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Evidence Guide: CHCORG621C - Act as a resource to other services

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

 

CHCORG621C - Act as a resource to other services

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

Identify needs/issues in consultation with the service

  1. Consult all relevant people/stakeholders to identify main issues and relevant information
  2. Identify different perceptions about issues
  3. Identify contextual pressures, restraints and resources relevant to issues
  4. Identify areas of common understanding
Consult all relevant people/stakeholders to identify main issues and relevant information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify different perceptions about issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify contextual pressures, restraints and resources relevant to issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify areas of common understanding

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information and advice

  1. Develop appropriate and relevant information materials and provide in suitable formats and a timely manner to address issues and needs of services
  2. Organise and facilitate meetings
  3. Appropriately safeguard and develop the confidence of workers in the services
  4. Recommend alternative processes/structures to improve the service
  5. Develop and communicate innovative models for service delivery
  6. Identify and recommend services which can offer additional advice or information
  7. Provide appropriate information to extend people's awareness of potential outcomes and strategies
Develop appropriate and relevant information materials and provide in suitable formats and a timely manner to address issues and needs of services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise and facilitate meetings

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Appropriately safeguard and develop the confidence of workers in the services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recommend alternative processes/structures to improve the service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and communicate innovative models for service delivery

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and recommend services which can offer additional advice or information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide appropriate information to extend people's awareness of potential outcomes and strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and implement models and strategies, in consultation with the service

  1. Discuss a range of options and develop an action plan with relevant people
  2. Include in plan a process for review and follow up
  3. Implement strategies with service personnel as requested and needed
  4. Identify resources to implement the action plan and support the service to gain them
  5. Provide demonstrations as required to assist implementation of new approaches
  6. Provide appropriate support coaching to develop necessary competence
  7. Undertake mediation and negotiation as required to assist in resolving any conflict
Discuss a range of options and develop an action plan with relevant people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Include in plan a process for review and follow up

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement strategies with service personnel as requested and needed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify resources to implement the action plan and support the service to gain them

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide demonstrations as required to assist implementation of new approaches

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide appropriate support coaching to develop necessary competence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake mediation and negotiation as required to assist in resolving any conflict

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 may be assessed on the job or under simulation

Assessment may be conducted on one or more occasions but should include demonstration of the capacity to integrate a range of current thinking and practice in the area of service delivery to define an operational framework which meets client needs and is consistent with organisation practice and to act as an expert to influence others

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

Resource requirements for assessment of this unit include access to:

an appropriate workplace where assessment can be conducted or simulation of realistic workplace setting for assessment

Method of assessment:

Assessment may include observations, questioning and evidence gathered from the workplace

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:

Management structures and processes relevant to the service type

Industrial relations-explain/interpret award, rights and responsibilities of different parties, places to contact for advice

Legislative requirements for service type

The development of policies and procedures

Employment processes

Budgeting, taxation, superannuation, wages

Role of external resource person

Up-to-date knowledge of issues in the sector

Group dynamics of teams

Organisation cultures

Occupational health and safety

Resources required

Relevant accreditation principles and service standards

Essential skills:

It is critical that the candidate demonstrate the ability to:

Integrate a range of current thinking and practice in the area of service delivery to define an operational framework which meets client needs and is consistent with organisation practice

Act as an expert to influence others

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:

conflict resolution and mediation

monitoring, coaching, demonstrating

promotion of services

meetings-chair, facilitate

high level communication skills

developing written information resources, including effective use of relevant information technology in line with occupational health and safety (OHS) guidelines

research information that is required

reflective practice-awareness of personal bias

submission writing

lobbying

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.

Identify needs/issues in the service may be via:

Observation of environment, interactions, practices, equipment, program

Conversations

Meetings

Collecting and analysing data e.g. promotional materials, demographic information, policies, programs

Analyse feedback from parents, community members etc.

Visiting service

Issues and needs of services may include:

Development of administration and management structures and processes

Viability of service

Establishment of service

Communication difficulties

Unresolved conflict

Accountability

Information may be provided to the service through:

Telephone

Regional/local meetings

Written materials

Face-to-face

Conflict may be between:

Staff and management

Service and sponsoring body

Service and funding/legislative representative

Staff and staff

Service and community group