Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCCM501A Mapping and Delivery Guide
Coordinate complex case requirements

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CHCCM501A - Coordinate complex case requirements
Description This unit describes the knowledge and skills required to coordinate multiple service inputs for clients with complex needs
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 Pre-requisiteThis unit of competency must be assessed after achievement of related unit:CHCCM404A Undertake case management for people with complex needs
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: Establish coordination function
  • Work with the client and other services to determine the nature of service inputs
  • Determine the interaction effect of all service inputs
  • Develop a plan identifying all service inputs, their timeframes and expected outcomes
  • Work with the services to identify the requirements and boundaries of the coordination role
  • Work with the services to establish communication requirements
       
Element: Support the client accessing multiple service inputs
  • Provide information to the client to establish an understanding of the coordination role
  • Determine any client confusion, concerns and barriers in relation to accessing the range of services
  • Where appropriate, work with the client and other services to resolve client confusion, concerns and barriers
  • Work with the client to establish communication requirements
       
Element: Monitor service inputs
  • Facilitate communication between services to identify duplication of service inputs
  • Work with services to manage service duplication
  • Work with the client and services to monitor progress toward outcomes
  • Work with the client and services to identify barriers to attaining outcomes
  • Work with the client and services to develop solutions to attaining outcomes in a coordinated manner
  • Work with the services to minimise client confusion and concerns in a coordinated manner
       


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 may be conducted over one or more occasions and should include all aspects of case planning with a range of clients

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

Method of assessment:

Assessment may include observation, questioning and evidence gathered from the workplace environment

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:

Different approaches and models of case management

A full range of services and supports that might be needed

Issues faced by clients, their family and carers, accessing multiple services

Impact of service duplication

Principles and practices of planning complex service inputs

Principles and practices of working across multiple services

Range and requirements of different funding arrangements

Indicators of imminence of self-harm or harm to other

Referral requirements of services

Organisation procedures and standards

Formal meeting processes

Relevant policy, procedures, legislation and statutory mandates

Cultural protocols and systems

Family structure, dynamics, communication and decision-making

Relevant documentation protocols

Range of available services and supports

Essential skills:

It is critical that the candidate demonstrate the ability to:

Plan for complex needs

Facilitate cooperation and coordination

Communicate complex messages to clients, family and carers

Develop and maintain systems of communication

Identify indicators of imminent self-harm or harm to others

Identify and gain agreement on role boundaries

Apply organisation statutory and legislative requirements

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:

planning, decision-making and goal setting

defining boundaries

planning and goal setting

facilitation

assertion

high level writing skills

interpersonal and communication

supervision and delegation

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.

Service inputs may include:

Formal interventions

Support services

Services to clients

Services to family and carers

Requirements and boundaries of the coordination role may include:

Providing a central point of contact for the client

Monitoring overall impact of service interventions

Facilitating communication

Monitoring client confusion, concerns and barriers

Communication requirements may include:

Meetings

Identifying triggers indicating the need for communication between services

Defined timeframes

Client confusion, concerns and barriers may include:

Not understanding the relevance of different service inputs

Need to provide the same information to multiple services

Time to commit to service demands

Not understanding how services compliment each other

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
Work with the client and other services to determine the nature of service inputs 
Determine the interaction effect of all service inputs 
Develop a plan identifying all service inputs, their timeframes and expected outcomes 
Work with the services to identify the requirements and boundaries of the coordination role 
Work with the services to establish communication requirements 
Provide information to the client to establish an understanding of the coordination role 
Determine any client confusion, concerns and barriers in relation to accessing the range of services 
Where appropriate, work with the client and other services to resolve client confusion, concerns and barriers 
Work with the client to establish communication requirements 
Facilitate communication between services to identify duplication of service inputs 
Work with services to manage service duplication 
Work with the client and services to monitor progress toward outcomes 
Work with the client and services to identify barriers to attaining outcomes 
Work with the client and services to develop solutions to attaining outcomes in a coordinated manner 
Work with the services to minimise client confusion and concerns in a coordinated manner 

Forms

Assessment Cover Sheet

CHCCM501A - Coordinate complex case requirements
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

CHCCM501A - Coordinate complex case requirements

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: