Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCDIS404C Mapping and Delivery Guide
Design procedures for support

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CHCDIS404C - Design procedures for support
Description This unit describes the knowledge and skills required by staff to design models for support including assessing requirements and designing and implementing procedures
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit may apply to work with people with a disability in a range of community service contexts not necessarily within the disability sector
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Assess personal support requirements of person with a disability
  • Actively involve the person with a disability, significant others and other support staff in the assessment process and/or encourage them to participate
  • Identify, analyse and record all relevant information on person with disability and his/her personal support requirements according to organisation procedures
  • Identify and minimise safety issues and risks associated with addressing personal support requirements of person with a disability
       
Element: Design individual personal support procedures
  • Discuss options for designing procedures and justify choices within relevant organisation policies and procedures
  • Implement process for evaluation and review of the procedure
       
Element: Implement individual personal support procedures
  • Identify support procedures for person with disability
  • Train staff to apply support procedures
  • Evaluate implementation of the support procedure and change procedures where necessary
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

Consistency in performance should consider the requirements of particular support procedures

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment of this unit include access to:

a relevant workplace or an appropriately simulated environment where assessment may take place

Method of assessment may include:

Observation in the workplace

Written assignments/projects

Case study and scenario analysis

Questioning

Role play simulation

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Role and responsibilities of self and others in the organisation

Impact of disability on person with disability

Impact of disabilities upon people with disabilities

Assessment processes

Support procedures for daily living

Program planning

Basic training processes

Depending on the work role or services provided, specific knowledge of particular groups or issues may be required
See additional information for assessors regarding the following:

alcohol and other drugs (AOD) abuse

cultural and linguistic diversity

risk of self-harm

women

men

community education

Aboriginal and Torres Strait Islander people

mental health

acquired brain injury

Essential skills:

It is critical that the candidate demonstrate the ability to:

Match client support requirements with support procedures

Identify and evaluate effectiveness of support procedures

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Address occupational health and safety issues to minimise risk

Demonstrate application of skills in:

communication

casework assessment skills

program design and planning

informal or formal training

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Significant others include:

Family

Friends

Other support people and advocates

Carers

Relevant information includes:

Written and verbal records

Observations

Requests

Implementation of the support procedures may be evaluated through:

Observation

Reviewing objectives and outcomes of procedures

Feedback from people with disabilities and their significant others

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Actively involve the person with a disability, significant others and other support staff in the assessment process and/or encourage them to participate 
Identify, analyse and record all relevant information on person with disability and his/her personal support requirements according to organisation procedures 
Identify and minimise safety issues and risks associated with addressing personal support requirements of person with a disability 
Discuss options for designing procedures and justify choices within relevant organisation policies and procedures 
Implement process for evaluation and review of the procedure 
Identify support procedures for person with disability 
Train staff to apply support procedures 
Evaluate implementation of the support procedure and change procedures where necessary 

Forms

Assessment Cover Sheet

CHCDIS404C - Design procedures for support
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCDIS404C - Design procedures for support

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: