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Evidence Guide: CHCRH401C - Work effectively in the leisure and health industry

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

 

CHCRH401C - Work effectively in the leisure and health industry

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

Work within the context of the leisure and health sector

  1. Demonstrate in all work understanding of the value of leisure, recreation and play in enhancing well being
  2. In all work in the sector demonstrate consideration of the historical context of the sector
  3. Demonstrate consideration of the changing social, political, and economic context in all work
  4. Demonstrate an understanding of the different work environments and work roles within the industry
Demonstrate in all work understanding of the value of leisure, recreation and play in enhancing well being

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In all work in the sector demonstrate consideration of the historical context of the sector

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate consideration of the changing social, political, and economic context in all work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate an understanding of the different work environments and work roles within the industry

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop knowledge of the leisure and health industry

  1. Demonstrate knowledge of current issues which impact on the sector and different models of leisure and health
  2. In collecting information about leisure and health, collect and use views of key stakeholders and representatives from relevant target groups
  3. Seek information for professional development and further training options and identify potential career pathways
Demonstrate knowledge of current issues which impact on the sector and different models of leisure and health

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In collecting information about leisure and health, collect and use views of key stakeholders and representatives from relevant target groups

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek information for professional development and further training options and identify potential career pathways

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate a commitment to the central philosophies of the leisure and health sector

  1. Demonstrate consideration and understanding of the underpinning values and philosophy of the sector in all work undertaken
  2. Demonstrate commitment to access and equity principles in all work in the sector
  3. Ensure clients participate in all aspects of service planning and support activities
  4. Undertake all work as part of the inter disciplinary team and exhibit an awareness of the role of a conjoint approach to leisure and health programs
  5. Identify personal values and attitudes regarding leisure, recreation and play and take them into account when planning and implementing all work activities
Demonstrate consideration and understanding of the underpinning values and philosophy of the sector in all work undertaken

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate commitment to access and equity principles in all work in the sector

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure clients participate in all aspects of service planning and support activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake all work as part of the inter disciplinary team and exhibit an awareness of the role of a conjoint approach to leisure and health programs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify personal values and attitudes regarding leisure, recreation and play and take them into account when planning and implementing all work activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Operate within the policies and procedures of the leisure and health sector

  1. Identify relevant organisation policies and discuss with colleagues and team
  2. Ensure all work is consistent with relevant statutory and legislative provisions
  3. Demonstrate knowledge of ethical conduct and duty of care requirements relevant to the practice of leisure and health
Identify relevant organisation policies and discuss with colleagues and team

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure all work is consistent with relevant statutory and legislative provisions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate knowledge of ethical conduct and duty of care requirements relevant to the practice of leisure and health

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 person being assessed must provide evidence of specified essential knowledge as well as skills

This unit may be assessed on the job or through simulation and should reflect the diversity of settings within which leisure and health work takes place

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

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:

Concepts of autonomy and independence, integration and segregation

Consumer needs and rights including duty of care

Current issues facing clients and existing services to address their needs and rights

Facts/myths about the value of leisure and recreation in enhancing health and well being

Historical and social context

Holistic and client-centred care

Importance of consumer input and choice

Importance of respecting individual recognition

Indigenous Australian culture

Knowledge specific to working with people from culturally, spiritually and linguistically diverse backgrounds

Leisure theory

Work health and safety (WHS) principles and practices

Policy, regulatory, legislative and legal requirements include:

Privacy Act

equal employment opportunity principles

Guardianship Board

Freedom of Information Act

individual rights

disability services acts and standards

aged care accreditation standards

Aged care Act (1997) including the 'Quality Care principles'

National Home and Community Care standards

Political and economic context

Principles and practices of confidentiality

Principles and practices of duty of care

Principles and practices of ethics and values

Principles of access and equity

Principles of client empowerment / disempowerment

Principles of quality of life

Relevance of the work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability

Significance of the advocacy role when working with marginalised groups including the boundaries and limitations

The leisure and health industry

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate commitment to the central philosophies of the leisure and health sector

Operate within the policies and procedures of the leisure and health sector

Work within the context of the leisure and health sector

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:

interpersonal communication with clients and other stakeholders

working as part of a team or as a sole worker

effective facilitation techniques

reflecting - feelings, experience, content

problem solving

communication

application of WHS principles and practices

Prepare reports so the information and organisation of information is appropriate to its purpose and audience

Take into account and use opportunities to address waste minimisation, environmental responsibility and sustainable practice issues

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.

Leisure, recreation and play include:

Examples of leisure: Free choice activities which are not seen as work, obligatory or constrained that foster well being

Examples of recreation: Participation in community, outdoor, fitness, sport, racing, arts, entertainment. Music, tourism activities

Examples of play: all of the following activities outside of our usual roles which include any of the following; voluntary, fun, role play, games, fantasy, exploring, social exchange and learning.

Context includes:

Changing social context of work and leisure e.g. consumer centred approach, changing government and societal views of leisure and health approaches to working with clients

Economic context e.g. the current economic situation as it relates to and affects the subsequent impact on client needs

Facts/myths about the place of leisure and health in our lives

Historical context of leisure and health work e.g. changing attitudes to Leisure and recreation ; changing approaches to using leisure with clients

Political context e.g. government policies and initiatives affecting leisure and health work

Range of sectors within which leisure and health work takes place, such as disability, aged care residential and community, hospital, rehabilitation services, mental health, correctional services

Statutory framework within which leisure and health work takes place

Current issues and models of work in the leisure and health sector may include:

Clubs and societies

Community development and education

Consumer run models

Employment options

Home based support

Leisure and health promotion

Peer support / self help

Psychosocial rehabilitation

Residential services

Respite care

Stakeholders and representatives may include:

Carers

Community organisations

Consumers

Families and care givers

Friends, peers and target groups

Government representatives and service providers

Leisure and health services

Local community

Management, colleagues, supervisor, team members

Peak bodies and networks in the sector

Training options may include:

TAFE

Universities

Other training providers:

private

government

The underpinning values and philosophy of the sector may include:

A holistic and consumer-centred approach

Commitment to empowering the consumer

Commitment to meeting the needs and upholding the rights of consumers

Community education

Delivery of appropriate services

Encouragement of personal growth and wellness

Promotion of health and well being

A commitment to access and equity principles includes:

A non-discriminatory approach to all people using the service, their family and friends, the general public and co-workers

Creation of a consumer oriented culture

Ensuring the work undertaken takes account of and caters for differences including: cultural, physical, religious, economic, social

Relevant organisation polices and legislation may include:

Aged care accreditation standards

Aged Care Act (1997) including the 'Quality Care principles'

Child Protection Act

Commonwealth Disability Discrimination Act 1992

Commonwealth Disability Services Act 1986

EEO or anti-discrimination acts

Juvenile justice regulations

Mental Health Act

National Home and Community Care standards

Work health safety and welfare

Organisation mission statements

Organisation policies

Relevant state/territory acts