8: Career Guidance Research

Within a CEIAGD context, research is based on a critical enquiry into aspects of professional practice, the application of theory to practice or a detailed investigation into areas of policy and partnership working. This reflects skills and knowledge of a range of research methods, the evaluation and analysis of results, implications for practice and the contribution to the body of knowledge in career guidance.

the concept and value of evidence based practice

the contribution of research to the body of knowledge in the profession

the rationale, principles and methods of critical enquiry

the ethics of empirical research, including the process of seeking and receiving ethical approval to conduct research

research design and methodology

statistical techniques and questionnaire and survey design

the design and presentation of a literature review

how to document and communicate research results

how to conduct a critical discussion and analysis

contribute to the body of knowledge in the profession

apply appropriate research strategies

complete a substantial empirical research project at the forefront of the discipline of career guidance and development

8a

8b

8c

8d

8e

8f

8g

8h

8i

8(i)

8(ii)

8(iii)






Appendix 1: Key qualifications and policy reference points

QUALIFICATIONSQAA Scotland (2007) Scottish Subject Benchmark Statement for Career Guidance. Glasgow: Quality Assurance Agency for Higher Education Scotland.

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Scottish-subject-benchmark-statement---Career-guidance-.aspx http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Scottishbenchmarkstatements.aspx

Scottish Government (2012) A Qualifications and Continuous Professional Development Framework for the Career Development Workforce in Scotland. Edinburgh: Scottish Government.

http://www.scotland.gov.uk/Publications/2012/07/5300/1

CPA (April 2012) Blueprint for the Register of Career Development Professionals and Career Progression Framework. Careers Profession Alliance.

http://www.icg-uk.org/write/CPA_Blueprint_for_Professional_Register_-_Final_(V3).pdf

LLUK (2011) Career Development National Occupational Standards. Lifelong Learning UK.

http://readingroom.skillsfundingagency.bis.gov.uk/sfa/nextstep/frameworkstandardsandguidance/LLUK%20NOS%20Full%20Suite.pdf

OECD (2004) Career guidance: a handbook for policy makers. Paris: Organisation for Economic Cooperation and Development; European Commission.

http://www.oecd.org/dataoecd/53/53/34060761.pdf

QAA Scotland (2001) Framework for qualifications of higher education institutions in Scotland. Glasgow: Quality Assurance Agency for Higher Education Scotland.

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQscotland.pdf

CEDEFOP (2009) Professionalising career guidance. Practitioner competences and qualification routes in Europe. European Centre for the Development of Vocational Training. Luxembourg: Office for Official Publications of the European Communities.

http://www.cedefop.europa.eu/en/Files/5193_EN.PDF

ICG (2001) QCG Learning Outcomes. Stourbridge: Institute of Career Guidance.

SCQF (August 2012) Revised Level Descriptors. Glasgow: Scottish Credit and Qualifications Framework.

http://www.scqf.org.uk

NICE (2012) Tuning Handbook – Tools for the Design and Development of Degree Programmes in Career Guidance and Counselling in Europe. Heidelberg University: Erasmus Network for Innovation in Career Guidance and Counselling in Europe.

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The benchmark statements represent the standard of knowledge, understanding, skills and abilities of students engaged in Masters-level study in Career Guidance and Development in Scotland.


POLICY (CAREER GUIDANCE)National Careers Council (June 2013). An Aspiration Nation: Creating a culture of change in careers provision. National Careers Council – England.

Scottish Government (April 2010) 16+ Learning Choices Policy and Practice Framework: Supporting all young people into positive and sustained destinations. Edinburgh: Scottish Government.


Scottish Government (2011) Career Information, Advice and Guidance in Scotland. A Framework for Service Redesign and Improvement. Edinburgh: Scottish Government.


SDS (2012) Career Management Skills Framework for Scotland. Glasgow: Skills Development Scotland.

http://www.skillsdevelopmentscotland.co.uk/media/1077801/cms%20framework%20with%20foreword%2012%20july%202012.pdf

Education Scotland (2009) Curriculum for Excellence: Building the Curriculum 4 Skills for Learning, Skills for Life and Skills for Work. Livingston: Education Scotland.

http://www.educationscotland.gov.uk/thecurriculum/howdoyoubuildyourcurriculum/curriculumplanning/whatisbuildingyourcurriculum/btc/btc4.asp

POLICY (GENERAL)Scottish Government (2010) Accelerating the Recovery and Increasing Sustainable Economic Growth. Skills for Scotland (refreshed). Edinburgh: Scottish Government.


Scottish Government June 2012) Action for Jobs - Supporting Young Scots into Work: Scotland’s Youth Employment Strategy. Edinburgh: Scottish Government.

http://www.scotland.gov.uk/Resource/0039/00396371.pdf

Scottish Government (2011) Delivering our Ambitions for Post 16 Education: Putting Learners at the Centre. Edinburgh: Scottish Government.

http://www.scotland.gov.uk/Resource/Doc/357943/0120971.pdf

Scottish Government (2008) A Guide to Getting it right for every child. Edinburgh: Scottish Government.

www.scotland.gov.uk/gettingitright

Scottish Government (2006) More Choices More Chances: A Strategy to reduce the Proportion of Young People not in Education, Employment or Training in Scotland. Edinburgh: Scottish Government.


Scottish Government (November 2012) Opportunities for All: Supporting all young people to participate in post-16 learning, training or work. Edinburgh: Scottish Government. http://www.scotland.gov.uk/Resource/0040/00408815.pdf

Scottish Government (March 2012) The Scottish Labour Market Information and Intelligence (LMI) Framework. Scottish Government. Edinburgh: Scottish Government.

http://www.scotland.gov.uk/Resource/0038/00389485.pdf

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Students should have achieved standards 1 to 7 by the time they

complete the Post Graduate Diploma and

standard 8 by the time they complete the MSc.


Graham Allan

Mike Bartle

Nancy Burns

Sharon Kelly

Abigail Kinsella

Ann Livey

Janet Moffett

Peter Robertson

David Setchell

Liz Thomson

Lecturer in Career Guidance and Development

Guidance Manager and Chair of Guidance Community of Practice Scotland’s Colleges

Head of Youth and Learning

Area Manager

Development Officer

Careers Service Manager



Scottish and Irish Director

Moderator

University of the West of Scotland

Dundee College

Jobs and Business Glasgow

Skills Development Scotland

Glasgow City Council



Edinburgh Napier University

Inspiring Futures

Career Development Institute

Appendix 2: Membership of subject benchmark review group, 2013

1. 2 Career Development Institute Learning OutcomesThe Institute has identified a series of Learning Outcomes (LO). These must be met to gain CDI accreditation for the Qualification in Career Guidance and Development (QCGD).

Learning Outcome 1 – Evaluate own values, beliefs and their impact on own practice

Indicative statements:

a) Demonstrate knowledge and understanding of the methods for recognising the impact of own values, beliefs and attitudes on own work practice, learning and development and why it is important to do so.

b) Develop and apply the skills of self reflection and self-evaluation.

c) Identify and critically evaluate own beliefs and attitudes influence own practice.

d) Adhere to the ethical practice required of your role by your organisation or profession.

e) Demonstrate knowledge and understanding of the boundaries and limits of own professional expertise.

Learning Outcome 2 - Understand equality legislation and related codes of practice within careers education, information, advice, guidance and development (CEIAGD).


a) Explain the rationale of equality legislation and its major provisions.

b) Demonstrate understanding of the ways in which guidance providers incorporate legislation relating to equality, diversity and social justice into their policies and practice.

c) Demonstrate knowledge and understanding of the relevant ethical principles and codes of professional ethical practice and the consequences of not adhering to them.

Learning Outcome 3 - Understand the need to provide CEIAGD to each client without prejudice.


a) Demonstrate understanding of the implications of prejudice and bias.

b) Demonstrate understanding of the implications of equality and diversity on professional practice.

c) Demonstrate understanding of the concept of entitlement and the particular entitlements of key parties involved in the guidance process.

d) Consider strategies for communicating and upholding entitlements.

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Each Learning Outcome has a series of indicative statements that identify the required skills, knowledge and attitudes to evidence the achievement of the Learning Outcome.


Learning Outcome 4 - Demonstrate commitment to own training and continuing professional development


a) Set and achieve targets and objectives for professional development, based on self-assessment and feedback from assessors, peers, clients and supervisors.

b) Engage in development activities and disseminate information learnt to colleagues and others.

c) Demonstrate understanding of research methods.

d) Evaluate influences and changes in policies that may shape practice.

e) Use records of own actions, development plans and progress to support and inform ongoing reflective practice.

Learning Outcome 5 - Appraise own professional practice and identify and use means of support for own development.


a) Plan, organise and manage own work within organisational requirements..

b) Analyse parameters of own competence and performance by seeking feedback, collecting information and continually reflect on own performance.

c) Identify and use appropriate systems for support.

d) Identify and apply strategies to manage the effects of change on themselves.

e) Share knowledge, skills and improvements to practice with colleagues where it is likely to be of benefit.

Learning Outcome 6 - Understand models of career guidance and development and allied theoretical concepts.


a) Develop understanding of theories, concepts, models and techniques relevant to own role and area of expertise.

b) Base own practice on understanding theory, concepts and effective practice relevant to role and client base.

c) Demonstrate understanding of theories of career development.

d) Demonstrate understanding of the range of ways in which clients manage change.

e) Evaluate theories, concepts and models of effective practice for their relevance and usefulness to role.

f) Continually review own practice based on new understanding of theory, concepts, models, techniques and approaches to effective practice.

g) Demonstrate knowledge and understanding of the strengths and weaknesses of different tools, tests, interventions, techniques and approaches and how to decide when it is appropriate to use them.

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The Qualification in Career Guidance (QCG) is

a UK-wide professional qualification which

meets the entry requirements for

the UK Register of Career Development

Professionals.


Learning Outcome 7 - Understand the contemporary policy issues for CEIAGD in respect of employment, education and training


a) Demonstrate understanding of the history and development of CEG policy and practice in the UK.

b) Demonstrate knowledge and understanding of the local, regional, national and international public policy framework in which you are operating and its effect on your role.

c) Demonstrate understanding of the responses of learning organisations to government policies.

d) Demonstrate understanding of the role, purpose and benefits and the significance of CEIAGD, and the work-related curricula within learning organisations.

e) Demonstrate understanding of the changing context and range of employment, education and training provision available to clients.

f) Demonstrate understanding of the context of CEIAGD in relation to social and economic policy.

Learning Outcome 8 - Conduct client-centred career guidance interventions with a range of individuals.


a) Review the effectiveness of work with individuals and how outcomes were achieved and plan how to improve them and own performance in the future.

b) Demonstrate knowledge and understanding of the techniques which can be used with individuals and the situations in which they may be applicable.

c) Demonstrate knowledge and understanding of how individuals’ backgrounds, work history and educational achievement can affect their self awareness, decision making, motivation, opportunity awareness, confidence, aspirations and approach to learning.

d) Make adequate preparations for the intervention including making initial contact with the client and gathering relevant information.

e) Communicate with individuals in ways that are appropriate to them.

f) Establish a purposeful and professional relationship between interviewer and client.

g) Clarify expectations and agree the aim, purpose and scope of the interview with the client.

h) Enable individuals to analyse carefully their needs, aspirations and expectations.

i) Enable individuals to select realistic and achievable courses of action that will help them progress to meet their goals and objectives.

j) Help individuals to record goals, development objectives and action plans in appropriate formats.

k) Evaluate own interactions with individuals and plan how to improve them and own performance in the future.

l) Demonstrate knowledge and understanding of how to analyse and reflect on own practice using individuals’ feedback and recorded outcomes.

m) Explain and justify the role, purpose, and use of client records in helping clients to effect change and in monitoring their progress.

n) Demonstrate knowledge and understanding of legislation and organisational requirements including those relating to data protection and confidentiality.

o) Demonstrate understanding and awareness of computerised systems for the maintenance of client records.

p) Demonstrate knowledge and understanding of how to adapt your approach to communication when dealing with individuals and groups face to face or remotely by telephone or online.

Learning Outcome 9 - Facilitate career related learning activities in groups with a range of clients and others.


a) Describe and justify the rationale for working with groups.

b) Plan activities that best meet the identified development needs of individuals.

c) Deliver activities in ways that enthuse and motivate individuals to fully engage with their development.

d) Demonstrate the use of appropriate and client-centred techniques and approaches.

e) Evaluate activities and plan how to improve them and own performance in the future.

Learning Outcome 10 - Enable clients to access and interpret information relating to employment, education and training.


a) Demonstrate knowledge and understanding of the information requirements of individuals using the service.

b) Interpret information and tailor it to the needs of clients and others.

c) Ensure that individuals can access and identify valid and current information that is relevant to them.

d) Demonstrate the effective use of occupational information and LMI.

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The qualification will also develop your ability to reflect on your practice and to identify your continuing professional development (CPD) needs.


Learning Outcome 11 - Manage working relationships


a) Demonstrate ability to build and sustain constructive working relationships.

b) Recognise, value and learn from the skills and expertise of colleagues in own and other agencies.

c) Demonstrate knowledge and understanding of how to resolve conflicts constructively in ways that do not undermine confidence.

d) Demonstrate understanding of the principles of effective partnership and team working, brokerage and advocacy.

e) Identify appropriate support systems when working relationships approach conflict situations.

Learning Outcome 12 – Understand the principles, scope and practice of referral.


a) Demonstrate knowledge and understanding of what specialist services are available to support individuals and the processes to follow to refer individuals to them.

b) Demonstrate understanding of the requirement to record and analyse the outcomes of referral so that examples of success and failure can be monitored and shared.

c) Demonstrate knowledge and understanding of the services offered by other organisations and how to use and access them.

d) Demonstrate knowledge and understanding of the boundaries and limits of own professional expertise.

Learning Outcome 13 - Work effectively in own organisation and within professional networks


a) Demonstrate knowledge and understanding of the relationships between the organisations within the sector in which you are working.

b) Identify how to create, access, maintain and evaluate networks.

c) Demonstrate understanding of the composition of the community network and partnerships including the role of statutory and voluntary agencies and other professional and specialist support agencies to clients.

d) Demonstrate understanding of the need to record and share issues with other agencies.

e) Identify those individuals and agencies holding key roles in helping to overcome barriers to learning and career planning.

f) Demonstrate understanding of aspects of organisational change.

Learning Outcome 14 – Understand the role that interested parties play in education and career planning.

Indicative statement:

a) Demonstrate knowledge and understanding of interested parties that may support individuals, the specific role that each can play and the benefits of involving them.

Learning Outcome 15 – Understand and apply the principles of planning and design of career learning programmes


a) Demonstrate the ability to contribute to the design and delivery of an effective career learning curriculum.

b) Critically analyse and compare the major modes of delivery of CEIAGD programmes.

c) Demonstrate understanding of concepts / methods of validation and evaluation, and how they can be applied to the enhancement of career learning within organisations.

d) Demonstrate understanding of the potential impact of career learning on curriculum frameworks and other relevant personal, social and economic issues.

e) Demonstrate understanding of how government policy affects CEIAGD.

Learning Outcome 16 – Gather, organise and use career related information


a) Identify and critically evaluate the range, sources and types of information, which are, or should be, available to clients.

b) Apply appropriate research strategies to retrieve information and obtain the information needed.

c) Demonstrate that they can use primary and secondary methods to collect information about the labour market.

d) Demonstrate the ability to understand and interpret local and national labour market intelligence.

18

All universities offering this qualification work closely with employers and CDI Moderators to ensure a rich, relevant

and robust learning experience.


2. Assessment2.1 Awarding Body Assessment RequirementsLearning Outcome 8 - Conduct client-centred guidance interviews with a range of individuals

Six successful interviews must all be recorded (either in writing or by audio or video means) and supported by written documentation in order to authenticate the evidence. The CDI recommendation is that these should be from no more than twelve attempts, and course centres are required to state the maximum number of attempts permitted in accordance with their own institutional procedures.

Documentation for each of the six interviews should include written evaluation by the student on his/her own performance and the assessor’s judgements and feedback. Two of the interviews must be either audio or video recorded for external verification/examination purposes if necessary. A minimum of one interview must be visually assessed either in real time or on video.

Recommendations for good practice:

• Interviews should be carried out at various stages during the year with assessment taking place during various stages of the student’s development.

• Where practical there should be no more that one assessment per interviewing session.

• Assessments should take place in a variety of contexts including work based learning.

• Students should be encouraged to decide for themselves when assessment should take place.

• A log of interviews undertaken should be kept and made available in the portfolio of evidence.

Learning Outcome 9 - Conduct client-centred group activities with a range of clients and others

Three successful group sessions must be directly observed and supported by written documentation in order to authenticate the evidence. The CDI recommendation is that these should be from no more than six attempts, and course centres are required to state the maximum number of attempts permitted in accordance with their own institutional procedures.

Documentation for the three group sessions should include written evaluation by the student on his/her own performance and the assessor’s judgements and feedback. No more than one presentation can be used as evidence of group work.

19

Documentation for each of the six interviews should include written evaluation by the student on his/her own performance and the assessor’s judgements and feedback.



• Students should be given the opportunity to link the achievement of this Learning Outcome to Module 4.

• Students should be introduced to classroom management techniques.

• A log of group work undertaken should be kept.

Learning Outcome 16 – Gather, organise and use careers related information

Students are required to organise, undertake and report on a visit that demonstrates the ability to understand and interpret LMI.

Work Based Learning

Work based learning (WBL) Assessors must be occupationally competent i.e. hold a Diploma in Career Guidance, Qualification in Career Guidance/Development, QCF Level 6 Diploma in Career Guidance and Development or the S/NVQ Level 4 in Advice and Guidance or LDSS and the three additional QCF Level 6 Units or HE Modules specified by the CDI for the UK Register. Exceptions to this will be at the discretion of the CDI Moderator and Lead Moderator.


• Students should have the opportunity to experience a range of placements.

• Attachments should be logged in the Portfolio.

• There should be a minimum of 30 days of WBL attachment.

• Course centres are encouraged to offer an opportunity over time and block placements.

2.2 Assessment of Other Learning Outcomes

Your course centre is responsible for ensuring that you are assessed against each Learning Outcome.

Where the assessment method is not prescribed, a range of methods may be used to assess one or more Learning Outcomes. All assessments including written assignments should be informed by observation, critical analysis and/or participation by you in a real work situation.

With the exception of Learning Outcomes 8, 9 and 16, decisions about direct assessment methods are at your course centre’s discretion, subject to satisfying the CDI Moderator of the appropriateness of such methods.

Some Learning Outcomes lend themselves best to direct assessment, where you will be given an assignment brief (such as an essay or case study for example) as this is the most effective way of presenting evidence to demonstrate the achievement of the outcomes for knowledge and understanding. The level of critical evaluation and understanding which you are required to demonstrate is unlikely to be adequately demonstrated through other means.

20

Some Learning Outcomes lend

themselves best to direct assessment,

where you will be given an assignment brief

(such as an essay or case study for example)


Assignment briefs from your course centre should clearly show which outcomes the work will be judged against.

A formal record of the assessments, and which Learning Outcomes they meet, should be made available to you by your course centre, together with the mark or grade achieved.

Others Learning Outcomes lend themselves well to situations where you can generate your own evidence, which can be provided in a variety of ways.

2.3 Self-generated EvidenceEvidence can be provided in a variety of ways, the types of evidence depending on the outcome being met, or the context in which the evidence is obtained.

The following are all acceptable types of evidence:

a) Observation report by an assessor, a peer, or other witness

An assessor employed by your course centre or your work placement can provide this report. Alternatively you can provide a report from someone you are working with, including a peer or supervisor/line manager. In all cases, the report should contain at least the date and location of the observation, the people present, the circumstances of the observation (including whether it is a report of actual practice or simulation) and what was actually observed. The report should indicate how the activity demonstrates your capability in the specified Learning Outcome.

b) Video or audio recording

If there is no assessor present this must have a commentary from you that includes information about the date, place and location of the recording, the people present and the circumstances of the recording and why it is relevant to the particular outcomes being evidenced. The commentary should also state whether this is a recording of actual practice or a simulation.

c) Evaluation from practice or training

These reports must provide your own analysis and evaluation. It will not be sufficient for you to provide merely descriptive accounts of your preparation, practice or training. Realistic, logically argued and supported judgements and recommendations must also be made. You can also include any progress reports written by work-based learning co-ordinators or supervisors.

d) Client feedback

This can provide useful supporting evidence for achievement of outcomes, but you should be aware of the potential difficulties with such evidence in as much as your client may feel under some pressure to provide favourable feedback. The circumstances under which it was obtained should be included e.g. questionnaire, solicited statement.

Other evidence

The following can be acceptable in some cases, but are less strong than the types of evidence described above. You should discuss with your course tutor other ways in which evidence could be generated before resorting to the following:

e) Hypothetical scenarios and constructed rationales

Assessor or student devised questions with recorded answers, or a rationale offered voluntarily, to focus on identified gaps in the evidence. However, Moderators are critical of this approach and we would suggest that it be only used as a last resort, and in consultation with your course tutor.

f) Practice records and documents

Copies of records which have been generated by you in the course of your work can be useful evidence for some Learning Outcomes. Records of statistics and records kept in a computer system may also provide evidence. Such records should be anonymous and the relevant permissions obtained. If you use evidence from computerised information you must ensure that you comply with data protection legislation, and should seek advice on this.

21

Copies of records which have been generated by you in the course of your work can be useful evidence for some Learning Outcomes.


2.4 Evidence Suggestions for Learning OutcomesSome suggestions for examples of evidence are given below.

Learning Outcome 1 – Evaluate own values, beliefs and their impact on own practice

• Written explanation of the ethical stance adopted by you in your work with clients.

• A case study or evaluative commentary on a critical incident illustrating that you understand the boundaries and limits of your own professional expertise, and the potential effects of your own values and beliefs on your work with clients.

• Case study or scenarios exemplifying typical ethical dilemmas for career guidance practitioners, and suggested potential strategies for resolution.

Learning Outcome 3 - Understand the need to provide CEIAGD to each client without prejudice

• Written assignment, case study, evidence statement or other piece of written work describing concepts of rights, responsibilities, and entitlements; identifying a range of key parties and describing their specific or typical entitlements.

• Written evidence of the entitlement policy of a career guidance organisation accompanied by a commentary on how it operates in practice.

• Written assignment, case study, evidence statement, or other piece of written work identifying examples of potential prejudice and bias which may occur in career guidance, and the implications for the practitioner and client.

Learning Outcome 5 - Appraise own professional competencies and identify and use means of support for their development

• Written or verbal evidence presented to an assessor of how your experience of success and of failure has been shared with others, and what you have learned from the experience.

Learning Outcome 11 - Manage working relationships

• Written assignment, case study, evidence statement or other piece of written work explaining what you consider to be the characteristics of constructive working relationships.

• Examples, from your own experience, of how such relationships have been built and sustained.

• Witness testimony as to how you have contributed to building and/or sustaining constructive working relationships.

• Case study or evaluative commentary on a critical incident which illustrates that you recognise, value, and have learned from, or are capable of learning from, the expertise and skills of your colleagues.

• Case study or evaluative commentary on a critical incident which illustrates that you are able to identify potential issues of conflict, and have considered how to minimise their negative effects.

• Written assignment, case study, evidence statement or other piece of written work explaining what you understand to be the principles of effective partnership and team working, including evidence that you have applied these principles to practice.

Learning Outcome 13 - Work effectively in own organisation and within connected networks

• Written assignment, case study, evidence statement, or other piece of written work describing characteristic(s) and example(s) of different networks and their relevance in career guidance work.

• Description of what you think are the necessary skills to successfully create, access, maintain and evaluate networks with witness testimony to corroborate that you have such skills.

• Written assignment, case study, evidence statement or other piece of written work describing the composition of the community network and its role and relevance in guidance work.

• Written assignment, case study, evidence statement or other piece of written work describing the benefits of recording and sharing issues and outcomes with other agencies.

22

Work opportunities for qualified career

development professionals can be found on the Portico

section of the CDI website at

www.thecdi.net


3. Portfolio of Evidence3.1 The QCGD Portfolio

The QCGD Portfolio is a formal part of the assess-ment process and should be used to record and store the evidence of the achievement of each benchmark statement.

The Awarding Body, through the Moderators, will undertake quality assurance of the assessment undertaken across all course centres. They will do this through sampling of Portfolios from each course centre.

Your Portfolio will promote understanding of what you have learnt on the QCGD and will provide information for your employer to ensure that you are provided with the appropriate post-entry training and development in your first job.

3.2 Building your PortfolioYou should put all of your evidence, both self-generated and from directly assessed benchmark statements, into your Portfolio.

Your portfolio should contain the following:

• A cover page.

• A table of contents.

• Completed evidence summary sheets referencing evidence to the benchmark statements.

• A statement, signed by you, confirming that all evidence is your own work.

The cover page should contain your name, course centre details, and details of your work based learning attachments. If you are a part-time, employed, student, then you should include your employer’s details.

3.3 Collating and Organising EvidenceYour evidence must be labelled clearly and be easy to access. You will probably have a combination of evidence for each benchmark statement, for example, assessor observations, case studies or commentaries, records of written or oral questions and witness testimonies.

Good practice guidelines:

• The Portfolio is easy to follow.

• Evidence summary sheets are completed, and are signed and dated.

• You have clearly numbered your evidence.

• You have evidence for all of the benchmark statements and you have clearly indicated the benchmark statements the evidence contributes to.

• Any personal reports are readable or word-processed and are signed and dated.

• Evidence from client records, reports and other ‘internal’ documents that may not be word-processed must be neat and fully legible, and be anonymous if relating to real clients.

• All grammar, spelling and punctuation are correct.

• The portfolio is neatly bound or assembled in a way that enables the assessor to see all of the evidence without having to extract it from plastic folders and put it back again.

23

Your Portfolio will promote understanding of what you have learnt on the QCGD and will provide information for your employer


24

The Career Development Institute is the largest

and most influential professional

organisation in the career development

sector


The benefits of being a Student Member of the CDICost for Student Members= £45. Cost for Full Members = £90.

• Fortnightly News by Email, featuring CDI News; Sector News; CDI Training and Events; Research and Reports; Resources; International information; How to get involved and the Portico Vacancy Bulletin

• Quarterly magazine - Career Matters, featuring articles of interest from across the career development sector

• A National Student Conference

• A free copy of the NICEC Journal, distributed twice a year in April and October

• Weekly Portico email advertising the latest job vacancies

• Electronic communications; Social networking - Twitter @theCDI and @UKCDA and LinkedIn

• Access to a wide range of professional development opportunities from initial training to ongoing, accredited CPD

• Discounted rates for CDI events and conferences including the Annual Conference

• Master classes and conferences at discounted rates

• Invitation to attend two free to members research focused development days, organised with the support of NICEC in July and January

Our Regional Representatives (who also sit on the national CDI Council) are active in various areas around the UK, and organise free networking and training events at various times in the year. To contact your Regional Representative, please contact the Professional Development Manager at the CDI (t: 01384 376464, e: [email protected].)

Your contact for membership matters at CDI is Sarah Garratt (t: 01384 445630, e: [email protected])

facebook: www.facebook.com/theCDI

LinkedIn: bit.ly/CDIlnkin

Twitter: twitter.com/theCDI

inf

4. Student Membership of the Career Development InstituteIt is a requirement of your registration for the QCGD that you are a student member of the Institute, and we would like to welcome you into membership. The Career Development Institute is the largest and most influential professional organisation in the career development sector, as well as the Awarding Body for your qualification. We represent the interests of

our members, who are drawn from all sectors of the career development profession.

Our priority is to keep you updated on career development issues that will affect the future of your own career. Further details about the benefits of student membership and the work of the Institute can be found on the CDI website at www.thecdi.net.

When your student membership expires you can then upgrade to full Membership of the Career Development Institute. Membership of the professional body will be important as you progress in your career, and will give you access to support, ongoing training and professional development, networking opportunities and a sense of solidarity with others in the profession.

The Institute lobbies at the highest level for the development of the profession, and is in regular contact with ministers and policy-makers.

5. Joining the UK Register of Career Development Professionals5.1 Join the RegisterWhen you have achieved the Qualification in Career Guidance and Development you will hold a qualification that is recognised across the UK and which meets the qualification requirement for the UK Register of Career Development Professionals.

To join the Register you will need to go to the Join the Register page on the CDI website, enter your membership number and password and then state that you hold the QCGD. You will then be asked to confirm that you will abide by the CDI Code of Ethics and will undertake a minimum of 25 hours Continuous Professional Development (CPD) per year. At that point you will be asked to pay the Register fee of £55 either by credit card or BACS. Annual renewal of your registration costs £25.

Being on the Register is the sector equivalent to Chartered Status and provides proof of the level of qualification held, that you adhere to the Code of Ethical Practice and that you maintain your CPD. Many employers are now requesting that practitioners hold such qualifications and being on the Register is a means of proving this. Other benefits include:

• Use of the post nominal RCDP and the RCDP logo which you can use after your name and on printed materials

• Being able to place a profile on the Find a Registered Career Development Professional page of the CDI website where potential employers and customers can find details of the services you provide

• Access to a dedicated area of the CDI website where you must record your 25 hours of CPD

• Access to a network of similarly qualified and experienced experts across the whole career development sector both in the UK and internationally

• Free places on webinar training sessions

• Free personal licence for the popular Career Companion website

• 20% discount on key resources at Prospects Education Resources.

5.2 Continuous Professional Development (CPD)Undertaking and recording an annual minimum of 25 hours of CPD is a requirement of being on the Register and this is checked each year by the Professional Development Manager. CPD can be undertaken in a range of different ways and it is important that you reflect on what you have learned and how this has influenced your practice.

The CPD part of the website allows you to plan, record and reflect on your CPD and produce reports which you can use when discussing your CPD with your line-manager or when applying for other roles. Below is an example of what 25 hours of CPD could look like:

25

Being on the Register is the sector equivalent to Chartered Status and provides proof of the level of qualification held


Method of CPD

Attending a full day CPD event

Reading articles in the NICEC Journal

Watching a podcast

Taking part in a Webinar

Writing an Effective Practice case study

Researching information for a session you are delivering

Reading CDI News via Email and following up some of the links for further information

Attending a networking event

Researching and writing an article for a journal

Researching a discussion topic to share with colleagues at a meeting

CPD Hours (indicative)

7

2

1

2

2

2

2

2

4

1

You can choose whatever methods of CPD are appropriate for you but you must reflect on it and record your CPD fully on the website in order for it to count.

CPD can also include undertaking further qualifications including post graduate qualifications. An up to date list of post graduate qualifications of relevance to the sector will be available on the CDI website.

For further information about the Register and CPD opportunities please contact the CDI Professional Development Manager, [email protected]

QCGD Regulations

26

The QCG/D is recognised as being appropriate

for career development practitioners across

the UK.


General

Eligibility

Procedures relating to Full Time Courses

Introduction

Eligibility

Student Registration

Determination of Results

Review of Results

Certification of Results

Procedures relating to Part Time Courses

Introduction

Student Registration

Determination of Results

Review of Results

Certification of Results

Use of Descriptive Letters

Interpretation

A

B

C

D

E

F

(paras A1 – 12)

(paras B1 – 3)

(para C1)

(para C2)

(para C3)

(para C4)

(para C5)

(para C6)

(para D1)

(para D2)

(para D3)

(para D4)

(para D5)

(para E1)

(para F1 – 2)

Appendix A Course Centres and Course Leaders Appendix B QCG/D Course Moderators

A. GeneralA1 The Qualification in Careers Guidance (QCG)

or the Qualification in Careers Guidance and Development (QCGD) in Scotland is recognised as being appropriate for career development practitioners in England, Scotland, Wales and Northern Ireland. The awarding body for the QCGD is the Career Development Institute (CDI).

A2 Full and part time post-graduate courses are available for students seeking the award of the QCGD. The QCGD consists of an approved course of study at certain Universities approved by the CDI.

A3 The course is intensive and vocationally orientated, involving both professional skills training and theoretical studies in the context of guidance and counselling, employment and education and related areas.

A4 CDI has prepared a QCGD Handbook that sets out the Learning Outcomes and related assessment provisions that are applicable to the QCGD.

A5 A copy of the QCGD Handbook will be distributed to each student at the beginning of the course. The QCGD Handbook is designed to assist students to record, monitor and reflect on their learning experiences whilst undertaking the QCGD. It provides a written record of the work to be undertaken together with continuous appraisal and review, and has been designed to help both students and those responsible for the supervision of their learning.

A6 To help maintain standards and comparability CDI:

a) approves teaching institutions offering the QCGD against common criteria;

b) appoints moderators to the teaching institutions offering approved courses;

c) approves the systems and procedures used to assess students.

A7 Requests for information about individual courses and application forms should be directed to the teaching institution concerned. A list of approved courses is at Appendix A.

A8 Students attending such a course should obtain from the teaching institution as soon as possible a copy of the assessment procedure for their particular course.

27

Each successful student will subsequently receive a formal document certifying completion of the QCGD from the CDI.


A9 Holders of the QCGD are accepted as Full Members of the CDI and may use the letters MCDI after their name once membership has been confirmed by the CDI.

A10 The QCGD meets the qualification requirement for entry to the UK Register of Career Development Professionals.

A11 All students are required to register as Student Members of the CDI.

A12 The CDI reserves the right not to award the QCGD in cases of serious professional or academic misconduct by a student.

B. EligibilityB1 Students must be able to satisfy the teaching

institution that they are likely to be able to reach the academic standard required.

B2 CDI encourages teaching institutions to consider applicants without a degree, and to provide additional study skills to support such applicants.

B3 Admission to a course is also dependent upon satisfying the selection procedure of the teaching institution concerned, whose decision shall be final.

C. Procedures Relating To Full Time Courses

C1 Students must complete a one-year full-time course approved by the CDI at a teaching institution.

C2 Eligibility The regulations governing eligibility to commence the QCGD are as set out in paragraphs B1 – B3.

C3 Student Registration Students are required to register with the CDI within one month of commencing their QCGD course, and to pay a QCGD registration fee and the CDI Student Membership subscription. Applications for late registration will be considered, but acceptance may be subject to payment of an additional fee. Students undertaking a blended learning approach may pay their QCGD registration fees at a later date subject to agreement between the university and the CDI. Such students must be a student member of the CDI within one month of commencing their programme. The level of fees is specified in the student registration fee forms, copies of which are obtainable from the teaching institution or from the CDI.

C4 Determination of Results The teaching institution will agree with CDI the result for each student, taking full account of the assessment procedure for the course and in accordance with the results procedure specified by the institution.

C5 Appeals Relating to ResultsThe teaching institution is entirely responsible for appeals relating to results. Students should make themselves familiar with the appeals procedures published by their teaching institution. No additional appeal may be made to the CDI.

C6 Certification of Results The University will notify each student of their result by letter as soon after the conclusion of the course as is practicable and will notify employing organisations as appropriate. Each successful student will subsequently receive a formal document certifying completion of the QCGD from the CDI.

D. Procedures Relating To Part Time Courses

D1 Introduction

D1.1 The regulations governing eligibility to commence the QCGD are as set out in paragraphs B1 – B3.

D1.2 Part-time courses will equate with full time courses in terms of the amount of work covered, the quality of assessment and the quality of the end product.

D1.3 The award of the QCGD depends on the successful completion of the course.

D1.4 The QCGD is set out in the form of a number of Learning Outcomes, all of which must be completed over the duration of the part-time course.

D2 Student RegistrationThe regulations governing registration for the QCGD are as set out in paragraph C3.

D3 Determination of Results The teaching institution will agree with CDI the result for each student, taking full account of the assessment procedure for the course and in accordance with the results procedure specified by the institution

D4 Appeals Relating to ResultsThe teaching institution is entirely responsible for appeals relating to results. Students should make themselves familiar with the appeals procedures published by their teaching institution. No additional appeal may be made to the CDI.

D5 Certification of Results The University will notify each student of their result by letter as soon after the conclusion of the course as is practicable and will notify employing organisations as appropriate. Each successful

student will subsequently receive a formal document certifying completion of the QCGD from the CDI.

E Use of Descriptive Letters

E1 Candidates awarded the Qualification in Careers Guidance and Development are entitled to use the descriptive letters ‘QCGD’

F. InterpretationF1 The CDI reserves to itself all questions as to the

interpretation of its regulations, and the right to vary the regulations as it may deem desirable. Decisions of the CDI in respect of the award of the Qualification in Careers Guidance shall be final.

F2 In these regulations ‘CDI’ means the Career Development Institute.

Appendix ACourse Centres and Course Leaders

Edinburgh Napier Leader: Peter Robertson - [email protected]

University of the West of Scotland Leader: Graham Allan - [email protected]

Appendix BQCG/D Course Moderators

Claire Johnson - [email protected]

Avril Hannon - [email protected]

Juli Southall - [email protected]

Liz Thompson - [email protected]

28

We truly hope that you enjoy undertaking this

qualification and feel able to make the most

of this experience.


Mapping of Scottish Subject Benchmark (rev 2014) to QCG Learning Outcomes

the ethical principles that apply to career guidance and development interventions

strategies for upholding ethical practice and professional standards

factors that can undermine ethical practice, including prejudice and bias

the concepts of rights, responsibilities and entitlements in the career guidance and development process

the rationale for and major provisions of legislation and codes of practice relating to equality and diversit

how service providers and practitioners demonstrate equality and diversity principles and legislation in their policy and practice

the relationship between personal beliefs, values and professional practice

the boundaries and limitations of own professional expertise and competence

what is meant by reflective practice and continuous improvement

sources of evidence and feedback to appraise own performance

the importance of continuous professional development and ongoing reflection to maintain knowledge, skills and practice and manage the effects of change

how to manage own work in an organisational context, including the potential for conflict in values and ethics

plan strategies and resources that uphold and promote ethical practice and equality and diversity

critically analyse and constructively challenge unethical or oppressive behaviour/ practice in others

evaluate, challenge and effectively manage own values, beliefs and reactions to demonstrate a commitment to ethical practice

give and receive effective feedback to analyse the competence and performance of self and others

gather evidence of and analyse own performance from a range of sources and set targets and objectives for own professional development

effectively use appropriate systems of supervision and support, including peer support

build and sustain effective working relationships

the concept and value of evidence-based practice

models of career guidance and development interventions and their value in maintaining and developing high quality career guidance practice

underpinning theoretical bases to career guidance and development, including psychology, sociology and other social sciences

QCG: 1d, 2c

QCG: 1d

QCG: 3a

QCG: 3c

QCG: 2a, 2b

QCG: 2b, 3b

QCG: 1a, 1c

QCG: 1e, 5b, 12d

QCG: 1b, 4e

QCG: 4a

QCG: 4e, 5d

QCG: 5a

QCG: 1d

QCG: 2c

QCG: 1c

QCG: 4a, 5b, 5e

QCG: 4a, 4e, 8k, 8l

QCG: 4a, 5c, 5d, 11e

QCG: 11a

QCG: 6f

QCG: 6a, 6e

QCG: 6a

1a

1b

1c

1d

1e

1f

1g

1h

1i

1j

1k

1l

1(i)

1(ii)

1(iii)

1(iv)

1(v)

1(vi)

1(vii)

2a

2b

2c

QCG LOs

QCG LOs

Benchmark Standard 1: Ethical and professional practice

Benchmark Standard 2: Career Development Theory


theories of career choice, decision making, motivation and transition

the range and use of diagnostic and assessment tools in career guidance and development

the implications of different theoretical perspectives on practice

the influence of family, context, personal circumstances and social networks on client career decision-making

critically evaluate the contribution of theory to practice

apply theory to own role and practice

assess the career development needs of clients

the different types of individual career guidance interventions and what they aim to achieve

the concept of person-centred practice, including the place of counselling and coaching techniques in career guidance and development

appropriate models/ approaches for the different types of individual interventions in career guidance, including face-to-face, web based and use of social media

tools and techniques for identifying individual client needs

legislation and organisational requirements, including those relating to data protection and confidentiality

strategies that encourage clients to be actively engaged in the career guidance process

how to help clients to develop their own career management skills and proactive asset-based personal responsibility and resilience in managing their career

how to manage cases and caseloads and provide on-going support to clients

techniques for supporting clients to develop and implement their career plans

how to evaluate the effectiveness and measure the impact of career guidance interventions

the principles and processes of effective signposting, referral and advocacy

the rationale for working with groups in a career guidance and development context and the differences between group work and presentations

how to plan and deliver interactive and participative group work that is responsive to the needs of the audience and maximises learning

strategies for managing group dynamics, including challenging behaviour, to develop and sustain effective working relationships

a range of group work methods (including use of ICT) and their relative merits

how to evaluate the effectiveness of group work sessions

QCG: 6c, 6d

QCG: 6g

QCG: 6f

QCG: 6f

QCG: 6b

QCG: 6g

QCG: 8b

QCG: 8b, 8p

QCG: 8b

QCG: 8n

QCG: 8i

QCG: 8a, 8k

QCG11d, 12a, 12b

QCG: 9a

QCG: 9b, 9d

QCG: 9e

2d

2e

2f

2g

2(i)

2(ii)

2(iii)

3a

3b

3c

3d

3e

3f

3g

3h

3i

3j

3k

3l

3m

3n

3o

3p

Benchmark Standard 3: Career Guidance Practice QCG LOs


the history and development of career education and guidance policy and practice in the UK

the purpose, aims and benefits of career related learning within the curriculum of secondary and tertiary education and in training and employment settings

the delivery of career guidance services in a range of policy and operational contexts including within the UK, the EU and beyond

the public policy on career guidance, employability, lifelong learning and economic development within the UK and how guidance organisations respond to this

the causes and nature of social exclusion and its relationship to social policy

inclusion strategies for vulnerable individuals and groups

the benefits of career guidance – personal, social and economic

critically evaluate the effect of social policy on career guidance practice

promote inclusion, lifelong learning and employability

critically evaluate the use of models and interventions in person-centred practice

tailor the individual intervention to suit the context, needs and characteristics of the client

assess client need and compare, contrast and practice use of a range of appropriate tools and techniques or resources to meet that need

establish, maintain and develop effective communication within the individual intervention in accordance with the principles of ethical practice

reach agreement with the client on the aim, purpose and scope of the intervention

challenge and support clients to reframe their thinking, broaden their horizons and encourage their career adaptability

encourage clients to be actively engaged in the career planning process, including setting and reviewing agreed goals

identify and agree with the client a course of action to resolve their needs

make an appropriate record of the intervention and explain its role and purpose to the client

plan and design group work that is appropriate to the needs of the target audience

deliver and facilitate group work that is person-centred and maximises opportunities for learning

how to apply counselling techniques such as motivational and solution-focused approaches and group guidance

critically evaluate the effectiveness and efficiency of work with groups to inform the group work planning process

QCG: 7a, 15e

QCG: 7d

QCG: 7b

QCG: 4d, 7c, 7f

QCG: 7f

QCG: 7b

QCG: 8a

QCG: 8c, 8h

QCG: 8d

QCG: 8e, 8f

QCG: 3d, 8d, 8g

QCG: 8i

QCG: 8i, 8j

QCG: 8j, 8m, 8o

QCG: 9b

QCG: 9c, 9d

QCG: 9c

QCG: 9e

4a

4b

4c

4d

4e

4f

4g

4(i)

4(ii)

3(i)

3(ii)

3(iii)

3(iv)

3(v)

3(vi)

3(vii)

3(viii)

3(ix)

3(x)

3(xi)

3(xii)

3(xiii)

Benchmark Standard 4: Career Guidance Policy QCG LOs


what is meant by career related information and its use in a career guidance and development context

the rationale for clients developing information management skills

the guidelines and frameworks relating to the provision of career related information

how to assist clients to access, interpret and evaluate career related information, including web based resources

the implications of legislation on equality and diversity for access to career related information

the range of resources that are available to support the delivery of career related learning and the major modes of delivery of career learning programmes

how to promote the benefits of career related learning and career management skills with individuals, education and training providers and employers

how career guidance and development practitioners support career related learning in a range of settings

how people learn and different learning styles

how to design and evaluate the impact of career related learning programmes and identify gaps in provision

how career related learning can support the development of career management skills

identify the career related information needs of a range of service users

critically evaluate the range, sources and quality of the career related information that is available to clients

interpret information and tailor it to the needs of clients and their key influencers

support clients to access, interpret and use career related information independently using a variety of media

research, collect and collate career related information using various methodologies and technologies

understand, interpret and use local, national and international qualifications frameworks

demonstrate the capability to widen clients’ horizons by introducing them to unfamiliar new ideas and sources of information

participate in the design and delivery of career related learning programmes and activities in a range of settings

use technology and innovative techniques to deliver career related learning

critically evaluate the effectiveness and efficiency of career related learning programmes

QCG: 10c

QCG: 2b

QCG: 15b

QCG: 15d

QCG: 15a

QCG: 15c

QCG: 10a

QCG: 16a

QCG: 10b

QCG: 10c

QCG: 16b

QCG: 10d

QCG: 15a

QCG: 15c

5a

5b

5c

5d

5e

5f

5g

5h

5i

5j

5k

5(i)

5(ii)

5(iii)

5(iv)

5(v)

5(vi)

5(vii)

5(viii)

5(ix)

5(x)

Benchmark Standard 5: Career Related Information and Learning QCG LOs



the principles and collaborative advantage of partnership working

different types and methods of collaborative working, both formal and informal

the range of potential key partners and partnerships in a career guidance and development context

the services offered by other organisations and interested parties and how to access them

the key policy developments that impact on partnership working, including organisational change

methods to help build the capacity of partners

the individuals, communities and organisations likely to form one’s own network

the need to record and share issues with other agencies, including the outcomes of referral

the agencies with key roles in helping to overcome or remove barriers to client progressing in their career

the practitioner’s brokerage role in removing barriers to learning and progression

build and sustain effective working relationships with others, internal and external

share experience, knowledge, information and expertise with others and recognise, value and learn from this

identify and realise opportunities to work collaboratively

demonstrate negotiation skills with partner organisations

education, employment and training policies and systems to promote employability and skills

the operation of local, regional, national and international labour markets

the role of publicly-funded and sector-specific agencies in promoting training and employment opportunities

the role of career guidance in lifelong learning and workforce development

how to source, interpret and present labour market information and intelligence, including sectoral trends, to a range of audiences

how to manage the use of labour market information and intelligence

how to network with employers and other opportunity providers to open up opportunities

liaise with opportunity providers and engage proactively with education, employment and training providers

QCG: 11d

QCG: 13a, 13c

QCG: 12c, 13b, 14a

QCG: 13f

QCG: 13d

QCG: 13e

QCG: 11a

QCG: 4b, 11b

QCG: 13b

QCG: 11c

QCG: 7e

QCG: 16b, 16dQCG: 16d

6a

6b

6c

6d

6e

6f

6g

6h

6i

6j

6(i)

6(ii)

6(iii)

6(iv)

7a

7b

7c

7d

7e

7f

7g

7(i)

QCG LOs

QCG LOs

Benchmark Standard 6: Partnership Working

Benchmark Standard 7: Labour Market Intelligence

the concept and value of evidence based practice

the contribution of research to the body of knowledge in the profession

the rationale and principles and methods of critical enquiry

the ethics of empirical research, including the process of seeking and receiving ethical approval to conduct research

research design and methodology

statistical techniques and questionnaire and survey design

the design and presentation of a literature review

how to document and communicate research results

how to conduct a critical discussion and analysis

contribute to the body of knowledge in the profession

apply appropriate research strategies

complete a substantial empirical research project at the forefront of the discipline of career guidance and development

8a

8b

8c

8d

8e

8f

8g

8h

8i

8(i)

8(ii)

8(iii)

Benchmark Standard 8: Career Guidance Research QCG LOs


facilitate understanding between career guidance and development professionals and labour and learning providers

critically evaluate the range and appropriateness of labour market information and intelligence

engage in critical enquiry into / investigate aspects of the labour market

explain and interpret labour market information, intelligence and trends to a range of audiences, including clients and partners

support clients in understanding the links and constraints between their aspirations and available opportunities

QCG: 4c, 16b, 16c

QCG: 10d, 16d

7(ii)

7(iii)

7(iv)

7(v)

7(vi)

Annual Conference and ExhibitionMonday 17th and Tuesday 18th November 2014Grand Central Hotel, Glasgow

Student Members encouraged to attend

Includes keynote speakers, panels, workshops, exhibition, UKCDA dinner, networking and more!

Special QCG/D Student Rate: £60+VAT per day, £150+VAT for the Full Conference


Awards

Ground Floor, Copthall House, 1 New Road, Stourbridge, West MidlandsDY8 1PH

Tel: 01384 376464 Fax: 01384 440830Email: [email protected]


Awards