• CHCORG619C - Manage quality of organisation's service delivery outcomes

Assessor Resource

CHCORG619C
Manage quality of organisation's service delivery outcomes

Assessment tool

Version 1.0
Issue Date: March 2024


The skills described in this unit may be applied across a range of community services workplace contexts

This unit describes the knowledge and skills required to manage quality assurance processes as required to maintain quality service outcomes in line with organisation policy in the community services industry

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not Applicable


Employability Skills

This unit contains Employability Skills




Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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

It is recommended that assessment take place on more than one occasion

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

Related units:

This unit is recommended (but not required) to be assessed in conjunction with related unit:

CHCPOL504B Develop and implement policy


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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:

Structure of service/organisation

Network of relevant services

Service guidelines

Knowledge of legal/legislative requirements

Quality assurance processes relevant to service type

Mission statements, philosophical statements of organisation

Community needs

Needs of clients of all abilities, disabilities

Cultural background, values and beliefs

Up to date knowledge of 'good practice'

Role model

Ethics, duty of care

Rights of clients

Relevant accreditation principles e.g. QIAS and service standards

Essential skills:

It is critical that the candidate demonstrate the ability to:

Implement evaluation processes based on relevant service and industry standards

Apply a model of quality service delivery

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:

cross cultural communication

observation and analysis of information

goal setting

data collection

leadership

persuasive communication

Use and coordinate the use of relevant information technology effectively in line with occupational health and safety (OHS) guidelines

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.

Evaluating process relating to outcomes for clients will vary according to the location of the service and may include:

Observation

Review discussions

Gathering feedback from clients via surveys

Collating observations of workers and interpreting data

The effects of services on all clients may include:

Social/emotional/physical/well being

Whether client's needs are met

Changing the circumstances for the client

Relevant standards which maybe used to monitor a service may be:

Licensing requirements

Quality assurance

Legal/legislative requirements

Accreditation principles

Service guidelines and policies

Occupational health and safety

Guidelines of funding body

Relevant parties may include:

Carers and significant others of clients

Management committee

Funding bodies

Other professionals

Workers

Clients

Community members

Experts

A plan to develop the quality of service may include the development of:

Effective reporting and complaints mechanisms

Staff training/development of management skills

Meetings and information exchanges

Procedures to check that appropriate practice may include:

Observation

Gathering feedback from all involved

Co-participating

Meetings - discussion

Auditing by outside experts

Quality assurance systems may include:

Continuous improvement systems

Accreditation systems

Quality systems

Organisation's own internal system

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Clearly state the service's philosophy, goals and objectives based on client service delivery and use to design criteria for evaluation 
Investigate and document the effects of services on all clients 
Monitor program quality according to relevant service and industry standards 
Use a range of appropriate processes to review client service outcomes 
Establish and use feedback mechanisms to involve all users of the service 
Establish mechanisms to provide clients with information about evaluation results 
Involve all relevant parties in evaluation processes 
Communicate information gained from the evaluation to relevant parties 
Design and implement a plan to develop the quality of service with others 
Design and implement policies to foster quality service 
Provide information to relevant parties about the plan and the processes to be used 
Design a plan to develop the quality of service to ensure participation by all those involved 
Respond to and investigate complaints and use as feedback to improve outcomes 
Include in plan priorities, immediate goals and long term goals for improving quality of service 
Obtain or request required resources from appropriate sources 
Regularly communicate service criteria regarding quality to all stakeholders 
Establish procedures to check that appropriate practice is carried out 
Model and demonstrate good practice to all workers 
Provide information about good practice to all stakeholders 
Promote examples of good practice to workers 
Regularly remind workers of service standards and organisation expectations 
Confront issues with workers and develop a plan for improvement 
Promote a focus on outcomes for the client 
Undertake appropriate planning to ensure involvement of all parties in quality improvement processes 
Define continuous improvement processes and monitor their implementation to ensure quality client service delivery 
Implement processes to promote continuous improvement in the workplace 
Continuously evaluate outcomes of client services for impact on the local community 

Forms

Assessment Cover Sheet

CHCORG619C - Manage quality of organisation's service delivery outcomes
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CHCORG619C - Manage quality of organisation's service delivery outcomes

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: