5 Assessment Workbook - Compliant Learning …...REASONABLE ADJUSTMENT Adapted Reasonable Adjustment...

CHC33015 Certificate III in

Individual Support

Specialising in Home and Community

Home and Community Support Version 1.0 Produced 14 July 2016

Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced

or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the

terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of

Compliant Learning Resources

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Assessment Workbook 5 Version No. 1.0 Produced 14 July 2016

© Compliant Learning Resources

Version control & document history

Date Summary of modifications made Version

14 July 2016 Version 1 final produced following

assessment validation. 1.0

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TABLE OF CONTENTS

This is an interactive table of contents. If you are viewing this document in Acrobat,

clicking on a heading will transfer you to that page. If you have this document open in

Word, you will need to hold down the Control key while clicking for this to work.

TABLE OF CONTENTS ....................................................................... 3

INSTRUCTIONS ............................................................................... 4

WHAT IS COMPETENCY BASED ASSESSMENT ........................................ 4

THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING

.................................................................................................... 5

THE DIMENSIONS OF COMPETENCY ................................................... 6

REASONABLE ADJUSTMENT .............................................................. 7

THE UNITS OF COMPETENCY ............................................................ 9

ASSESSMENT REQUIREMENTS......................................................... 10

ASSESSMENT METHODS ................................................................. 15

RESOURCES REQUIRED FOR ASSESSMENT .......................................... 17

ASSESSMENT WORKBOOK COVERSHEET ........................................... 18

KNOWLEDGE ASSESSMENT ............................................................. 19

Part 1: Supporting carers and families .......................................................................... 19 Part 2: Providing home and community support services ........................................... 32

CASE STUDY ................................................................................ 39

Instructions to Assessor ................................................................................................ 39 Instructions to Student .................................................................................................. 39 Introduction to Case Study ............................................................................................ 40

Scenario 1: Charles Darwin comes home ........................................................................................................ 41

Scenario 2: Lisa struggles ................................................................................................................................. 45

WORKBOOK CHECKLIST ................................................................ 50

FEEDBACK ................................................................................... 51

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INSTRUCTIONS

The Written Questions Assessment covers generic underpinning knowledge of basic

terms and concepts relating to the relevant units of competency. These questions are all

in a short answer format. The longer questions requiring creative thought processes are

covered in the case studies assessment. You must answer all questions using your

own words. However, you may reference your learner guide and other online or hard

copy resources to complete this assessment.

Some questions cover processes you would be likely to encounter in a workplace.

Ideally, you should be able to answer these questions based on the processes that are

currently in place in your workplace. If this is not the case, then answer the questions

based on prescribed industry best practice.

WHAT IS COMPETENCY BASED ASSESSMENT

The features of a competency based assessment system are:

It is focused on what learners can do and whether it meets the criteria

specified by industry as competency standards.

Assessment should mirror the environment the learner will encounter in

the workplace.

Assessment criteria should be clearly stated to the learner at the

beginning of the learning process.

Assessment should be holistic. That is it aims to assess as many elements

and/or units of competency as is feasible at one time.

In competency assessment a learner receives one of only two outcomes –

competent or not yet competent.

The basis of assessment is in applying knowledge for some purpose. In a

competency system, knowledge for the sake of knowledge is seen to be

ineffectual unless it assists a person to perform a task to the level

required in the workplace.

The emphasis in assessment is on assessable outcomes that are clearly

stated for the trainer and learner. Assessable outcomes are tied to the

relevant industry competency standards where these exist. Where such

competencies do not exist, the outcomes are based upon those identified

in a training needs analysis.

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Definition of competency

Assessment in this context can be defined as:

The fair, valid, reliable and flexible gathering and recording of evidence to

support judgement on whether competence has been achieved. Skills and

knowledge (developed either in a structured learning situation, at work, or in

some other context) are assessed against national standards of competence

required by industry, rather than compared with the skills and knowledge of

other learners.

THE BASIC PRINCIPLES OF ASSESSING NATIONALLY

RECOGNISED TRAINING

Developing and conducing assessment, in an Australian vocational education and

training context, is founded on a number of basic conventions:

The principles of assessment

Assessment must be valid

o Assessment must include the full range of skills and knowledge

needed to demonstrate competency.

o Assessment must include the combination of knowledge and skills

with their practical application.

o Assessment, where possible, must include judgements based on

evidence drawn from a number of occasions and across a number of

contexts.

Assessment must be reliable

o Assessment must be reliable and must be regularly reviewed to

ensure that assessors are making decisions in a consistent manner.

o Assessors must be trained in national competency standards for

assessors to ensure reliability.

Assessment must be flexible

o Assessment, where possible, must cover both the on and off-the-job

components of training within a course.

o Assessment must provide for the recognition of knowledge, skills and

attitudes regardless of how they have been acquired. SAM

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o Assessment must be made accessible to learners though a variety of

delivery modes, so they can proceed through modularised training

packages to gain competencies.

o Assessment must be mutually developed and agreed upon between

assessor and the assessed.

o Assessment must be able to be challenged. Appropriate mechanisms

must be made for reassessment as a result of challenge.

The rules of evidence (from Training in Australia by M Tovey, D Lawlor)

When collecting evidence there are certain rules that apply to that evidence. All

evidence must be valid, sufficient, authentic and current;

Valid

o Evidence gathered should meet the requirements of the unit of

competency. This evidence should match or at least reflect the type of

performance that is to be assessed, whether it covers knowledge,

skills or attitudes.

Sufficient

o This rule relates to the amount of evidence gathered It is imperative

that enough evidence is gathered to satisfy the requirements that the

learner is competent across all aspects of the unit of competency.

Authentic

o When evidence is gathered the assessor must be satisfied that

evidence is the learner’s own work.

Current

o This relates to the recency of the evidence and whether the evidence

relates to current abilities.

THE DIMENSIONS OF COMPETENCY

The national concept of competency includes all aspects of work performance, and not

only narrow task skills. The four dimensions of competency are:

Task skills

Task management skills

Contingency management skills

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REASONABLE ADJUSTMENT

Adapted Reasonable Adjustment in teaching, learning and assessment for learners

with a disability - November 2010 - Prepared by - Queensland VET Development

Centre

Reasonable adjustment in VET is the term applied to modifying the learning

environment or making changes to the training delivered to assist a learner with a

disability. A reasonable adjustment can be as simple as changing classrooms to be closer

to amenities, or installing a particular type of software on a computer for a person with

vision impairment.

Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability

have:

the same learning opportunities as learners without a disability

the same opportunity to perform and complete assessments as those without a

disability.

Reasonable adjustment applied to participation in teaching, learning and

assessment activities can include:

customising resources and assessment activities within the training package or

accredited course

modifying the presentation medium learner support

use of assistive / adaptive technologies

making information accessible both prior to enrolment and during the course

monitoring the adjustments to ensure learner needs continue to be met.

Assistive / Adaptive Technologies

Assistive / adaptive technology means ‘software or hardware that has been specifically

designed to assist people with disabilities in carrying out daily activities’ (World Wide

Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition

software, alternative keyboards, devices for grasping, visual alert systems, digital note

takers. SAM

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IMPORTANT NOTE

Reasonable adjustment made for collecting candidate assessment evidence must not

impact on the standard expected by the workplace, as expressed by the relevant Units of

Competency. For example, if the assessment was gathering evidence of the candidate’s

competency in writing, allowing the candidate to complete the assessment verbally

would not be a valid assessment method. The method of assessment used by any

reasonable adjustment must still meet the competency requirements.

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THE UNITS OF COMPETENCY

The units of competency specify the standards of performance required in the workplace.

This assessment addresses the following units of competency from CHC33015 Certificate III in Individual Support:

CHCCCS025 - Support relationships with carers and families

1. Include carers and family members as part of the support team 2. Assess and respond to changes in the care relationship 3. Monitor and promote carer rights, health and well being

CHCHCS001 – Provide home and community support services

1. Determine requirements of individual plan 2. Establish relationship in the home 3. Operate respectfully in the home 4. Complete reporting and documentation

For complete copies of the above units of competency:

Download them from the TGA website: www.training.gov.au

SAM

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https://training.gov.au/



ASSESSMENT REQUIREMENTS

The assessment requirements specify the evidence and required conditions for

assessment.

Each unit of competency can be unbundled to reveal three key assessment components:

Performance Evidence - describes the subtasks that make up the element of the

unit

Knowledge Evidence - describes the knowledge that must be applied in

understanding the tasks described in the elements

Assessment Conditions - describes the environment and conditions that

assessments must be conducted under

The associated assessment tool in this kit covers all of these components as detailed in

the matrix to follow:

Units of competency

Assessment Activities

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Written Questions

Case Studies

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CHCCCS025 - Support relationships with carers and families

This unit describes the skills and knowledge required to work positively with the carers

and families of people using the service based on an understanding of their support

needs.

This unit applies to workers across a range of community services contexts.

The skills in this unit must be applied in accordance with Commonwealth and

State/Territory legislation, Australian/New Zealand standards and industry codes of

practice.

Performance evidence:

The candidate must show evidence of the ability to complete tasks outlined in elements

and performance criteria of this unit, manage tasks and manage contingencies in the

context of the job role. There must be evidence that the candidate has:

1. assessed and responded to the needs of at least 3 different people and their carers

or family members

2. used strengths-based solutions to respond to both routine and unpredictable

problems related to care relationships

Knowledge evidence:

The candidate must be able to demonstrate essential knowledge required to effectively

complete tasks outlined in elements and performance criteria of this unit, manage tasks

and manage contingencies in the context of the work role. This includes knowledge of:

1. context for caring in Australia:

- carer demographics

- carer support organisations and resources

- attitudes, stereotypes, false beliefs and myths associated with caring

- different pathways into service settings for the person and the implications for

carers, families and friends

2. rights, roles and responsibilities of different people in the care relationship

- the person

- family members

- friends

- support worker SAM

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3. impact of the caring role on family, carers and friends

4. different family patterns and structures and their impact on the person

5. life cycle transitions:

- types of transitions

- positive and negative impacts

6. current service delivery philosophy and models:

- basic principles of person-centred practice, strengths-based practice and

active support

- strategies to work positively with families, carers and friends

7. organisation policies and procedures in relation to carers and families

8. legal and ethical requirements for working with carers and families and how

these are applied in an organisation and individual practice, including:

- discrimination

- privacy, confidentiality and disclosure

- work role boundaries – responsibilities and limitations

Assessment conditions

Skills must have been demonstrated in the workplace or in a simulated environment

that reflects workplace conditions. The following conditions must have been met for this

unit:

1. use of suitable facilities, equipment and resources, including organisation policy,

protocols and procedures relevant to carers and families

2. modelling of industry operating conditions and contingencies, including people,

carers or family members with whom the candidate can interact

CHCHCS001– Provide home and community support services

This unit describes the skills and knowledge required to work in a home support

environment and community settings with individuals, family members, staff, visitors,

suppliers and others to meet established work requirements.

This unit applies to workers in a community services context. Work performed requires

some discretion and judgement and is carried out under regular direct or indirect

supervision. SAM

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The skills in this unit must be applied in accordance with Commonwealth and

State/Territory legislation, Australian/New Zealand standards and industry codes of

practice.

Performance evidence:

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

1. provided services to individual/s in at least 2 different home or community support settings

2. used appropriate inter-personal skills:

- establishing a positive relationship with the individual

- seeking clarification of tasks

- interpreting and following instructions

Knowledge evidence:

The candidate must be able to demonstrate essential knowledge required to effectively

complete tasks outlined in elements and performance criteria of this unit, manage tasks

and manage contingencies in the context of the work role. This includes knowledge of:

1. legal and ethical considerations for providing home and community services,

including:

- codes of practice

- basic home fire safety and associated state/territory smoke alarm legislation

- dignity of risk

- duty of care

- privacy, confidentiality and disclosure

- practice standards

- work role boundaries – responsibilities and limitations

- work health and safety

2. relevant organisation policies and procedures and how to access them, including

risk management practices when the work environment is a person’s home

3. personal and property security procedures, including personal security protocols

and equipment SAM

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4. relevant policy and programs, including:

- home and community care (HACC)

- Department of Veterans’ Affairs (DVA)

- government community care directions

5. implications for work in the sector including:

- person-centred practice

- consumer-directed care

- empowerment and disempowerment

6. indicators of abuse and/or neglect, including:

- physical

- sexual

- psychological

- emotional

- financial

Assessment conditions:

Skills must have been demonstrated in an ageing support workplace with the addition of

simulations and scenarios where the full range of contexts and situations have not been

provided in the workplace. These are situations relating to emergency or unplanned

procedures where assessment in these circumstances would be unsafe, impractical or

threatens the dignity of the person. The following conditions must be met for this unit:

1. use of suitable facilities, equipment and resources, including:

- individualised plans and any relevant equipment outlined in the plan

- personal protective equipment

- relevant organisation policies and procedures

Overall, assessment must involve workplace interactions with people in their home,

colleagues, families/carers and working with the person’s individualised plan.

SAM

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ASSESSMENT METHODS

There are seven (7) Assessment Workbooks for the course. Six (6) of which are Theory

Workbooks, and one (1) Skills Workbook. This is Workbook 5.

Theory Workbooks

The Theory Workbooks contain two assessment methods:

1. Written Questions – A set of generic and workplace questions testing the

student’s general knowledge and understanding of the general theory behind the

unit.

2. Case Studies – A set of hypothetical questions to test the student’s analytical

skills in project problem solving. Students will be provided with a set of project

management documents to analyse.

Workbook 1 Support independence and well being

Workbook 2 Compliant aged care practice

Workbook 3 Work in health and community services

Workbook 4 Support and empowerment of older people

Workbook 5 Home and Community Support

Workbook 6 Preparation for Vocational Placement

Workbook 7 Home and Community Care Skills Workbook

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Skills Workbook

The Skills Workbook contains the practical assessment which covers all units of

competency of CHC33015 Certificate III in Individual Support. These practical

assessment activities will be completed during the course of your

Vocational Placement.

You should not commence with the Skills Workbook until you have

completed the first six (6) workbooks and have received feedback from your

Assessor.

The assessment method used in the Skills Workbook includes:

1. Workplace Projects – a planned set of tasks to be executed within the context

of your role in the workplace.

2. Workplace Demonstration – a practical exhibition of skills required in your

role in the workplace.

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RESOURCES REQUIRED FOR ASSESSMENT

Assessor to provide:

Case studies and simulations

Information about work activities

Templates: Abuse Form (provided in this workbook)

The student to provide:

Computer with internet access, Microsoft Word, Adobe Acrobat Reader

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ASSESSMENT WORKBOOK COVERSHEET

WORKBOOK: Workbook 5

TITLE: Home and Community Support

FIRST AND SURNAME:

PHONE:

EMAIL:

Please read the Candidate Declaration below and if you agree to

the terms of the declaration sign and date in the space provided.

By submitting this work, I declare that:

I have been advised of the assessment requirements, have been made

aware of my rights and responsibilities as an assessment candidate, and

choose to be assessed at this time.

I am aware that there is a limit to the number of submissions that I can

make for each assessment and I am submitting all documents required

to complete this Assessment Workbook.

I have organised and named the files I am submitting according to the

instructions provided and I am aware that my assessor will not assess

work that cannot be clearly identified and may request the work be

resubmitted according to the correct process.

This work is my own and contains no material written by another person

except where due reference is made. I am aware that a false declaration

may lead to the withdrawal of a qualification or statement of attainment.

I am aware that there is a policy of checking the validity of qualifications

that I submit as evidence as well as the qualifications/evidence of parties

who verify my performance or observable skills. I give my consent to

contact these parties for verification purposes.

Name : Signature: Date:

SAM

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KNOWLEDGE ASSESSMENT

Part 1: Supporting carers and families

1. Who are the typical carers for people with support needs in Australia?

Select the two (2) best answers.

☐ a) Neighbours

☐ b) Parents

☐ c) Spouse or Partner

☐ d) Community

2. Identify the carer support organisation and resource described below. Choose

your answer from the drop-down list:

Choose an item.

a) The peak national body representing carers of people with a disability, mental illness, chronic condition or those who are frail or aged. This organisation provides information, support, education, training and counselling.

Choose an item.

b) This provides short-term counselling and emotional and psychological support services for carers. It is delivered through Network Carer Associations.

Choose an item.

c) These are information resource centres that display a range of products and equipment to assist with day-to-day living activities.

Choose an item.

d) An initiative of Carers Australia, this organisation provides information and support groups targeted specifically to the needs of young carers

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3. Identify the service pathway described below. Choose your answer from the

drop-down list :

Choose an item. a) services that provide the support needed for a person with care

and support needs to live in a non-institutional setting

Choose an item.

b) services designed to provide opportunities for people with care and support needs to gain and use their abilities to enjoy their full potential for social independence

Choose an item.

c) services that provide accommodation to people with care and support needs, and services that provide support to enable a person with care and support needs to remain in their existing accommodation or to move to more suitable or appropriate accommodation

Choose an item.

d) services that provide a short-term and time-limited break for families and other voluntary caregivers of people with care and support needs to assist in supporting and maintaining the primary caregiving relationship, while providing a positive experience for the person with care and support needs

4. Select the role that is best described by each of the following statements:

Choose an item. a) Someone who provides ongoing informal assistance to people

with care and/or support needs.

Choose an item.

b) Someone who provides the majority of the ongoing informal help or supervision to people with disabilities or long term health conditions who needs ongoing assistance in one of the core activity areas of self-care, communication or mobility.

Choose an item. c) Someone who has a physical and/or mental disabilities or long

term health conditions that substantially limits one or more core activity areas of self-care

Choose an item. d) Person employed to provide care and support to people with care

and support needs

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5. Which of the following are rights of family and friends acting as carers for a

person with support needs?


☐ a) Carers have the right to comprehensive information, education, training and support to facilitate the understanding, advocacy and care of those you care for.

☐ b) Family members have the right to receive payment from the government for caring for a person with support needs.

☐ c) Carers have the right to seek further opinions regarding the diagnosis and care of the person with support needs, on behalf of the person they are carer for.

☐ d) Carers have the right to make financial and medical decisions for the person with support needs.

6. Which of the following are responsibilities of family and friends acting as carers

for a person with support needs?


☐ a) It is the responsibility of the carers to obtain appropriate professional assistance in providing care and treatment for the person with care and support needs.

☐ b) It is the responsibility of the carers to ensure the privacy and confidentiality of the person with care and support needs.

☐ c) It is the responsibility of the carers to inform the immediate community about the limitations of the person with care and support needs.

☐ d) It is the responsibility of the carers to provide financial advice to the person with care and support needs.

SAM

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© Compliant Learning Resources Page 39

CASE STUDY

Instructions to Assessor

This assessment supports the industry requirement of supporting and empowering

people with care and support needs. In real life, support workers in both the residential

care and home and community care settings will be required to meet personal needs of

their clients, facilitate their empowerment, and provide support to people with care

needs, as well as encounter problems and issues along the way. This assessment will

demonstrate the student’s problem solving abilities in such situations.

Instructions to Student

These case studies are hypothetical situations which will not require you to have access

to a workplace, although your past and present workplace experiences may help with the

responses you provide. You will be expected to encounter similar situations to these in

the future as you work in the home and community care settings.

In real life, support workers in the home and community care settings will be required

to meet personal needs of their clients, facilitate their empowerment, and provide

support to people living with care needs, as well as encounter problems and issues along

the way. This assessment will allow you to demonstrate your problem solving skills in

such situations.

SAM

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Page 40 © Compliant Learning Resources

Introduction to Case Study

For this part of the assessment, you will be taking the role of a support worker at the

Home and Community Support of Lotus Compassionate Care.

Lotus Compassionate Care is an organisation that provides services in disability

support, home and community support, and residential care.

You can find out more about Lotus Compassionate Care by visiting their website.

Click on their logo below to access the site: (hold the control key and click on the logo

below)

(username: password: )

As per your role as a home and community support care worker, you directly report

to Rachel Allcot, the Manager at Lotus Compassionate Care.

This assessment contains a number of tasks that you need to complete based on the

given scenarios. You are required to complete ALL tasks included in this case study.

SAM

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http://compliantlearningresources.com.au/network/lotus/



Scenario 1: Charles Darwin comes home

Charles Darwin is a 47 year old male

client of Lotus Compassionate Care’s

Home and Community Support Services.

Charles is partially blind and paraplegic.

Charles was able to see and walk 2

months ago, before he was involved in

an accident. He has just been allowed to

go home after a 2-month confinement in

the hospital.

Charles lives in a two-storey apartment with his wife, Lisa. As they anticipate that

Charles will need to adjust to his current condition, Charles and Lisa decided to avail

Lotus Compassionate Care’s Home and Community Support Services. Lisa is a small

lady and is unable to safely assist Charles transferring from his wheelchair to the

bed, from the wheelchair to the toilet, etc.

Lisa is an administrative supervisor and used to work at an office every day from

9AM to 5PM. However, since the accident, Lisa has reduced her work hours to 10am

to 2PM so she can be at home to assist with Charles’ morning personal care needs

like showering, and preparing evening meals. Lisa also ensures meals are prepared

for during the day for Charles and placed in the fridge before she leaves for work.

Charles and Lisa has arranged for Lotus Compassionate Care to send home care

assistance Mondays through Fridays to assist with showering in the morning, and

community access such as visit to the physiotherapy and some cleaning.

Charles was an IT manager, and has stopped working since the accident. This is the

first time Charles has stopped working since he was 16 years old.

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1. Consider the scenario provided above. What is the importance of Lisa’s role in

providing care and support for Charles?

2. Based on the information provided about Lisa, identify relevant knowledge and

skills that she may have that can complement your role as a support worker

providing support to her and Charles.

Guidance: list one example of knowledge and one example of skill that Lisa may have that can complement how you deliver support services to her and Charles.

a) Knowledge:

b) Skill:

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3. Give two examples of potential risks of change to the care relationship between

Lisa and Charles brought about by the situation.

Guidance: provide two examples of potential risks (one potential physical harm, and one potential psychological harm)

a) potential physical harm

b) potential psychological harm

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4. Give two examples of issues that may impact on the physical and emotional

health and well-being of Lisa, and explain how you would respond to these

issues.

Issues How to respond to these issues a) Impacting

physical health and well-being of Lisa

b) Impacting emotional health and well-being of Lisa

SAM

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WORKBOOK CHECKLIST

When you have completed assessing the assessment workbook, review the candidate’s

assessment against the checklist below:

Written Questions

Part 1 – Supporting carers and families

Part 2 – Providing home and community support services

Case Study

Scenario 1: Charles Darwin comes home

Written Questions

Scenario 2: Lisa struggles

Written Questions

Abuse form

IMPORTANT REMINDER

Students must achieve a satisfactory result to ALL assessment tasks to

be awarded COMPETENT for the unit relevant to this subject.

To award the student competent in the units relevant to this subject, the student

must successfully complete all the requirements listed above according to the

prescribed benchmarks.

SAM

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FEEDBACK

Well done for finishing this workbook. We hope that what you learn with us

will open up new pathways of success in your life. At Compliant Learning

Resources, we continually strive to improve our courses and heighten the

learning experience for you. One way we do this is by seeking feedback.

Your experience is important to us and we are very keen to hear any

suggestions or complaints you may have. Click on the button below to let us

know what you think of us and our course.

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SAM

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5 Assessment Workbook - Compliant Learning …...REASONABLE ADJUSTMENT Adapted Reasonable Adjustment...

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