About this guide 1. Section 1: Unit of competency 3

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1 Contents About this guide 1 Section 1: Unit of competency Elements of competency and performance criteria Range statement Required skills and knowledge Evidence guide Employability skills Skill sets Recognition of prior learning (RPL) 16 Section 2: Training requirements Training and assessment strategy Delivery plans 21 Section 3: Assessment resources Alternative final assessment Solutions to assessment activities Solutions to final assessments Evidence of competency Assessment mapping Assessment records 82 Glossary 95 References 97

2 Section 1: Unit of competency The CHC08 Community Services Training Package was developed by the Community Services and Health Industry Skills Council in consultation with industry stakeholders including employers, unions, peak bodies, professional associations, regulatory bodies, registered training organisations (RTOs) and other relevant parties. The training package specifies the skills and knowledge required to perform effectively in the workplace. Individual units of competency are nationally agreed statements that describe work outcomes and can stand alone when applied in the workplace. This section outlines the requirements of the unit of competency CHCCS500B Conduct complex assessment and referral plus other information relevant to it. It contains the following information: 1.1 Elements of competency and performance criteria 1.2 Range statement 1.3 Required skills and knowledge 1.4 Evidence guide 1.5 Employability skills 1.6 Skill sets 1.7 Recognition of prior learning (RPL) 3

3 1.1 Elements of competency and performance criteria The elements of competency define the skills required to perform a work activity. They describe the required outcomes that need to be assessed. The performance criteria define the level of skill necessary to achieve the requirements of the element. The following table maps the content in the Aspire learner guide CHCCS500B Conduct complex assessment and referral to the unit of competency. CHCCS500B Conduct complex assessment and referral Element 1: Prepare for the assessment 1.1 Establish rapport with clients, by demonstrating respect and non-judgmental attitude 1.2 Identify need for assessment based on organisation policy and procedure 1.3 Identify and use appropriate assessment tools and processes according to organisation policy and procedures 1.4 Organise appropriate time and place for the assessment in conjunction with the person being assessed 1.5 Explain privacy principles, organisation policy and procedure and obtain consent from the person 1.6 Ensure appropriate interpreter is available and has been briefed Element 2: Assess client needs 2.1 Identify own limitations in assessing and addressing client needs and, where appropriate, seek assistance from colleagues, senior staff and/or experts in the area 2.2 Use appropriate language and interpersonal skills to identify the diverse needs of clients 2.3 Clearly explain to clients the assessment process and how information is used, including duty of care and organisation policy and processes for mandatory reporting 2.4 Implement risk management processes, as required, to ensure safety of client and worker 2.5 Identify the needs of people who have multiple and complex issues Where covered in the learner guide Chapter 1: Preparing for assessment 1.1 Establishing rapport with clients 1.2 Identifying the need for assessment 1.3 Identifying and using assessment tools and processes 1.4 Organising a time and place for assessment 1.5 Explaining privacy principles, organisation policies and procedures, and obtaining consent 1.6 Ensuring an interpreter is available and briefed Chapter 2: Assessing client needs 2.1 Identifying your own limitations in assessing and addressing client needs and seeking assistance 2.2 Using language and interpersonal skills to identify clients needs 2.3 Explaining to clients the assessment process and how information is used 2.4 Implementing risk management processes to ensure client and worker safety 2.5 Identifying the needs of people with multiple and complex issues 4

4 2.1 Training and assessment strategy Training organisations must develop a training and assessment strategy for all their training programs. The training and assessment approach adopted by RTOs must accord with the learner s needs, current workplace contexts and the requirements of the training package. RTOs must: meet the requirements of the training package including language, literacy and numeracy requirements document information according to AQTF or VET Quality Framework audit requirements meet the needs of particular target groups provide learning pathways seek input from industry and other relevant stakeholders. Structuring a training program The following checklist outlines the type of information you may wish to include in your training and assessment strategy. Details of the training organisation including contact person The unit/s of competency to be delivered in the program of study Pathways The learner or target group Delivery mode/s Training resources including facilities required for delivery and assessment, and other infrastructure requirements Methods of assessment and evidence gathering Program duration and delivery schedule Session locations including workplace assessment information Delivery and assessment staff Assessment validation process 18

5 2.2 Delivery plans The following delivery plans can be used to deliver CHCCS500B Conduct complex assessment and referral. These plans, including the time allocations, are suggestions only. You may need to add to them, change them or substitute your own activities according to the interest level, experience of the learners and the specific situation. Remember; it is your responsibility as the trainer to use the most appropriate strategies for your learners. Topic: Preparing for assessment Suggested time allocation: 18 hours Suggested resources: Recommended reading Slide presentation software Recommended reading Slide nos: 2 18 Terminology checklist Aspire learner guide CHCCS500B Conduct complex assessment and referral Chapter 1: Preparing for assessment Strengths-based assessment Domain-based assessment Norm-based assessment Competency-based assessment Suggested training strategies Commence facilitation of this unit of competency by introducing learners to the Aspire learner guide CHCCS500B Conduct complex assessment and referral. Appendix 1 to the learner guide describes the elements, performance criteria and skills and knowledge required to demonstrate competence in this unit. You may wish to discuss recognition of prior learning processes with learners at this stage. Discuss with learners the importance of identifying the employability skills they will develop as they progress through this unit. Appendix 2 to the learner guide provides useful advice regarding employability skills. The final assessment section of the learner guide includes a template where learners may record the activities they have performed that relate to specific employability skills. Encourage learners to develop a personal glossary to record any terms that are new to them. They should record a definition and use the term in the correct context. The personal glossary could be included in a portfolio of evidence for assessment. Encourage learners to maintain a learning journal as they undertake this unit to record their workplace experiences; reflections on their learning; feedback they receive from trainers, supervisors, consumers and their more experienced colleagues; and their self-assessment of their performance in the workplace. Advise learners whether their learning journal could form a component of their assessment in this unit. The journal could be used when undertaking practical workplace activities, but may also be used for all knowledge and skill development activities such as class assignments, tests and research tasks set by the trainer. The journal provides an opportunity for learners to demonstrate critical thinking, problem-solving and higher cognitive skills as well as providing evidence of the achievement of required knowledge and skill. Learning journal activities can encourage collaborative learning within a group and encourage learners to take responsibility for their own learning. 21

6 3.1 Alternative final assessment Your trainer or assessor may require you to complete this assessment activity and will provide you with instructions as to how to present your responses. They may adjust the assessment activity depending on the circumstances of your training program. The following activity forms part of your assessment of competence. You may also be required to demonstrate your skills and/or provide various workplace documents or third-party reports. Your trainer will give you guidance in this area. Part Element Performance criteria A 1, 2, 3, 4 1.1, 1.2, 1.3, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 3.1, 3.3, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9 B 1, 2, 3, 4, 5 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5, 4.7, 4.8, 4.10, 5.1, 5.2, 5.3, 5.4 Part A 1. Complete a table similar to the following by explaining four different types of assessment. These may be assessment methods or tools you use in your workplace, or you can research different assessment methods using the Internet or contacts. Assessment tool/method Type of assessment Explanation 2. Why is it important to know that assessment methods you use in your work context are reliable and valid? 3. Read the scenario, then complete the task that follows. Scenario You are working for a disability support organisation. An 18-year-old client with complex issues presents to your organisation. The client has an intellectual disability and is nonverbal. He has unpredictable behaviour, is aggressive towards workers and frequently becomes disorientated. 34

7 3.2 Solutions to assessment activities The following solutions or model answers are to the assessment activities in the Aspire learner guide CHCCS500B Conduct complex assessment and referral. In many cases, the answers provided by the assessment candidate will vary due to a number of factors, including the: candidate s own experiences candidate s workplace experiences training situations and strategies presented by the trainer interpretation of the assessment activity by the assessment candidate/assessor type of organisation, work practices, processes and systems encountered by the candidate. These solutions should serve as a reliable guide to the type of information that should be covered in the assessment candidate s response. Assessors should have a copy of the activities to guide their assessment. Assessment activity 1 Part A Answers may vary. The following are example responses. 1. The assessment candidate should have written a paragraph on each topic and covered the following key points in their responses. a) The need for assessment will be determined by the client and/or guardian or a referral from another service. The needs may be physical, emotional, intellectual and/or culturally or language-based. Assessment may be conducted for the following purposes: Admission to a service/facility Regular progress review (monthly, annually, etc.) to identify changing needs Review due to change in personal circumstances Need to access a specific service such as disability or employment services b) Assessment methods include strength-based, domain-based, norm-based and competencybased assessment. Most organisations have standard procedures and tools for collecting and assessing client information. In line with your organisation s assessment protocols, you may be required to use a range of assessment tools and methods to assess client needs including interviewing; reviewing client files and health records; direct observation; consulting others; questionnaires; or administering specialised screening or assessment tools. Specialised screening and assessment tools have been designed by specialists to assess specific areas of wellbeing or functioning. c) The location and time of assessment should suit all parties as far as possible. The location should be accessible, safe, private, quiet and comfortable. Assessments may be conducted in a range of settings including the client s home, health or care facility, assessor s office or a neutral private environment. The time of day can impact on assessment results so this should be considered when planning. Consideration may need to be given to the time medication is administered, meal times, the time when the client will be most alert and/or the client s 39

8 3.4 Evidence of competency Evidence is information gathered that provides proof of competency. While evidence must be sufficient, trainers and assessors must focus on quality evidence rather than the quantity of evidence. Rules of evidence There are four rules of evidence that guide the collection of evidence. Evidence must be: valid it must cover the required skills and knowledge sufficient it must be enough to satisfy the competency current skills and knowledge must be up to date authentic it must be the learner s own work and supporting documents must be genuine. Principles of assessment High quality assessments must be: fair assessments are not discriminatory or disadvantage the candidate flexible assessments meet the candidate s needs and include an appropriate range of assessment methods valid assessments assess the unit/s of competency required skills and knowledge reliable there is a common interpretation of the assessments. Types of evidence Types of evidence that can be collected, sighted or validated include: work records such as position descriptions, performance reviews, products developed, processes followed and/or implemented third-party reports from customers, managers and/or supervisors training records and other recognised qualifications skills and knowledge assessments volunteer work. 68

9 Gathering evidence Evidence can be gathered through: real work/real-time activities through observation and third-party reports structured activities. Evidence can also be gathered through: formative assessments: where assessment is progressive throughout the learning process and validated along the way by the trainer also known as assessment for learning summative assessment: where assessment is an exercise or simulation at the end of the learning process also known as assessment of learning. Evaluating evidence The following steps may help you evaluate evidence. Step 1: Evidence is gathered. Step 2: Rules of evidence are applied evidence is valid, sufficient, current and authentic. Step 3: Evidence meets the full requirements of the unit/s of competency. Step 4: The assessment process is valid, reliable, fair and flexible. Step 5: The trainer or assessor makes a straightforward and informed judgment about the candidate and completes assessment records. 69

10 3.5 Assessment mapping Methods of assessment mapped to the learner guide Assessment methods are the particular techniques used to gather different types of evidence. The mix of evidence gathered to demonstrate competency is dependent on the context of the assessment and the background of the candidate. The following table outlines the different methods of assessment used in the Aspire CHCCS500B Conduct complex assessment and referral learner guide. Methods of assessment Assessment method Practice task Assessment activity Final assessment Alternative final assessment Question/answer 2, 3, 4, 6, 7, 8, 10, 11, 13, 21, 24, 25, 26, 28 Activity 1: Part A 1 7 Activity 2: Part A 1 6 Activity 3: Part A 1 7 Activity 4: Part A 1 7 Activity 5: Part A 1 5 Part B 1, 2, 3, 5, 6, 7, 8, 9, 10 Part A 1 10 Observation/demonstration 9, 12, 19, 22, 23 Activity 1: Part B 1 4 Activity 3: Part B 1 5 Part A Part B 4 Part B 1 7 Case study 1, 2, 3, 7, 9, 10, 11, 14, 15, 17, 19, 24, 25 Activity 2: Part B 1 7 Activity 4: Part B 1 6 Activity 5: Part B 1 4 Part A 3, 4 Part B 1 7 Role-play Training log, diary or journal Portfolio, reports, work samples 5, 15, 20, 27, 29 Activity 1: Part C Third-party reports 70

11 Self-assessment record Institution: Candidate s name: Unit of competency: CHCCS500B Conduct complex assessment and referral Trainer/assessor: Date: conduct an assessment within defined guidelines. report on assessment results. follow organisation policies and protocols. liaise and report to appropriate persons/agencies. adhere to own work role and responsibilities. apply reading and writing skills required to fulfil work role in a safe manner and as specified by the organisation/service: - this requires a level of skill that enables the worker to follow work-related instructions and directions and the ability to seek clarification and comments from supervisors, clients and colleagues - industry work roles will require a literacy level that will enable workers to interpret international safety signs, read client service delivery plans, make notations in client records and complete workplace forms and records. Comments 85