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

CHCDIS009 Mapping and Delivery Guide
Facilitate ongoing skills development using a person-centred approach

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CHCDIS009 - Facilitate ongoing skills development using a person-centred approach
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to plan, implement and review formal and informal ongoing skills development, in collaboration with a person with disability and incorporate into the person’s individualised plan. This unit applies to workers in varied disability contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
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: Elements define the essential outcomes
       
Element: Identify individual skill development needs
  • Identify the person with disability’s skill development needs using a person-centred approach
  • Document development needs in line with organisation program guidelines
  • Identify skills development opportunities in collaboration with the person and/or family and/or carer and/or other relevant person for inclusion in the individualised plan
  • Make referrals to other staff or specialist services according to the persons needs
       
Element: Plan person-centred, ongoing skill development
  • Use appropriate communication techniques to engage the person in identifying learning goals
  • Identify a range of learning strategies and opportunities to address the person’s goals
  • Develop formal ongoing skills development activities using a person-centred approach and, where appropriate, in conjunction with other relevant personnel
  • Document ongoing skills development in the person’s individualised plan
       
Element: Implement person-centred, ongoing skills development strategies
  • Work with the person to implement ongoing skills development strategies in a manner that is respectful, motivating and empowering
  • Inform and support colleagues and relevant others to implement person-centred ongoing skills development in line with the person’s individualised plan
  • Access and utilise equipment and resources as required to facilitate the learning process
  • Document outcomes in the person’s individualised plan
       
Element: Evaluate skills development and review plan
  • Monitor the person’s development and provide feedback to the person and/or carer and/or relevant other regarding progress towards objectives and goals
  • Evaluate effectiveness of ongoing skills development using the person’s records and update plan to meet changing needs of the person
  • Identify opportunities for ongoing skill development
       
Element: Identify and implement incidental learning opportunities to enhance skills development
  • Identify situations that can act as potential informal learning opportunities and encourage learning
  • Provide appropriate constructive advice to the person and/or family and/or carer and/or relevant other as soon as possible in appropriate format
  • Provide encouragement when the person takes initiative in learning situations
  • Withdraw support to an appropriate level in order to encourage experiential learning and 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.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Identify individual skill development needs

1.1 Identify the person with disability’s skill development needs using a person-centred approach

1.2 Document development needs in line with organisation program guidelines

1.3 Identify skills development opportunities in collaboration with the person and/or family and/or carer and/or other relevant person for inclusion in the individualised plan

1.4 Make referrals to other staff or specialist services according to the persons needs

2. Plan person-centred, ongoing skill development

2.1 Use appropriate communication techniques to engage the person in identifying learning goals

2.2 Identify a range of learning strategies and opportunities to address the person’s goals

2.3 Develop formal ongoing skills development activities using a person-centred approach and, where appropriate, in conjunction with other relevant personnel

2.4 Document ongoing skills development in the person’s individualised plan

3. Implement person-centred, ongoing skills development strategies

3.1 Work with the person to implement ongoing skills development strategies in a manner that is respectful, motivating and empowering

3.2 Inform and support colleagues and relevant others to implement person-centred ongoing skills development in line with the person’s individualised plan

3.3 Access and utilise equipment and resources as required to facilitate the learning process

3.4 Document outcomes in the person’s individualised plan

4. Evaluate skills development and review plan

4.1 Monitor the person’s development and provide feedback to the person and/or carer and/or relevant other regarding progress towards objectives and goals

4.2 Evaluate effectiveness of ongoing skills development using the person’s records and update plan to meet changing needs of the person

4.3 Identify opportunities for ongoing skill development

5. Identify and implement incidental learning opportunities to enhance skills development

5.1 Identify situations that can act as potential informal learning opportunities and encourage learning

5.2 Provide appropriate constructive advice to the person and/or family and/or carer and/or relevant other as soon as possible in appropriate format

5.3 Provide encouragement when the person takes initiative in learning situations

5.4 Withdraw support to an appropriate level in order to encourage experiential learning and development


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.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Identify individual skill development needs

1.1 Identify the person with disability’s skill development needs using a person-centred approach

1.2 Document development needs in line with organisation program guidelines

1.3 Identify skills development opportunities in collaboration with the person and/or family and/or carer and/or other relevant person for inclusion in the individualised plan

1.4 Make referrals to other staff or specialist services according to the persons needs

2. Plan person-centred, ongoing skill development

2.1 Use appropriate communication techniques to engage the person in identifying learning goals

2.2 Identify a range of learning strategies and opportunities to address the person’s goals

2.3 Develop formal ongoing skills development activities using a person-centred approach and, where appropriate, in conjunction with other relevant personnel

2.4 Document ongoing skills development in the person’s individualised plan

3. Implement person-centred, ongoing skills development strategies

3.1 Work with the person to implement ongoing skills development strategies in a manner that is respectful, motivating and empowering

3.2 Inform and support colleagues and relevant others to implement person-centred ongoing skills development in line with the person’s individualised plan

3.3 Access and utilise equipment and resources as required to facilitate the learning process

3.4 Document outcomes in the person’s individualised plan

4. Evaluate skills development and review plan

4.1 Monitor the person’s development and provide feedback to the person and/or carer and/or relevant other regarding progress towards objectives and goals

4.2 Evaluate effectiveness of ongoing skills development using the person’s records and update plan to meet changing needs of the person

4.3 Identify opportunities for ongoing skill development

5. Identify and implement incidental learning opportunities to enhance skills development

5.1 Identify situations that can act as potential informal learning opportunities and encourage learning

5.2 Provide appropriate constructive advice to the person and/or family and/or carer and/or relevant other as soon as possible in appropriate format

5.3 Provide encouragement when the person takes initiative in learning situations

5.4 Withdraw support to an appropriate level in order to encourage experiential learning and development

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
 
Identify the person with disability’s skill development needs using a person-centred approach 
Document development needs in line with organisation program guidelines 
Identify skills development opportunities in collaboration with the person and/or family and/or carer and/or other relevant person for inclusion in the individualised plan 
Make referrals to other staff or specialist services according to the persons needs 
Use appropriate communication techniques to engage the person in identifying learning goals 
Identify a range of learning strategies and opportunities to address the person’s goals 
Develop formal ongoing skills development activities using a person-centred approach and, where appropriate, in conjunction with other relevant personnel 
Document ongoing skills development in the person’s individualised plan 
Work with the person to implement ongoing skills development strategies in a manner that is respectful, motivating and empowering 
Inform and support colleagues and relevant others to implement person-centred ongoing skills development in line with the person’s individualised plan 
Access and utilise equipment and resources as required to facilitate the learning process 
Document outcomes in the person’s individualised plan 
Monitor the person’s development and provide feedback to the person and/or carer and/or relevant other regarding progress towards objectives and goals 
Evaluate effectiveness of ongoing skills development using the person’s records and update plan to meet changing needs of the person 
Identify opportunities for ongoing skill development 
Identify situations that can act as potential informal learning opportunities and encourage learning 
Provide appropriate constructive advice to the person and/or family and/or carer and/or relevant other as soon as possible in appropriate format 
Provide encouragement when the person takes initiative in learning situations 
Withdraw support to an appropriate level in order to encourage experiential learning and development 

Forms

Assessment Cover Sheet

CHCDIS009 - Facilitate ongoing skills development using a person-centred approach
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

CHCDIS009 - Facilitate ongoing skills development using a person-centred approach

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: