- CHCCM401D - Undertake case management
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CHCCM401D Mapping and Delivery Guide
Undertake case management
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | CHCCM401D - Undertake case management |
|---|---|---|---|
| Description | This unit describes the knowledge and skills required to participate in carrying out specific activities in a case/care plan | ||
| Employability Skills | This unit contains Employability Skills | ||
| Learning Outcomes and Application | This unit may apply to work in a range of community service contexts | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
||
| 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 | |
|---|---|---|---|---|---|---|---|---|
| Elements of Competency | Performance Criteria | |||||||
| Element: Provide for client needs and monitor progress on a regular basis |
| |||||||
| Element: Promote client's development |
| |||||||
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 of competence will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions Assessment should include a range of case management plans to reflect the normal range of workplace activities |
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: an appropriate workplace where assessment can take place or simulation of realistic workplace setting for assessment |
Method of assessment: | Assessment may include observation, questioning and evidence gathered from the workplace or simulated environment, including written case studies |
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: Awareness of overall direction of case plan Family structure and dynamics, communication and decision-making Range of services available Awareness of statutory requirements Indicators of abuse and intervention strategies |
Essential skills: It is critical that the candidate demonstrate the ability to: Observe and collect feedback about behaviour, actions and progress Identify limits of role and taking actions to contact appropriate people Present information and feedback within informal and formal settings 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: Assess progress on goals and activities Demonstrate application of skills in: objective observation of behaviour stress management behaviour management |
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. | |
The contexts for monitoring activities within case plan include: | Placement setting; e.g. home, alternative care placement, and detention facility Client/s involvement |
Needs are identified within requirements established by: | International, commonwealth and state legislation Organisation policy and procedures Relevant program standards |
Needs are identified for the purpose of: | Reporting Planning for the full range of support e.g. day to day care, mid term care, and family support Planning activities and/or programs |
Feedback mechanisms include: | Communicating daily with client or significant others about meeting of needs Participating within a case conference Recording observations about progress on 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 |
|---|---|---|---|
| Provide for client needs and contribute to the case/care plan | |||
| Discuss feedback on case management implementation with client and relevant parties, and feed into case review processes as appropriate | |||
| Take appropriate action according to the skill plan | |||
| Identify opportunities for enhancing learning and take appropriate action to promote involvement of clients | |||
| Take appropriate action to remove barriers, attract learning and enhance client development | |||
| Use appropriate communication to promote involvement in learning activities | |||
| Provide all relevant parties with feedback on client progress and involvement in learning activities | |||
| Provide clients with appropriate encouragement, reinforcement and feedback to maximise learning outcomes |
Forms
Assessment Cover Sheet
CHCCM401D - Undertake case management
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
CHCCM401D - Undertake case management
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: