- CHCAD603A - Provide systems advocacy services
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CHCAD603A Mapping and Delivery Guide
Provide systems advocacy services
Version 1.0
Issue Date: April 2024
Qualification | - |
Unit of Competency | CHCAD603A - Provide systems advocacy services |
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Description | This unit describes the knowledge and skills required by the worker to advocate to ensure that the rights and needs of consumers and clients issues are maintained within the broader rights and needs of the general community | ||
Employability Skills | This unit contains Employability Skills | ||
Learning Outcomes and Application | This unit may apply to work undertaken across a range of sectors involved in delivery of community services | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | Not Applicable | ||
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 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Obtain, analyse and document information relevant to the needs of clients as a community of interest within the general community |
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Element: Work with consumers, service users, services and other stakeholders to develop strategies to address identified needs |
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Element: Advocate for and facilitate the implementation of strategies developed to address the needs of clients with specific needs |
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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 is best assessed on the job or in a simulated workplace under the normal range of conditions Consistency in performance should consider specific workplace and advocacy practices and requirements |
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 Resources required for assessment include: access to appropriate workplace where assessment can take place simulation of realistic workplace setting for assessment |
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 |
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.
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: Structural, political and other social factors which operate to maintain discrimination against clients, consumers and service users Structural, political and other social factors which can be addressed to improve promotion activities, such as: gender language culture ethnicity age and socioeconomic status Broad knowledge of relevant range of issues affecting the client group An understanding of the context and relationship of client issues to community, society and government policy Social policies relevant to the service delivery at national, state and local level Relevant agencies and services which may assist in promoting and advocating Political lobbying processes Use of media for advocacy purposes Key stakeholders and how to access them Understanding of the balance between the rights of the general community and the rights of people with specific issues Relevant regulatory, legislative and legal requirements Knowledge specific to working with people from culturally and linguistically diverse backgrounds Knowledge specific to the client/consumer group |
Essential skills: It is critical that the candidate demonstrate the ability to: Apply high level skills when advocating or representing client issues within broad social, political and community structures 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: Apply skills in written and oral communication Undertake research and analysis Apply skills in: consultation policy development networking strategic planning negotiation lobbying Undertake representation |
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. | |
Relevant agencies and stakeholders include: | Consumers and consumer organisations General health and welfare services Government departments and agencies Non-government organisations Media Politicians Commercial enterprises |
Activities may be: | Informal Formal |
Strategies may include: | Public meetings Interviews Questionnaires Monitoring trends in the general community/media towards clients Development of policy/issues papers Media management Public relations |
Issues of concern may include, but are not limited to: | Mental illness Alcohol and other drugs Housing Child protection Domestic violence Disability issues Gambling |
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 |
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Obtain and analyse relevant documented information about particular issues | |||
Obtain and analyse relevant statistical and research data | |||
Conduct consultations with consumers, carers, and other stakeholders to identify and describe issues of concern | |||
Conduct other research as appropriate | |||
Synthesise relevant information into forms appropriate for communicating with, and providing to, relevant agencies and stakeholders | |||
Develop and maintain close working relationships/ networks with relevant stakeholders | |||
Organise formal meetings, working groups and other activities to develop policy statements, action plans, projects, and programs to address identified needs | |||
Participate in meetings, working groups and other activities aimed at developing relevant strategies | |||
Prepare strategic/action/project plans in forms that are appropriate to the needs and roles of relevant stakeholder organisations | |||
Identify and pursue relevant opportunities for communicating formally and informally about the needs of clients | |||
Prepare submissions for resources to implement identified projects and action plans | |||
Where appropriate, contribute to relevant government policy development | |||
Work with consumers and other stakeholders to implement relevant projects and action plans | |||
Pursue opportunities and provide comments on policy documents, legislation, project plans and other relevant documents regarding the needs of clients |
Forms
Assessment Cover Sheet
CHCAD603A - Provide systems advocacy services
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
CHCAD603A - Provide systems advocacy services
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: