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Evidence Guide: CHCQM501B - Facilitate an accreditation process

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

 

CHCQM501B - Facilitate an accreditation process

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

Facilitate an organisation self evaluation process

  1. Complete self evaluation report for the organisation in which practice is reviewed against nominated standards
  2. Conduct focus groups, questionnaires and/or interviews with clients to receive feedback
  3. Conduct focus groups, questionnaires and/or interviews are with other stakeholders to receive feedback
  4. Conduct record audits
  5. Complete appropriate documentation
Complete self evaluation report for the organisation in which practice is reviewed against nominated standards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct focus groups, questionnaires and/or interviews with clients to receive feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct focus groups, questionnaires and/or interviews are with other stakeholders to receive feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct record audits

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete appropriate documentation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate the development of a quality improvement plan

  1. Assess the organisation's performance against the standards and identify gaps
  2. Develop strategies to address identified gaps
  3. Where appropriate, consult relevant stakeholders in developing a quality improvement plan
Assess the organisation's performance against the standards and identify gaps

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop strategies to address identified gaps

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where appropriate, consult relevant stakeholders in developing a quality improvement plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement a quality improvement plan

  1. Develop quality improvement workplan, including performance criteria to evaluate
  2. Regularly monitor the quality improvement workplan
  3. Prepare regular reports against the workplan and present to relevant parties
  4. Revise workplan according to relevant feedback
Develop quality improvement workplan, including performance criteria to evaluate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Regularly monitor the quality improvement workplan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare regular reports against the workplan and present to relevant parties

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Revise workplan according to relevant feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coordinate the organisation for an external evaluation

  1. Inform relevant stakeholders about the external evaluation process
  2. Schedule interviews with staff and board members where appropriate
  3. Schedule interviews with tenants and other service providers
  4. Prepare files and records for examination
  5. Prepare all documentation for examination
  6. Identify strategies to ensure continuous improvement mechanisms and integrate into work systems
Inform relevant stakeholders about the external evaluation process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Schedule interviews with staff and board members where appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Schedule interviews with tenants and other service providers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare files and records for examination

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare all documentation for examination

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify strategies to ensure continuous improvement mechanisms and integrate into work systems

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

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 appropriately simulated environment where assessment may take place

Method of assessment may include:

Observation

Written assessment

Case studies

Evidence of materials developed in the workplace

Questioning

Documentation/written reports

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:

Relevant legislation as it applies to the work environment and service delivery contexts

Relevant standards and licensing requirements applicable to the accreditation process

Knowledge of process for engaging stakeholders in the planning and consultation stages of accreditation

Knowledge of systems to support the accreditation process - including government and non government consultants, resources and personnel

Good practice principles and emerging trends in service delivery area

Quality assurance principles and practices

Systemic approaches to developing work plans including performance criteria, outcomes, outputs and other related service deliverables

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate understanding of accreditation processes

Coordinate a self assessment process at an organisation level

Maintain knowledge of best practice

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:

goal setting

communication

ability to develop policy

evaluation and review

consultation

report writing

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.

Standards may include but are not limited to:

National community housing standards

Public housing standards

Aboriginal housing standards

Supported accommodation standards

Aged care standards

Child care standards

Documentation may include but is not limited to:

Policies and procedures

Files

Business plans

Procedural forms, checklists, etc

Self study report

Stakeholders may include but are not limited to:

Staff

Tenants/clients

Applicants

Government departments

Boards of Directors

Other service providers

Local community

Real estate agents

Funding bodies

Accreditation bodies