- AHCCCF410A - Support individuals in resource management change processes
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
AHCCCF410A Mapping and Delivery Guide
Support individuals in resource management change processes
Version 1.0
Issue Date: March 2024
Qualification | - |
Unit of Competency | AHCCCF410A - Support individuals in resource management change processes |
---|---|---|---|
Description | This unit covers supporting individuals in resource management change processes and defines the standard required to: assess the resource management change and its potential impact on individuals; predict issues that are likely to arise from change, based on community feedback and statistical information; provide information and support to individuals and families facing resource management changes; review the methodology and effectiveness of support to improve support services for resource management change. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | This unit applies to persons who provide support for a person or business to change their management of resources within the context of the program. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
||
Prerequisites/co-requisites | |||
Competency Field |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
---|---|---|---|---|---|---|---|---|
Elements of Competency | Performance Criteria | |||||||
Element: Identify change processes |
| |||||||
Element: Conceptualise impact of changes |
| |||||||
Element: Implement support techniques |
| |||||||
Element: Review support outcomes |
|
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, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: assess the resource management change and its potential impact on individuals predict issues that are likely to arise from change, based on community feedback and statistical information provide information and support to individuals and families facing resource management changes review the methodology and effectiveness of support to improve support services for resource management change. |
Context of and specific resources for assessment | Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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.
Required skills |
identify change processes conceptualise impact of changes conduct informal discussions/interviews develop networks implement personal support techniques and processes review support outcomes use literacy skills to read, interpret and follow organisational policies and procedures, develop sequenced written instructions, record accurately and legibly information collected and select and apply procedures to a range of tasks use oral communication skills/language competence to fulfil the job role as specified by the organisation including questioning, active listening, asking for clarification, negotiating solutions and responding to a range of views use numeracy skills to estimate, calculate and record routine and more complex workplace measures and data use interpersonal skills to work with others and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities. |
Required knowledge |
relevant rural business practices and best practice within local context local natural resource management issues community lifestyle and practices, some with impact on natural resources relevant approaches to different cultures change management theory and practices action learning approaches networks of assistance. |
The range statement relates to the unit of competency as a whole. | |
Change processes may include: | a range of contexts covering business practice to conserve natural resources in both personal living and organisational activities. |
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 |
---|---|---|---|
Changes that will impact individuals' and families' business operations and private lives are identified to assess their impact. | |||
Impacts are assessed in terms of the degree of impact on businesses and personal lives. | |||
Discussions are initiated with individuals and families to identify their life-style, values and views on resource management and program issues to identify potential for change. | |||
Potential difficulties individuals and families may have in implementing change in their business and private lives are identified. | |||
Appropriate information and support approaches that address potential difficulties and are inclusive of cultural and equity are identified as part of change process. | |||
Information is obtained to support individuals and families facing change. | |||
Information is provided in appropriate format and context to support individuals and families considering the change. | |||
Individuals and families are given positive encouragement and support as they consider and implement change. | |||
Support approach and information given is provided in a culturally sensitive and equitable manner. | |||
People are invited to seek additional assistance and provided with avenues of assistance where this will assist in their management of change. | |||
Results of support provided are progressively assessed in terms of resources spent, change achieved and potential for further change. | |||
Support approach is modified in light of results. |
Forms
Assessment Cover Sheet
AHCCCF410A - Support individuals in resource management change processes
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
AHCCCF410A - Support individuals in resource management change processes
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: