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Evidence Guide: CHCDIS323A - Contribute to skill development and maintenance

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCDIS323A - Contribute to skill development and maintenance

What evidence can you provide to prove your understanding of each of the following citeria?

Work within a context of skill development and maintenance

  1. Demonstrate an understanding of current philosophies, theories and practices relating to skill development and maintenance for people with disability
  2. Demonstrate an understanding of the importance of skills and competency to a sense of independence and empowerment
  3. Demonstrate an understanding of the impact of incidental learning
  4. Demonstrate a person-centred approach in all interactions with the client
Demonstrate an understanding of current philosophies, theories and practices relating to skill development and maintenance for people with disability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate an understanding of the importance of skills and competency to a sense of independence and empowerment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate an understanding of the impact of incidental learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate a person-centred approach in all interactions with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to skills assessment

  1. Provide information about client demonstration of skills in different environments to the planning process
  2. Conduct review of client skills and competencies as required to address organisation policy and procedures
  3. Provide feedback to supervisor about any changes in client's status likely to have an impact on skill development and maintenance
  4. Participate in assessment in a manner that respect a client's rights and dignity
  5. Where appropriate, support the engagement of relevant others in the assessment process
Provide information about client demonstration of skills in different environments to the planning process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct review of client skills and competencies as required to address organisation policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide feedback to supervisor about any changes in client's status likely to have an impact on skill development and maintenance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in assessment in a manner that respect a client's rights and dignity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where appropriate, support the engagement of relevant others in the assessment process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide strengths-based support

  1. Encourage client to identify strengths
  2. Work in a manner that acknowledges the client as their own expert
  3. Provide support for the client to identify resources to compliment strengths
  4. Encourage support to mobilise their strengths
Encourage client to identify strengths

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work in a manner that acknowledges the client as their own expert

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support for the client to identify resources to compliment strengths

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage support to mobilise their strengths

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide active support

  1. Encourage people with disability to engage as actively as possible in all living activities
  2. Monitor level of engagement for possible changes
  3. Identify strategies and opportunities to maximise engagement
Encourage people with disability to engage as actively as possible in all living activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor level of engagement for possible changes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify strategies and opportunities to maximise engagement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Utilise incidental learning opportunities to enhance skills development

  1. Identify situations as potential informal learning opportunities and encourage learning
  2. Withdraw support to an appropriate level as directed in order to encourage experiential learning
  3. Provide appropriate constructive information and feedback to person with disability as soon as possible in appropriate format
  4. Provide encouragement when person with disability takes initiative in learning situation
  5. Identify and describe a range of informal learning opportunities in context of organisation policies and procedures
Identify situations as potential informal learning opportunities and encourage learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Withdraw support to an appropriate level as directed in order to encourage experiential learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide appropriate constructive information and feedback to person with disability as soon as possible in appropriate format

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide encouragement when person with disability takes initiative in learning situation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and describe a range of informal learning opportunities in context of organisation policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support implementation of person-centred skills development plans

  1. Interact with person with a disability in a manner that is motivating and empowering and demonstrates respect for the person
  2. Communicate with supervisor or relevant others if experiencing difficulty in implementing the skills development plan
  3. Collate and maintain records to assist with monitoring and review of person-centred skills development plan
Interact with person with a disability in a manner that is motivating and empowering and demonstrates respect for the person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate with supervisor or relevant others if experiencing difficulty in implementing the skills development plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collate and maintain records to assist with monitoring and review of person-centred skills development plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situation and settings

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 delivered and 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:

an appropriate workplace where assessment can take place or simulation of realistic workplace setting for assessment

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

Required Skills and Knowledge

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:

Current practices, philosophies and theories, including:

the social model of disability

the impact of social devaluation on an individual's quality of life

competency and image enhancement as a means of addressing devaluation

practices which focus on the individual person

strengths-based practice

active support

person-centred practice

rightful place in community

community education and capacity building

self determination

Foundation knowledge of lifespan development

Concepts and their relationship, including:

vulnerability

power

independence

Basic knowledge of assessment processes relating to skills development and maintenance

Knowledge of assessments processes and protocols used by the organisation/service

Understanding of communication needs, strategies and resources

Principles of access and equity

Principles and practices of confidentiality

Tools, equipment and other resources used in the learning process

Various teaching and learning strategies

Strategies for identifying and maximising informal learning opportunities

Services and resources available to people with special learning needs

Basic knowledge of:

task analysis

prompting, principles of prompting and fading prompting

strategies to create independence

reinforcers

motivators to learn

common de-motivators and blocks

Understanding of maintenance techniques and generalisation

Understanding of incidental learning

Essential skills:

It is critical that the candidate demonstrate the ability to:

Communicate effectively with people with a range of different disabilities

Use communication techniques / devices that meet the client's communication needs

Identify skill and competency requirements

Apply skills in interpersonal communication with clients and other stakeholders

Demonstrate understanding of and adherence to own work role and responsibilities

Follow organisation policies and protocols

Liaise and report to relevant personnel

Demonstrate and apply knowledge of learning and development in order to implement skills development plans for a person with a disability

Collaborate and network with a variety of personnel in order to achieve learning and development objectives

Use communication techniques that encourage and motivate

Demonstrate appropriate prompting during training session

Demonstrate appropriate application of reinforcers during training session

Demonstrate understanding of incidental learning opportunities

Range Statement

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.

Current philosophies, theories and practices includes:

Practices which focus on the individual person

Strengths-based practice

Active support

Person-centred practice

Skills may include:

Communication

Personal hygiene

Meal preparation

Transport

Money handling

Dressing

Grooming

Eating

Working

House hold tasks

Recreational activities

People with disability may include:

Individuals at any stage of the life span

Individuals living in the community, alone, with a partner, sharing with others or with family or carers

Individuals living in supported community accommodation

Individuals living in funded residential facilities

Contexts may include:

An individual's own dwelling

Shared households or group dwellings

Specialist residential facilities

Community centres

Supported employment venues

Open employment venues

Community/government agencies

Open employment venues

Voluntary agencies

Training agencies

Skills development may be in:

Life skills

Vocational skills

Social skills

Personal support skills

Developing and maintaining relationships including intimate relationships

Maintaining physical health including sexual health

Safety

Learning strategies may include:

Role modelling

Demonstration

Skills component mastery

Contextualisation

Drama and role plays

Peer education

Relevant others may include:

Advocate/s

Behavioural consultants (for acquired brain injury)

Carers

Colleagues

Development officers

Disability support workers

Educational psychologists

Employment officers

Family

Friends

Occupational therapists

Outreach workers

Programming staff

Relatives

Supervisors

Teachers

Technicians