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Evidence Guide: CHCRH504B - Coordinate planning, implementation and monitoring of leisure and health programs

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

 

CHCRH504B - Coordinate planning, implementation and monitoring of leisure and health programs

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

Plan comprehensive assessment of a client

  1. Work in a team with health practitioners and relevant others
  2. Select appropriate leisure and health assessment tools
  3. Develop agency specific assessment tool if required
  4. Coordinate the application of the assessment tool
  5. Evaluate the effectiveness of the assessment tool and process
  6. Critically analyse and interpret assessment results
  7. Maintain confidentiality while assessing and documenting assessment findings and results
Work in a team with health practitioners and relevant others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select appropriate leisure and health assessment tools

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop agency specific assessment tool if required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coordinate the application of the assessment tool

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the effectiveness of the assessment tool and process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Critically analyse and interpret assessment results

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain confidentiality while assessing and documenting assessment findings and results

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate the design of programs

  1. Design programs using a consultative approach based on the client/s needs assessment
  2. Ensure program designs are relevant to cultural and social contexts of individuals and their community and reflect multi-cultural perspective
  3. Develop and document individualised leisure and health program plans from the results of the assessment
  4. Coordinate planning and design of leisure and health programs for individuals and groups
  5. Schedule programs using clinical judgement to establish frequency, intensity and duration of leisure and health programs
  6. Develop motivational strategies to maximise client involvement in leisure and health programs
  7. Develop tools and processes to monitor levels of participation in leisure and health programs
  8. Undertake activity analysis and document activity plans
Design programs using a consultative approach based on the client/s needs assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure program designs are relevant to cultural and social contexts of individuals and their community and reflect multi-cultural perspective

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and document individualised leisure and health program plans from the results of the assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coordinate planning and design of leisure and health programs for individuals and groups

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Schedule programs using clinical judgement to establish frequency, intensity and duration of leisure and health programs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop motivational strategies to maximise client involvement in leisure and health programs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop tools and processes to monitor levels of participation in leisure and health programs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake activity analysis and document activity plans

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coordinate the implementation of programs

  1. Ensure requiredresources are planned, identified and organised according to relevant needs, interests and timeframe available
  2. Develop setting and environment for leisure and health activities within constraints of resources, location and client's needs and availability
  3. Plan and develop timetables that provide structure and flexibility and serve as a communication tool
  4. Implement programs, allowing for clear staff communication, adapting to conditions and needs on day, in line with service requirements
  5. Organise off-site excursions as extension of program where appropriate
  6. Maintain ongoing communication with those involved in the program
  7. Identify and utilise facilities, materials and equipment
Ensure requiredresources are planned, identified and organised according to relevant needs, interests and timeframe available

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop setting and environment for leisure and health activities within constraints of resources, location and client's needs and availability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan and develop timetables that provide structure and flexibility and serve as a communication tool

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement programs, allowing for clear staff communication, adapting to conditions and needs on day, in line with service requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise off-site excursions as extension of program where appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain ongoing communication with those involved in the program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and utilise facilities, materials and equipment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and evaluate leisure and health programs

  1. Assess progress of each individual
  2. Establish opportunities for regular review of program by all participants and workers
  3. Clearly identify criteria for documentation and evaluation of leisure and health programs and use for review
  4. Determine the appropriate range of evaluation tools and processes
  5. Develop agency specific evaluation tools
  6. Analyse and interpret evaluation results
  7. Regularly document and evaluate program outcomes according to individual/service requirements
  8. Use evaluation results and information to facilitate further design of programs and implement changes
Assess progress of each individual

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish opportunities for regular review of program by all participants and workers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clearly identify criteria for documentation and evaluation of leisure and health programs and use for review

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the appropriate range of evaluation tools and processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop agency specific evaluation tools

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse and interpret evaluation results

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Regularly document and evaluate program outcomes according to individual/service requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use evaluation results and information to facilitate further design of programs and implement changes

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 either on the job or through simulation and should reflect the diversity of settings within which leisure and health work takes place

This unit will be most appropriately assessed in the workplace and under the normal range of workplace conditions

Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible

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

Related units:

This unit must be assessed after or in conjunction with related units:

CHCRH402B Undertake leisure and health programming

CHCRH404B Plan, implement and monitor leisure and health programs

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:

Theories of human development both biological and psychological

A range of assessment processes and techniques

Professional documentation requirements

The role of leisure and health programs

Models of professional practice including:

social model

leisure flow

leisure ability

integrated community recreation model

community

person-centred

Different approaches to program planning and development

Criteria for selecting a specific programming approach

Assessment of key variables to guide decision-making about programming approach

Detailed knowledge of facilitating a variety of learning experiences e.g. art, music, sport

Able to state and outline a personal philosophy about development through programming which considers theories of development, learning, social justice and equity

Up-to-date information and a range of sources of information is assessed as resources for program development

Relevant quality improvement and accreditation system principles

Inclusion - non-discriminatory practices and associated legislation

Knowledge and development - build on strengths of individual

Work health and safety (WHS) principles and practices

Essential skills:

It is critical that the candidate demonstrate the ability to:

Gather and record detailed information about client/s

Facilitate the design of programs

Coordinate the implementation of Implement programs according to plan or instruction

Monitor and evaluate program

Promote leisure and health programs

Plan required resources

Follow a leisure and health plan

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:

respect for different family expectations

observation

communication skills

consultative process

identification of local community resources

OHS principles and practices

developing and designing assessment tools

managing leisure events

adaptation/modification of leisure activity resources

identifying characteristics of a range of approaches to leisure and recreation in relation to values and concepts

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.

Assessment may include:

Interview with client, careworkers, parents/family

Review of care/plan documentation

Observation in activity sessions

Use of standard proformas

Development and use of agency specific assessment tools

Holistic approach includes consideration of:

Physical health

Emotional health

Mental health

Social health

Spiritual health

Programs include:

Routines

Transitions

Organisation of time and space

Experiences

Interactions

Ideas and suggestions for programming may be gathered from:

Colleagues

Networks resource workers

Workers in other services

Newsletters, magazines, articles

Publications

Internet

Programs may include a variety of experiences:

Excursion/at usual location

Familiar experiences/special events

Unstructured/structured

Indoor/outdoor

Busy/quiet experiences

Surprising/predictable and planned

Challenging/confirming

Contexts of the individual's lives may include:

Geographic context, e.g. remoteness, buildings, lack of space, isolation

Community groupings, alliances and conflicts

Historical context of community, e.g. significant events, future plans

Social context, e.g. social isolation, crowding and noise

Cultural context

All those involved with program design may include:

Individual

Staff/care providers

Parents/family member

Management

Information about an individual's development and social cultural context may be gained by:

Recorded observations

Conservation

Consulting family/community representatives

Written report/records

Service philosophies include:

Culturally specific services philosophies

Philosophies about people, their development and learning

Philosophies and values about society and communities

Goals of the service may be oriented to an emphasis on:

Creativity

Leisure

Recreation

Holistic care and development

Personal attention and flexibility

Learning and education

Social interaction and development

Language development

Psychomotor development

Cultural identity and knowledge

Environmental understanding

Confidence with technology

Multicultural understanding

Education/learning/training

Personal development and support (e.g. coping skills)

Therapeutic

Maintaining and improving cognitive functioning

Promoting social interaction and friendship development

Provide an avenue for emotional and psychological support

Enable participants to meet their spiritual and religious needs

Identities of individuals may include:

Racial

Gender

Cultural

Social

Peer Group

Concerns about the current program could include:

Gaps

Resourcing issues

Repetition

Aspects where an individual's participation is low

Mobile service may need to design programs particularly targeted to those who are isolated:

Geographically

Socially

Required resources may include:

Transport

Equipment

Games

Leisure activities

Venue

Equipment and materials

Curriculum/learning materials

Staffing

Food and drink

Support staff and resource staff

Skills of staff

Specialist resources may include:

Professionals with expertise about particular needs

Written information

Special equipment

Information and education videos

Resource Networks

Family member

Bilingual workers

Interpreter services

Resource units

Extra staffing

Profession specific publications

Additional resources may include:

Worker training

Resource centres

Review of program could include:

Review of individual with additional needs

Review of strategies for meeting needs of individuals within context of whole group

Criteria to evaluate programs may be in relation to:

Short term and long term goals of program

Progress of individual

Progress of the group

Philosophy and goals of the service

Cost effectiveness

Appropriate practice

Daily programs, weekly programs