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

CHCRF623C Mapping and Delivery Guide
Respond to problems and complaints about the service

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CHCRF623C - Respond to problems and complaints about the service
Description This unit describes the knowledge and skills required to effectively resolve grievances and complaints about the service
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit may apply to community services work in a range of contexts
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: Respond to a family member's concerns about their child
  • Provide observations about the child in the service as relevant
  • Collate and present feedback and views of all workers involved with the child
  • Discuss concern and identify key issue/s with the family member
  • Discuss possible actions and reach a decision together
  • Use appropriate communication strategies
       
Element: Acknowledge and address grievances and complaints
  • Listen respectfully to person's concerns
  • Inform people of avenues for complaint
  • Identify investigate and discuss issues underlying complaint, according to guidelines
  • Take action as quickly as required by the situation
  • Explain complaint process and inform complainant of what can and can not be expected from process
  • Refer complaint to appropriate procedures or forums as appropriate
       
Element: Effect resolution of complaints
  • Ensure parties are clear about confidentiality and the rights of others and protect these during the process
  • Seek advice as required
  • Generate options and facilitate resolution
  • Facilitate mediation between parties concerned as relevant
  • Obtain resolution or an agreement to set aside issues
  • Record process and outcomes according to the organisation's procedures
       
Element: Develop service
  • Consider feedback about suggestions for improved practice or procedures and implement as appropriate
  • Develop information to clarify service practices and procedures and provide as relevant
       


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 is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions, giving consideration to the range of workplace contexts

Assessment could take place on one or more assessment situations

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 range of opportunities defined in the Range Statement, including:

a childcare workplace

children's services, resources and equipment

the local environment

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Related units:

This unit may be (but is not required to be) assessed in conjunction with related units such as:

CHCRF622C Plan child care provision with families

CHCORG619C Develop and maintain the quality of service outcomes

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:

Complaint procedures

Relevant service guidelines

Relevant codes of ethics

Confidentiality policies and procedures

Self awareness

Organisation standards, policies and procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Resolve conflicts with users of the service balancing organisation guidelines with client needs

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:

Facilitate discussions when competing views and interests exist

Demonstrate communication which is direct, authoritative and listening to competing viewpoints

Demonstrate application of skills in:

conflict resolution techniques

negotiation skills

problem solving skills

good communication including listening, empathy responding, questioning

capacity for managing differences in point of view

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.

Appropriate communication strategies to respond to a family member's concern may include:

Use of interpreters

Privacy

Number of people who participate is decided

A family member's concerns may be about a child's:

Health

Behaviour

Development

Social interaction

Homework

Life skills

Emotional well being

Grievances and complaints may be received from:

Users of service

People denied access to service

Ministers of government departments

Local members of parliament

Local community members

Media

Service or person advocating on behalf of child/family

Licensing bodies

Advisory/support organisations

Workers of the service

Complaints may be about:

Quality of the service

Problems in the service

Inadequate level of service provision e.g. Hours, times

Children in the service

Financial matters

Staffing

Behaviour management strategies

Attitude of worker

Insensitivity to cultural practices of child/family

Mediation between parties to effect resolution of a complaint may be between:

Worker and parent

Worker and child

Parent and service

Guidelines for addressing complaints may include:

Organisation procedures, policies and guidelines

Legal obligations

Guidelines of funding body/government bodies who have a regulatory role

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
Provide observations about the child in the service as relevant 
Collate and present feedback and views of all workers involved with the child 
Discuss concern and identify key issue/s with the family member 
Discuss possible actions and reach a decision together 
Use appropriate communication strategies 
Listen respectfully to person's concerns 
Inform people of avenues for complaint 
Identify investigate and discuss issues underlying complaint, according to guidelines 
Take action as quickly as required by the situation 
Explain complaint process and inform complainant of what can and can not be expected from process 
Refer complaint to appropriate procedures or forums as appropriate 
Ensure parties are clear about confidentiality and the rights of others and protect these during the process 
Seek advice as required 
Generate options and facilitate resolution 
Facilitate mediation between parties concerned as relevant 
Obtain resolution or an agreement to set aside issues 
Record process and outcomes according to the organisation's procedures 
Consider feedback about suggestions for improved practice or procedures and implement as appropriate 
Develop information to clarify service practices and procedures and provide as relevant 

Forms

Assessment Cover Sheet

CHCRF623C - Respond to problems and complaints about the service
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

CHCRF623C - Respond to problems and complaints about the service

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: