Learner4
Assessment instructions4
Assessment –CHCCCS015:Provide individualised support7
Activities8
Activity 1A8
Activity 1B9
Activity 1C10
Activity 1D11
Activity 1E12
Activity 1A to 1E checklist – for assessor13
Activity 2A14
Activity 2B15
Activity 2C16
Activity 2D17
Activity 2E18
Activity 2F20
Activity 2G22
Activity 2H24
Activity 2I26
Activity 2A to 2I checklist – for assessor28
Activity 3A30
Activity 3B31
Activity 3C32
Activity 4A33
Activity 4B35
Activity 4C36
Activity 4D37
Activity 4E38
Activity 3A to 4E checklist – for assessor39
Summative Assessments40
Knowledge Activity (Q & A)41
Knowledge Activity Assessor Checklist43
Supplementary Oral Questions (optional) – for assessor44
Instructions toLearner
Assessment instructions
Overview
Prior tocommencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessorwill remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
➢Address each question including any sub-points➢Demonstrate that you have researched the topic thoroughly➢Cover the topic in a logical, structured manner➢Your assessment tasks are well presented, well referenced and word processed➢Your assessment tasks include your full legal name on each and every page.Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own.Plagiarism is a serious act and may result in alearner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor.The following list outlines some of the activities for which alearnercan be accused of plagiarism:
➢Presenting any work by another individual as one's own unintentionally➢Handing in assessments markedly similar to or copied from anotherlearner➢Presenting the work of another individual or group as their own work➢Handing inassessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from theinternet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by alearnerof an assignment astheirownthatis,in fact,the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or morelearners in plagiarism or other forms of academic misconduct and,as such,both parties are subject to disciplinary action.
For further details about Academic Misconduct Policies and Procedures, please visit website athttps://aibtglobal.edu.au/support/student-forms/academic-policies/
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once thelearnerhasSatisfactorily completed all the tasks for thisunit including vocational placement and/or simulation tasksthelearnerwill be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
For further details about Assessment Policy and Procedure, please visit athttps://storage.googleapis.com/aibtglobal/2020/05/358bc8d7-assessment-policy-and-procedures-v.1.0-may-2020.pdf
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you mustprovide us with suchinformation/evidence, subject to privacy and confidentiality issues.We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law.However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent tothedisclosure of.Whilewe may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/orthe outcome as a result of that treatment, you have the right to lodge an appeal.You must first discuss the issue with your trainer/assessor.If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to thecoursecoordinator, in writing, outlining the reason(s) for the appeal.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Yourtrainer/assessorwill have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
A demonstrationwill require:
➢Performing a skill or taskthat is asked of you➢Undertakinga simulation exercise.Yourtrainer/assessorwill inform youabout the tasks required to be done. The observation/demonstration will cover one of the unit’s elements.The observation/demonstration will take place either inthe simulatedtraining environment.
Yourtrainer/assessorwill ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
Candidate Details
Assessment –CHCCCS015:Provide individualised support
Please complete the following activities and handin toyour trainer/assessor for marking.
This forms part of your assessment for CHCCCS015:Provide individualised support.
Student Full Name:_________________________________
Student Number:__________________________________
Email:[email protected]
Declaration
I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.
Signed: Date:
Activities
Activity1A
Estimated Time
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20 Minutes
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Objective
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To provide you with an opportunity tointerpret and clarify own role in implementing individualised plan and seek appropriate support for aspects outside scope of own knowledge, skills or job role.
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Activity
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Consider your role as care worker in implementing individualised plans.
1.List five tasks that you are required to do as part of your role.
2.List five tasks that you are not trained or permitted to do within your role. For each of these tasks, note exactly why you are not permitted to do them.
3.For the five tasks outlined in the previous task, identify who is permitted to do them.
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Activity1B
Estimated Time
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20 Minutes
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Objective
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To provide you with an opportunity to confirmindividualised plan details with the person and with family and carers when appropriate.
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Activity
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1.What is an individualised plan? 2.Summarise the following:
➢Person-centred practice➢Strengths-based practice➢Active support.
3.Why is it important to develop and confirm an individualised care plan with the client?
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Activity1C
Estimated Time
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20 Minutes
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Objective
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To provide you with an opportunity toensure the person is aware of their rights and complaints procedures.
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Activity
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1.It is essential that ensure that your clients are aware of their rights. Considering your own organisation, outline the rights that your clients have. 2.It is also important to ensure that your clients are aware of the complaints procedure. Summarise the complaints procedure that is in place within your own organisation.
3.Why is an effective complaints procedure so important?
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Activity1D
Estimated Time
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20 Minutes
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Objective
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To provide you with an opportunity towork with the person to identify actions and activities that support the individualised plan and promote the person’s independence and rights to make informed decision-making.
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Activity
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1.Give examples of the actions and activities that can support a client’s individualised plan. 2.Give an example of a time that you have promoted and encouraged the independence of a client.
3.Why is it important to promote and encourage client independence?
4.Give examples of the different decisions that a client has the right to make.
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Activity1E
Estimated Time
|
10 Minutes
|
Objective
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To provide you with an opportunityto prepare for support activities according to the person’s individualised plan, preferences and organisation policies, protocols and procedures.
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Activity
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Explain how organisational policies, procedures and protocols affect the provision of support activities and services in your workplace.
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Activity 1A to 1Echecklist– for assessor
This should be used by thetrainer/assessor to document the learner’s skills, knowledge and performance as relevant totheunitactivity. Indicatein the table belowif the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Learner’sname
|
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Assessor’s name
|
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Unit of Competence
(Code and Title)
|
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Date(s)ofassessment
|
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Has the activity been answered and performed fully, as required to assess the competency of the learner?
|
Yes No
(Please circle)
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Has sufficient evidence and information been provided by the learner for the activity?
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Yes No
(Please circle)
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The learner’s performance was:
|
Not yet satisfactory
|
Satisfactory
|
If not yet satisfactory, date for reassessment:
|
|
Feedback to learner:
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Learner’ssignature
|
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Assessor’ssignature
|
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Activity2A
Estimated Time
|
30 Minutes
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Objective
|
To provide you with an opportunity toconduct exchanges with the person in a manner that develops and maintains trust.
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Activity
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Part- A
Write conversation script/ dialogues for the following:
Act outtwo different types of exchanges that could occur in your daily work schedule with a client. Do this in a manner that promotes and maintains trust and respect.
The exchanges must all be different, such as:
➢Morning greeting➢Conversation as you work➢General conversation➢Answering an enquiry.
Part-B
Imagine you are the client nowand your carer has donesomething that would break trust or damage the relationship.
Point out what they did wrong and how it made you feel.
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Activity2B
Estimated Time
|
20 minutes
|
Objective
|
To provide you with an opportunity toprovidesupport according to the individualised plan, the person’s preferences and strengths, and organisation policies, protocols and procedures.
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Activity
|
Identify a typical aspect of a client’s individualised care plan.
➢What is it?➢What are the client’s preferences orstrengthsregarding this?➢What are the organisational policies and procedures regarding this?➢How are these balanced?
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Activity2C
Estimated Time
|
10 Minutes
|
Objective
|
To provide you with an opportunityto assemble equipment as and when required according to established procedures and the individualised plan.
|
Activity
|
An elderly client is still living alone in the house they’ve lived in for 40 years. They are getting to the stage where the stairs are difficult to tackle on a daily basis and they have resorted to sleeping in their armchair every now and then. They are not ready to move out of their beloved home into a more practical bungalow. What equipment could help them remain in the home? How would you need to assemble this?
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Activity2D
Estimated Time
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10 Minutes
|
Objective
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To provide you with an opportunity torespect and include the family and/orcareras part of the support team.
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Activity
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Give examples of the different ways that a client’s family andcarercan be included as part of the support team.
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Activity2E
Estimated Time
|
20 Minutes
|
Objective
|
To provide you with an opportunity toidentify how to provide support according to duty of care and dignity of risk requirements.
|
Activity
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1.What is duty of care? 2.What is dignity of risk?
3.An elderly client is adamant that they want to continue to make their own meals rather than have a worker come in to do it. They have an unsteady hand and have previously burnt and cut themselves. You know that it is unsafe for them to continue making their own meals but need to respect their wishes. What would you do? How would you balance the duty of care requirements with the dignity of risk requirements?
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Activity2F
Estimated Time
|
20 Minutes
|
Objective
|
To provide you with an opportunity toidentify how to provide assistance to maintain a safe and healthy environment.
|
Activity
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1.Identify three potential workplace hazards. 2.What could happen if these hazards went unnoticed or unreported?
3.How could you rectify these hazards?
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Activity2G
Estimated Time
|
20 Minutes
|
Objective
|
To provide you with an opportunity toidentify how to provide assistance to maintain a clean and comfortable environment.
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Activity
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1.What should a clean environment include? 2.Outline the different ways in which you can maintain a clean environment for your clients.
3.Summarise what a comfortable environment should do/include:
4.A comfortable environment will be individual to the particular client that you are providing care and support for. Give details of a specific time that you altered an environment for a client in order to make them feel comfortable.
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Activity2H
Estimated Time
|
15 Minutes
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Objective
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To provide you with an opportunity tooutline how to respect individual differences to ensure maximum dignity and privacy when providing support.
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Activity
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1.Define dignity. 2.Define privacy.
3.It is essential to respect clients’ individual differences. Giveten or moreexamples of the different ways that you can do this to maintain their dignity and privacy whilst providing them with support.
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Activity2I
Estimated Time
|
20 Minutes
|
Objective
|
To provide you with an opportunityto seek assistance when it is not possible to provide appropriate support.
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Activity
|
Give details of a timeduring work practice or trainingwhen you have had to seek assistance because it was not possible to provide the appropriate support for a client.
➢Why was it not possible to provide the appropriate support?➢Who did you seek assistance from and why?
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Activity2A to2Ichecklist– for assessor
This should be used by thetrainer/assessor to document the learner’s skills, knowledge and performance as relevant totheunitactivity. Indicatein the table belowif the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Learner’sname
|
|
Assessor’s name
|
|
Unit of Competence
(Code and Title)
|
|
Date(s)ofassessment
|
|
Has the activity been answered and performed fully, as required to assess the competency of the learner?
|
Yes No
(Please circle)
|
Has sufficient evidence and information been provided by the learner for the activity?
|
Yes No
(Please circle)
|
The learner’s performance was:
|
Not yet satisfactory
|
Satisfactory
|
If not yet satisfactory, date for reassessment:
|
|
Feedback to learner:
|
Learner’ssignature
|
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Assessor’s signature
|
|
Activity3A
Estimated Time
|
20 Minutes
|
Objective
|
To provide you with an opportunity tomonitor own work to ensure the required standard of support is maintainedand involve the person in discussions about how support services are meeting their needs and any requirement for change.
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Activity
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1.Explain how you would monitor your own work to ensure the required standard of support is maintained.
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Activity3B
Estimated Time
|
10 Minutes
|
Objective
|
To provide you with an opportunity toidentify aspects of the individualised plan that might need review and discuss with supervisor.
|
Activity
|
List examples of aspects within an individualised care plan that may need reviewing. Be as specific as you can.
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Activity3C
Estimated Time
|
30 Minutes
|
Objective
|
To provide you with an opportunityto participate in discussion with the person and supervisor in a manner that supports the person’sself determination.
|
Activity
|
1.In your own words, define self-determination.
2.How can you ensure that you support your client’s self-determination when in discussion with them and your supervisor?
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Activity4A
Estimated Time
|
20 Minutes
|
Objective
|
To provide you with an opportunity toidentify how to maintain confidentiality and privacy of the person in all dealings within organisation policy and protocols.
|
Activity
|
What stipulations or guidance does your organisation provide with regards to client confidentiality and privacy?
Locate this information and summarise it here.
|
Activity4B
Estimated Time
|
15 Minutes
|
Objective
|
To provide you with an opportunity tocomply with the organisation’s informal and formal reporting requirements, including reporting observations to supervisor.
|
Activity
|
Outline your organisation’s informal and formal reporting requirements.
If there are different requirements for different types of report, outline the different requirements.
|
Activity4C
Estimated Time
|
20 Minutes
|
Objective
|
To provide you with an opportunity toidentifyhow torespond to situations of potential or actual risk within scope of own role and report to supervisor as required.
|
Activity
|
1.Give examples of situations of potential or actual risk. 2.Choose three of your examples and explain how you would respond.
3.Consider your own supervisor. How do they like you to report these risks?
|
Activity4D
Estimated Time
|
10 Minutes
|
Objective
|
To provide you with an opportunity toidentifyandreport signs of additional or unmet needs of the person and refer in accordance with organisation and confidentiality requirements.
|
Activity
|
If you identified signs of additional or unmet needs of a client, what would you do? Think about the requirements within your organisation and the relevant confidentiality requirements.
|
Activity4E
Estimated Time
|
25 Minutes
|
Objective
|
To provide you with an opportunity tocomplete andknow how tomaintain documentation according to organisation policy and protocolsand store information according to organisation policy and protocols.
|
Activity
|
1.Complete a piece of paperwork toyourorganisation’sstandard. You can do this on company forms (if provided) or by writing something in the accepted style (e.g. font, border and headers). 2.Identify as many different types of filing system used in your workplace.
What are they for?
|
Activity3A to4Echecklist– for assessor
This should be used by thetrainer/assessor to document the learner’s skills, knowledge and performance as relevant totheunitactivity. Indicatein the table belowif the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Learner’sname
|
|
Assessor’s name
|
|
Unit of Competence
(Code and Title)
|
|
Date(s)ofassessment
|
|
Has the activity been answered and performed fully, as required to assess the competency of the learner?
|
Yes No
(Please circle)
|
Has sufficient evidence and information been provided by the learner for the activity?
|
Yes No
(Please circle)
|
The learner’s performance was:
|
Not yet satisfactory
|
Satisfactory
|
If not yet satisfactory, date for reassessment:
|
|
Feedback to learner:
|
Learner’ssignature
|
|
Assessor’s signature
|
|
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.
Skills, knowledge and performance may be termed as:
➢Skills– skill requirements, required skills, essential skills, foundation skills➢Knowledge– knowledge requirements, required knowledge, essential knowledge, knowledge evidence➢Performance– evidence requirements, critical aspects of assessment, performance evidence.Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.
Section C: PerformanceActivity
The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook.
Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this
Answer each question in as much detail as possible, considering your organisational requirements for each one.
1.Define each of the following terms and give an example for each:
➢Person-centred practice➢Strengths-based practice➢Active support.
2.What are the requirements of your role in relation to documenting and reporting support plans and related processes?
3.Describe the roles and responsibilities of each of the following groups in providing support to a client:
➢Carers and family➢Person being supported➢Health professionals➢Individual workers➢Supervisors.
4.A service delivery model is a framework of policies, procedures and principles that guides how a service is delivered to clients. What is the service delivery model within your own organisation/sector? What are its principles and its stages?
You may use organisational materials for reference and/or refer to guidelines/graphics etc. that may provide an outline of your organisation/sector’s service delivery model.
5.Write an essayof 500 wordsthat outlines your legal and ethical requirements and how these are applied in an organisation and individual practice. Your essay should cover:
➢Privacy, confidentiality and disclosure➢Duty of care➢Dignity of risk➢Human rights➢Discrimination➢Mandatory reporting➢Work role boundaries – responsibilities and limitations.
6.There are a number of factors that may affect a person requiring support. For each of the following factors, give a scenario of how a person requiring support may be affected, both personally, and in relation to their support plan.
➢Finances➢Housing➢Relationships➢Mental health➢Bereavement➢Illness➢Career issues.
7.Which practices can you undertake to ensure that you maintain and develop your own work skills? Name at least two.
8.Define ‘unmet needs’ and give an example from your personal work experience with a client. Where this is not possible, give a hypotheticalscenario. Ensure that you maintain the anonymity of your clients.
9.What are the risk management procedures that you undertake in your own job role? How do you recognise and respond to risk?
Knowledge Activity Assessor Checklist
This should be used by thetrainer/assessor to document the learner’s skills, knowledge and performance as relevant totheunitactivity. Indicatein the table belowif the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Learner’sname
|
|
Assessor’s name
|
|
Unit of Competence
(Code and Title)
|
|
Date(s)ofassessment
|
|
Has the activity been answered and performed fully, as required to assess the competency of the learner?
|
Yes No
(Please circle)
|
Has sufficient evidence and information been provided by the learner for the activity?
|
Yes No
(Please circle)
|
The learner’s performance was:
|
Not yet satisfactory
|
Satisfactory
|
If not yet satisfactory, date for reassessment:
|
|
Feedback to learner:
|
Learner’ssignature
|
|
Assessor’s signature
|
|
Supplementary Oral Questions(optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.
Learner’sname
|
|
Assessor’s name
|
|
Unit of Competence
(Code and Title)
|
|
Date ofassessment
|
|
Question:
|
Learner answer:
|
Assessor judgement:
|
Satisfactory
|
Not Satisfactory
|
Question:
|
Learner answer:
|
Assessor judgement:
|
Satisfactory
|
Not Satisfactory
|
Question:
|
Learner answer:
|
Assessor judgement:
|
Satisfactory
|
Not Satisfactory
|
Question:
|
Learner answer:
|
Assessor judgement:
|
Satisfactory
|
Not Satisfactory
|
Question:
|
Learner answer:
|
Assessor judgement:
|
Satisfactory
|
Not Satisfactory
|
Feedbackfor the learner
|
I have read, understood, and am satisfied with the feedback provided bythe assessor.
|
Learner’s name
|
|
Learner’s signature
|
|
Assessor’s name
|
|
Assessor’s signature
|
|