- CHCCS503A - Develop, implement and review services and programs to meet client needs
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CHCCS503A Mapping and Delivery Guide
Develop, implement and review services and programs to meet client needs
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | CHCCS503A - Develop, implement and review services and programs to meet client needs |
|---|---|---|---|
| Description | This unit describes the knowledge and skills required to identify, develop, implement, monitor and review programs to meet the needs of clients | ||
| Employability Skills | This unit contains Employability Skills | ||
| Learning Outcomes and Application | This unit may apply in a range of community service contexts and may focus on services and programs to address specific client issues, in areas of work such as: aged care, disability, mental health and alcohol and/or other drugs | ||
| 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: Identify programs and service requirements to meet client needs |
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| Element: Develop and implement programs for meeting client needs |
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| Element: Monitor and review programs |
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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 most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions Assessment should include all aspects of service provision i.e. analyse, review, plan and develop service etc |
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 relevant workplace or simulated realistic workplace setting where assessment may take place |
Method of assessment: | Assessment may include observations, questioning or evidence gathered from the workplace |
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: Design and development of client services and principles of effective service delivery Specific client services provided by the organisation and associated policies and procedures Strategic planning and organisation development Evaluation principles and practices Local, Commonwealth or State services and associated Commonwealth or State regulations, acts or guidelines re service provision Community resources Cultural differences and practices Common health problems encountered in clients Depending on the work role or services provided, specific knowledge of particular groups or issues may be required, such as: alcohol and other drugs (AOD) cultural and linguistic diversity risk of self-harm gender issues and specific needs of women and/or men community education Aboriginal and Torres Strait Islander people mental health homelessness Where clients are aged the following specific knowledge is required: maximising independence health promotion emotional, psychological and spiritual needs cultural, religious and ceremonial needs maintenance of an adequate diet dementia personal hygiene dressing and grooming mobility and exercise Where clients may have disabilities the following specific knowledge is required: relevant legislation relating to disability issues relevant specific culture and language used by people with disabilities knowledge specific to working with families and family systems understanding different client requirements according to different disabilities networks in the disability sector continued ... |
Essential knowledge (contd): Where clients may have disabilities the following specific knowledge is required (contd): consumer needs and rights including duty of care principles of empowerment/disempowerment in relation to people with disabilities principles of access and equity current issues facing clients and existing services for addressing needs and rights principles and practices of confidentiality knowledge specific to working with people from culturally and linguistically diverse backgrounds knowledge specific to working with people at risk of self-harm organisation policies, practices and programs relating to the work role organisation occupational health and safety policies and procedures organisation philosophy and guidelines rights and responsibilities of people with disabilities understanding of stereotypes of people with disabilities available client services awareness of own attitudes to people with disabilities awareness of discriminatory actions common risks to safety Where clients experience mental health issues the following specific knowledge is required: structural, political and other social factors which operate to maintain discrimination against people affected by mental health problems structural, political and other social factors which can be addressed to improve mental health promotion, such as: gender language culture ethnicity age socioeconomic status broad knowledge of mental illness and disability issues internal structure of the mental health system and its relationship within the broader context of health services, welfare services and government policies relevant to mental health at national, state and local level relevant agencies and services which may assist in promoting and advocating for mental illness and/or psychiatric disability issues 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 a mental illness and/or psychiatric disability relevant regulatory, legislative and legal requirements relating to mental health issues continued ... |
Essential knowledge (contd): Where clients experience mental health issues the following specific knowledge is required (contd): knowledge specific to working with people from culturally and linguistically diverse backgrounds knowledge specific to working with people at risk of self-harm knowledge specific to the following areas: working with clients with alcohol and other drugs issues working with women working with men working with children and young people working with aged clients working with corrective services clients working with Aboriginal and Torres Strait Islander clients community education Where clients experience AOD issues the following specific knowledge is required: legal and organisation knowledge: legal and organisation requirements for client registration, allocation and referral organisation policies on reporting and confidentiality organisation policies and procedures for documenting work with clients understanding agency role, agency target group and the impacts on the local community range of AOD specific treatment intervention options including detoxification, in-patient treatment programs, outpatient treatment services, and brief interventions effects of AOD use: signs and symptoms of medical risk associated with AOD use stages and symptoms of AOD withdrawal basic health issues relating to alcohol and/or other drugs use e.g. malnutrition, blood borne diseases, skin infestations, effects of drug use on health, cognitive, social, emotional development and impact on others basic pharmacology - types of drugs; dose levels; effects of specific drugs; tolerance; treatment approaches broadly the effects of alcohol related brain injury consequences and effects of drug substitution/replacement effects of prescribed drugs on the use of other drugs patterns of drug use in Australia and the local community range of use and use scenarios e.g. lifestyle context of illegal drug use legal issues: legal status of drugs legal issues surrounding AOD use policy: public health model - interaction of impact of drugs, individual and the environment harm minimisation including a range of approaches: prevention, early intervention, abstinence, specialist treatment, supply control and safer drug use continued ... |
Essential knowledge (contd): Where clients experience alcohol and other drugs issues the following specific knowledge is required (contd): working with clients: common relapse precipitants a range of strategies for working with clients strategies to promote participation in programs range of cultural contexts - lifestyle, set of beliefs, customs client empowerment/disempowerment rights of workers and clients different lifestyles self-esteem, abuse issues, self-awareness, own biases, ethical obligations re: helping relationships types of counselling e.g. motivational interviewing, brief and intensive intervention, relapse prevention protocols around use of interpreters client-centredness case management principles working with clients at risk of self-harm: suicidal or self-harming behaviour, ideation or intention no-suicide contracts and other protective strategies links between predisposing factors for self-harm, drug use and mental health problems legal and ethical obligations regarding clients at risk of self-harm or with mental illnesses |
Essential skills: It is critical that the candidate demonstrate the ability to: Consult effectively with the client/s Respond to specific client needs Establish and maintain a network of service providers, including health practitioners 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: Analyse client needs Demonstrate oral communication skills required to fulfil the job role in the organisation/service: oral communication skills may include: listening, asking questions, providing encouragement, clarifying meaning, clarifying a situation, explaining the needs of aged people to other workers language used may be English, sign language or community language depending on client group Demonstrate literacy competence required to fulfil the procedures of the organisation/service: language used may be English or community language depending on the service/ organisation Demonstrate written communication skills required to fulfil the job role as specified by the service/organisation: Written skills may include: completion of reports or documentation, selecting appropriate language and detail depending on the purpose of the report and the intended audience language used may be English or a community language depending on client group and organisation communication support is incorporated as required (e.g. using dictionaries, medical books, other reports) Demonstrate reading skills required to fulfil the job role as specified by the service/organisation: skills may include reading written material such as policies, procedure manuals and program materials, understanding and interpreting their content Demonstrate application of skills in: Consultation Strategic planning Organisation development Review and evaluation Safe and effective use and coordination of relevant technology in line with occupational health and safety (OHS) guidelines |
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. | |
Client services are: | Specific to the organisation |
Clients may include: | Individual members of the public Other organisations, community groups, individuals and health providers Other work areas of the organisation Senior management Service users |
Relevant people may include: | Clients Family and personal network of clients Other workers including health providers |
Special needs may relate to: | Disabilities Language Gender Culture Age Remote location |
Training as required for implementation may be identified by: | Relevant program manager Supervisor |
Appropriate program resources may include: | Aids and equipment Qualified and/or specially trained staff |
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 |
|---|---|---|---|
| Use client information to target service provision for clients and to enable quality service to be provided | |||
| Investigate the needs of clients according to organisation procedures | |||
| Establish and apply procedures to monitor, assess and report client satisfaction with service delivery | |||
| Interact and consult with clients as required to monitor changing needs so they can be addressed | |||
| Seek advice or services from other workers or agencies or primary health practitioners as required | |||
| Undertake appropriate planning to ensure client needs are met | |||
| Put in place mechanisms to ensure client service information is recorded, maintained and applied to future client dealings so service developments are well informed and appropriate | |||
| Develop programs as required | |||
| Review client services in consultation with clients and other relevant people including primary health practitioners | |||
| Monitor client service delivery to ensure it upholds the organisation's reputation, addresses individual client differences and meets duty of care responsibility | |||
| Identify and address problems in addressing client needs in accordance with organisation procedures | |||
| Maintain all relevant documentation relating to clients and service delivery and communicate in accordance with organisation procedures | |||
| Maintain high standards of client service delivery in line with procedural and legislative requirements | |||
| Seek provision of services from other workers, agencies or primary health practitioners as required | |||
| Facilitate strategies and opportunities to meet the needs of people and develop according to organisation policies and procedures | |||
| Facilitate individual differences, rights, needs and preferences within programs | |||
| Incorporate special needs in the development of programs and services | |||
| Communicate the needs of clients to carers and other workers as required | |||
| Make available appropriate program resources | |||
| Ensure changes to client service are within policy and budgetary frameworks | |||
| Ensure the provision of training as required for implementation to meet changing client needs and community expectations | |||
| Modify specified aspects of the service or service delivery as needed to meet changing client and service requirements | |||
| Ensure changes to client service are within procedural and legislative requirements and maintain high standards of delivery | |||
| Undertake appropriate planning to ensure client needs are met | |||
| Develop required programs | |||
| Make referrals to external services as appropriate |
Forms
Assessment Cover Sheet
CHCCS503A - Develop, implement and review services and programs to meet client needs
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
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Assessment Record Sheet
CHCCS503A - Develop, implement and review services and programs to meet client needs
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
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Date:
Student signature:
Date: