Comprehensive Evaluation: Career Development Service Assessment Report

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Added on 2022/08/13

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This report presents a critical analysis of a career development service assessment tailored for disengaged youth aged 17-25 in Melbourne. The assessment reveals both the effectiveness and shortcomings of the program, highlighting the need for improved training, updated information, and better management practices. The report identifies key strategies for continuous improvement, including comprehensive training programs, decentralized leadership, duty rosters, career growth opportunities, and success measurement metrics. Furthermore, it addresses workforce planning and ongoing professional learning, proposing action plans to address gaps in areas such as policy formulation, practitioner training, and performance reviews. The report also includes an action plan that outlines specific areas for improvement, actions to be taken, personnel involved, required resources, and completion dates, offering a comprehensive roadmap for enhancing the quality and effectiveness of the career development service.

Career Development Service Assessment 1
CAREER DEVELOPMENT SERVICE ASSESSMENT
By
Student’s Name
Course Name
Professor’s Name
Affiliation
Date

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Career Development Service Assessment 2
Career Development Service Assessment
A. Prepare a critical analysis of the above results
This career development service tailored towards disengaged youths aged between 17 and 25
years in Melbourne is considerably effective in its outreach mission. However, the program does
have short comings when it comes to the provision of quality services due to misperceptions held
by case workers and consortium management on career development services. Secondly, the
results indicate that the caseworkers and other team members are dedicated to helping client secure
long-term employment; nevertheless, the team is plagued by time wastage issues and poor
professional skills related to career development theories (Bičkovska, 2016). Overall, the program
could realize better result given quick access to new and updated information, improved training
programs/workshops for caseworkers and consortium managers.
B. Strategies needed to implement for continuous improvement and monitoring for a
quality career service
There are five key strategies that can be implemented for continuous improvement in service
quality. The first strategy is the institution of comprehensive, mandatory, and immersive training
programs for all team members. This strategy will ensure that the caseworks and other stakeholders
are equipped with the relevant skills and information to effectively help their clients. The second
strategy focuses on the creation of a decentralized leadership hierarchy that allows different
regions in Melbourne to operate independently (Kapur, 2018). This form of delegation of duties
will allow for quicker implementation of action plans.

Career Development Service Assessment 3
The third strategy involves the creation of duty rosters and goal milestones; the purpose of this
provision is to mitigate time wastage and the overall attitude of unproductivity amongst
caseworkers. The fourth strategy focuses on creation of career growth opportunities and succession
guidelines (Shaito, 2019). This strategy is meant to specify how employees can move from one
level of employment to the next and the criteria that nee d to be fulfilled for a person to be granted a
vacant position (Staff, 2016). The last strategy is dedicated towards the development of a success
measurement metric that will provide a clear representation of how the disengage youths in
Melbourne have been uplifted through the program.
C. Workforce planning and ongoing professional learning required to maintain a quality
career service
There are three problem areas that can be addressed for a quality career service. The first is
position description for workers and creation of succession policies that determine how retirement
related vacancies are handled. The second area that can be improved is the provision of updated
information to trainers on CICA professional standards as a way to better the services they provide
to clients (Staff, 2016). Finally amendments can be made to career teams to ensure that
coordination can be emphasized for the purpose of ensuring that all staff members are updated on
new career development theories and innovations.
D. Provide an Action Plan that addresses the following:

Career Development Service Assessment 4
Identify areas
for
improvement
Actions to be taken
to address gaps
identified
Personnel/stakeholders
involved
Resources
needed
Completion
dates
L1.1 A
statement of
purpose and
set of
principles is
supported and
signed by
management
L4.1
Scheduling is
developed in
consultation
with career
development
practitioners
L1.1 Management
needs to get more
involved in the
formulation and
validation of policies.
L4.1 Management
needs to work hand in
hand with career
development
practitioners.
Consortium
management, Career
development
practitioners
Funds,
Training
Location

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Career Development Service Assessment 5
D2.1 Career
Practitioner/s
are familiar
with the range
of career
development
theories career
education
D2.1 The development
by management of
training programs that
equip career
practitioners with the
relevant career
education and career
development theories
Career Practitioners Funds,
Training
locations
R1.3
Performance
review of
career
practitioner/s
is provided by
school leaders
R2.1 Links to
business,
community
and education
institutions are
formalized
R1.3 Under career
development services
offered in schools. The
school leaders should
be presented with a
way to rate the
performance of career
practitioners.
R2.1 Schools and
business communities
are linked through the
creation of
employment
School goers, Clients,
school management,
school leaders, career
practitioners, school
committees, business
communities
Funds

Career Development Service Assessment 6
through joint,
planned
initiatives and
activities.
R2.2 An
identified
group supports
and guides the
Career
Development
Program and
services. It has
members of
leadership,
staff and other
relevant
stakeholders
R3.3 Position
description and
role statements
of career
opportunities for at-
risk students as well as
the best performing
individuals.
R2.2 There is need for
a centralized or
decentralized form of
leadership that ensures
guidance and support
for career
development program
and services that will
be recognized by all
practitioners.
R3.3 The development
of company policies
that clearly define and
describe the position
and role statements of
career practitioners.
These policies should

Career Development Service Assessment 7
practitioner/s
reflect and
professional
standards for
Australian
career
development
practitioners
competencies
and are printed
and publicly
disseminated.
R3.4 There is a
documented
induction and
succession
plan in
relations to
staff changes
in Career
Development
be approved by
management,
practitioners, and be
vetted by competent
legal representatives.
R3.4 Management
need to defined and
elaborate on
succession policies si
that members of the
career development
service team are well
informed on the
process.

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Career Development Service Assessment 8
program and
services
PR2
O2.3 There is a
documented
induction and
succession
plan in relation
to staff
changes in
Career
Development
and services
O2.3 Management
needs to formulate
performance measures
that will solidify and
compliment their
succession policies:
Ensuring that workers
understand their roles
and career
development
opportunities available
to them.
Career practitioners
Legal body
Management
Funds

Career Development Service Assessment 9
References
Bičkovska, A., 2016. Key Elements of Career and Career Management Definitions in Work with
Long Term Unemployed Social Benefits Receivers. Rural Environment, Education, Personality
| Jelgava, Volume 13, pp. 205-210.
Kapur, R., 2018. Career Development, New Delhi, India: University of Delhi.
Shaito, F., 2019. Career Development: An Overview, Beirut, Lebanon: Al Maaref University.
Staff, B. Z., 2016. Main Elements of the Career Development Framework. Euraxess Reflex, pp.
1-28.