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

CHCCM701B Mapping and Delivery Guide
Undertake advanced client assessments

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CHCCM701B - Undertake advanced client assessments
Description This unit describes the knowledge and skills required to undertake initial and ongoing client assessments, to determine eligibility, priority and need for services as part of a case management process or as part of an assessment service
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit may apply to work in a range of community sector contexts where high-level assessment skills and knowledge are required
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: Prepare for initial assessment
  • Establish need for broad-based holistic assessment of person's needs based on referral or other documentation in line with organisation policy and procedures
  • Establish rapport with person and obtain their consent to participate in the assessment process
  • Identify additional stakeholders, such as carers and family members, whose input is required into the assessment process and outcomes
  • Identify range of information, products and resources to be utilised in the assessment process
  • Structure the assessment process to focus on identifying opportunities to build on strengths, improve functional capacity, and participation in social and community activities
  • Organise appropriate time and place for assessment in conjunction with the person being assessed and associated carers, support workers and family, where appropriate
  • Identify appropriate assessment tools and processes according to organisation policy and procedures
  • Explain privacy and confidentiality principles, practices and procedures
  • Ensure interpreter is available and has been briefed, where required
       
Element: Conduct assessment
  • Ensure communication with all people involved in the assessment is in language or form they understand
  • Clearly explain the assessment process and how information is used, including legal requirements and organisation policy and processes for mandatory reporting
  • Implement risk management processes, as required, to ensure safety of person being assessed and others involved in the assessment, including workers
  • Ensure appropriate and empowering involvement of the person, their carer/s and family in the assessment process
  • Use appropriate assessment tools and processes to identify, clarify and prioritise needs of the person, their carer/s and family, especially where there are multiple and complex issues involved
  • Collect and document information about the person, using an assessment tool if appropriate, including their:
       
Element: family, housing, financial situation, health
       
Element: social relationships
       
Element: ability to undertake activities of daily living
       
Element: relevant problems, if any
  • Where multi-organisation assessments are undertaken, take steps to ensure coordinated and streamlined approach to assessment, with consultation to avoid duplication and support sharing of information
  • Ensure those involved in the assessment are assisted to identify and prioritise the person's goals, needs and any risk factors
  • Ensure the assessment provides an effective basis for establishing a care plan to provide required services whilst optimising the person's independence and self-management capacity
  • Where carers are involved, ensure the assessment focuses on and empowers the care relationship rather than treating the individual in isolation
  • Ensure carers are informed about their role and rights in the assessment and decision-making processes, where appropriate, including their right to assessment of their own needs
  • Identify and assess work health and safety (WHS) risks and issues potentially associated with service and resource delivery
       
Element: Undertake ongoing assessment and review
  • Respond appropriately to informal monitoring of health and well being of the person and/or their carer by workers, volunteers, carers or family
  • Undertake regular and systematic reviews to ensure assessed needs of clients are being addressed effectively
  • Use regular reviews to re-prioritise client needs for service and to ensure equitable access based on ongoing appraisal of prioritised needs
  • Undertake reassessment of client needs in response to changes in client or carer health, review of risk management and/or WHS needs as specified in person's care plan or as required by personal circumstances
       
Element: Respond appropriately to diversity
  • Ensure equitable access and culturally sensitive assessment processes are provided for culturally and linguistically diverse (CALD) and Aboriginal and/or Torres Strait Islander people
  • Ensure appropriate interpreter support is provided in line with organisation protocols
  • Where appropriate, build and maintain relationships with ethno-specific and multicultural organisations
  • Where appropriate, build and maintain relationships with Aboriginal and/or Torres Strait Islander communities and organisations
  • Recognise and support the role of ethno-specific, multicultural, Aboriginal and/or Torres Strait Islander organisations in linking their communities into the service system
  • Use assessment processes and practices designed to build trust and confidence in mainstream services
  • Where appropriate involve Aboriginal and/or Torres Strait Islander community and/or organisation representatives in the assessment process
       
Element: Respond appropriately to people with different levels of need including people with complex needs
  • Recognise the significant needs of people in complex circumstances in relation to supporting their access to assessment
  • Facilitate access to assessment for people with different levels of need including those in complex circumstances and identified as having high levels of need
  • Develop and maintain inter-organisation relationships and agreements as appropriate to address client, family and carer needs
  • Recognise the need for secondary consultation, medication administration/monitoring or additional specialist assessment, such as to be undertaken by a specified health professional, where the person's health is unstable to ensure the appropriate multi-disciplinary approach is applied
  • Identify and build on person's motivation to improve their functional capacity and set their own goals
       


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 using case examples, role plays etc

It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations and settings

Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible

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 CALD environments

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 setting

Feedback from peers/other participants


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:

Roles, responsibilities and boundaries of own work role and of other organisations and personnel providing assessment and related services

Validity and reliability requirements for assessment

Assessment tools, processes and protocol requirements

Range of relevant assessment approaches and practices related to identifying needs for delivery of services and resources in the community sector

Organisation policy and procedure associated with individual assessment

Processes applying to multi-organisation assessments and relevant inter-organisation relationships and agreements

Reporting requirements of individual assessment

Consent requirements for dissemination of a person's assessment results and associated privacy and confidentiality principles and practices

Characteristics and needs of identified client population

Understanding of the policy and planning context and systems of funding and providing services

Professional standards/code of ethics

Government legislation, regulations, standards and policies

Awareness of own values

Documentation requirements and practices

Current research in assessment practice

Relevant WHS risks and issues and associated risk management practices and how to assess these

Strategies to provide equitable access and culturally sensitive assessment processes for CALD and Aboriginal and/or Torres Strait Islander people

Relevant ethno-specific, multicultural and Aboriginal and/or Torres Strait Islander organisations

Understanding the significance of setting, such as working in the client's home

Essential skills:

It is critical that the candidate demonstrate the ability to:

Undertake broad-based assessments of people, involving their carers and family members with a focus on service delivery within the community sector to optimise their functional capacity and participation in social, community and daily living activities

Communicate effectively using interviewing, observation, negotiating, problem solving and motivating skills

Record and report on assessment results within and across organisations as required to address complex needs in line with client requirements

Work within professional standards and applicable legislation, regulations, policies and standards

Implement WHS and risk management practices, as required, to ensure safety of person being assessed and others involved in the assessment

Use appropriate assessment tools and processes to identify, clarify and prioritise needs of the person, their carer/s and family, especially where there are multiple and complex issues involved

Apply aware reasoning and judgement based on knowledge, experience and skills

Engage people in a problem solving approach to their issues

Work individually and in multi-disciplinary and multi- organisation situations

Undertake and respond appropriately to ongoing assessment and review, including informal monitoring and formal review and reassessment

Work effectively with CALD and Aboriginal and/or Torres Strait Islander individuals and communities

Practise in an ethical manner noted by professional discipline or defined ethical standards

Work within guidelines for currently identified best practices

Apply communication and leadership skills appropriately in work with other organisations

Maintain client confidentiality when engaging stakeholders

Identify and consider duty of care issues

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:

interviewing

appropriate home visit behaviours

use of assessment tools and other tools where relevant

communicating with a wide variety of people at different levels of functioning

analysis of social and other situations and relationships

report and case note writing

research

liaison with other organisations and service providers

facilitation

advocacy

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.

Complex circumstances and identified as having high levels of need may include:

Families with children with disabilities where a number of different organisations are providing support

People with disabilities with a diverse range of needs arising from physical and behavioural causes

People with disabilities with a diverse range of needs arising from the type or types of disability

People with disabilities requiring the development of appropriate responses for personal and/or respite care

People with complex medical issues which may pose critical issues for assessment and care planning

Older people with chronic illness and unstable health conditions requiring coordinated management across acute, sub-acute and community health sectors

Older people with dementia and/or other brain disorders

Older people who are extremely socially isolated and withdrawn

Circumstances involving difficult WHS issues for community sector workers

People with mental health issues, whose functional limitations may fluctuate substantially over time

People with psychiatric disabilities where inter- organisation agreements may be required to access specialist assessment expertise

People with family and carer needs that require additional service inputs

Inter-organisation relationships and agreementsmay relate to:

Access to specialist expertise for secondary consultations, advice or assessment

Extent and type of information provided on referral

Joint assessment

Case conferencing

Care planning and ongoing support

Use of specialist assessment tools

Involvement in assessment of family members and other organisations providing services

Receiving relevant information from health practitioners and/or from support workers

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
Establish need for broad-based holistic assessment of person's needs based on referral or other documentation in line with organisation policy and procedures 
Establish rapport with person and obtain their consent to participate in the assessment process 
Identify additional stakeholders, such as carers and family members, whose input is required into the assessment process and outcomes 
Identify range of information, products and resources to be utilised in the assessment process 
Structure the assessment process to focus on identifying opportunities to build on strengths, improve functional capacity, and participation in social and community activities 
Organise appropriate time and place for assessment in conjunction with the person being assessed and associated carers, support workers and family, where appropriate 
Identify appropriate assessment tools and processes according to organisation policy and procedures 
Explain privacy and confidentiality principles, practices and procedures 
Ensure interpreter is available and has been briefed, where required 
Ensure communication with all people involved in the assessment is in language or form they understand 
Clearly explain the assessment process and how information is used, including legal requirements and organisation policy and processes for mandatory reporting 
Implement risk management processes, as required, to ensure safety of person being assessed and others involved in the assessment, including workers 
Ensure appropriate and empowering involvement of the person, their carer/s and family in the assessment process 
Use appropriate assessment tools and processes to identify, clarify and prioritise needs of the person, their carer/s and family, especially where there are multiple and complex issues involved 
Collect and document information about the person, using an assessment tool if appropriate, including their: 
 
 
 
Where multi-organisation assessments are undertaken, take steps to ensure coordinated and streamlined approach to assessment, with consultation to avoid duplication and support sharing of information 
Ensure those involved in the assessment are assisted to identify and prioritise the person's goals, needs and any risk factors 
Ensure the assessment provides an effective basis for establishing a care plan to provide required services whilst optimising the person's independence and self-management capacity 
Where carers are involved, ensure the assessment focuses on and empowers the care relationship rather than treating the individual in isolation 
Ensure carers are informed about their role and rights in the assessment and decision-making processes, where appropriate, including their right to assessment of their own needs 
Identify and assess work health and safety (WHS) risks and issues potentially associated with service and resource delivery 
Respond appropriately to informal monitoring of health and well being of the person and/or their carer by workers, volunteers, carers or family 
Undertake regular and systematic reviews to ensure assessed needs of clients are being addressed effectively 
Use regular reviews to re-prioritise client needs for service and to ensure equitable access based on ongoing appraisal of prioritised needs 
Undertake reassessment of client needs in response to changes in client or carer health, review of risk management and/or WHS needs as specified in person's care plan or as required by personal circumstances 
Ensure equitable access and culturally sensitive assessment processes are provided for culturally and linguistically diverse (CALD) and Aboriginal and/or Torres Strait Islander people 
Ensure appropriate interpreter support is provided in line with organisation protocols 
Where appropriate, build and maintain relationships with ethno-specific and multicultural organisations 
Where appropriate, build and maintain relationships with Aboriginal and/or Torres Strait Islander communities and organisations 
Recognise and support the role of ethno-specific, multicultural, Aboriginal and/or Torres Strait Islander organisations in linking their communities into the service system 
Use assessment processes and practices designed to build trust and confidence in mainstream services 
Where appropriate involve Aboriginal and/or Torres Strait Islander community and/or organisation representatives in the assessment process 
Recognise the significant needs of people in complex circumstances in relation to supporting their access to assessment 
Facilitate access to assessment for people with different levels of need including those in complex circumstances and identified as having high levels of need 
Develop and maintain inter-organisation relationships and agreements as appropriate to address client, family and carer needs 
Recognise the need for secondary consultation, medication administration/monitoring or additional specialist assessment, such as to be undertaken by a specified health professional, where the person's health is unstable to ensure the appropriate multi-disciplinary approach is applied 
Identify and build on person's motivation to improve their functional capacity and set their own goals 

Forms

Assessment Cover Sheet

CHCCM701B - Undertake advanced client assessments
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

CHCCM701B - Undertake advanced client assessments

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: