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Evidence Guide: CHCDIS408C - Support people with disabilities as workers

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

 

CHCDIS408C - Support people with disabilities as workers

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

Enhance safety at work for people with disabilities

  1. Ensure equipment is adapted and modified to be safe and meet occupational health and safety (OHS) guidelines where required
  2. Support people with disabilities to work safely within organisation policies and procedures
  3. Ensure organisation and legislative health and safety procedures are identified and followed
Ensure equipment is adapted and modified to be safe and meet occupational health and safety (OHS) guidelines where required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support people with disabilities to work safely within organisation policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure organisation and legislative health and safety procedures are identified and followed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor work performance

  1. Monitor performance within established criteria and provide constructive feedback
  2. Develop and implement strategies to improve performance where necessary
Monitor performance within established criteria and provide constructive feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and implement strategies to improve performance where necessary

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

Consistency in performance should consider the particular requirements of services and workplaces

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:

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:

Quality measures used in quality assurance or total quality management

Relevant production processes

Organisation and legislative policies and procedures relating to people with disabilities as workers

Impact of disability/disabilities on people with disabilities

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

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply appropriate understanding of work carried out by people with disabilities

Work within procedures for supporting people with disabilities as workers

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:

Demonstrate application of skills in:

relevant production processes

applying appropriate competencies outlined in standards belonging to the relevant industry or occupation

communication and consultation with workplace clients and stakeholders

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.

Types of work include:

Supported employment

On-the-job training

Open employment

Examples of organisation and legislative policies and procedures include those on:

OHS

Infection control

Examples of processes used to monitor work performance may include:

Quality assurance

Total quality management

Strategies to improve performance may include:

Reworking of product

Changing the work method

Changing the work equipment