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

CHCDIS405A Mapping and Delivery Guide
Facilitate skills development and maintenance

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CHCDIS405A - Facilitate skills development and maintenance
Description This unit describes the knowledge and skills required by the worker to develop, implement and review formal skills development/maintenance plans with a person with a disability
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit may apply to work with people with disability 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: Assess learning ability and needs of person with disability
  • Work with the person with a disability and relevant others and within job role boundaries, to assess person's skill development/maintenance needs using recognised assessment/planning tools
  • Identify skills developmentand/or maintenance opportunities for inclusion in individualised plans
  • Document assessment outcomes in line with organisation guidelines
  • Make referrals to other staff or specialist services as appropriate
       
Element: Develop person-centred skill development/maintenance plan
  • Using appropriate communication techniques, engage the person with a disability in identifying their learning goals
  • Identify and describe a range of learning strategies and opportunities to address person's goals
  • Develop formal person-centred skills development/ maintenance plans using appropriate methodology and, where appropriate, in conjunction with other relevant personnel
  • Document person-centred skills development/ maintenance plans in the person's support plan
       
Element: Implement skills development/ maintenance plan
  • Work with the person with a disability to implement skills learning and maintenance strategies in a manner that is motivating and empowering and demonstrates respect for the person
  • Inform colleagues and relevant of the person-centred skills development/maintenance plans and provide guidance to ensure they are implemented in a consistent way
  • Access and utilise equipment and resources as required to facilitate the learning process
  • Maintain records to demonstrate achievements against person-centred skills development or maintenance plan and assist with monitoring and review
       
Element: Evaluate skills development and review plan
  • Monitor progress and provide feedback to person with disability and/or their advocate/s regarding progress towards learning objectives
  • Review records as a basis for evaluating effectiveness of person-centred skills development/ maintenance plan and make changes as required
  • Identify opportunities to maintain and enhance skills in an ongoing way
       
Element: Use incidental learning opportunities to enhance skills development
  • Identify situations as potential informal learning opportunities and encourage learning
  • Withdraw support to an appropriate level as directed in order to encourage experiential learning
  • Provide appropriate constructive advice and feedback to person with disability as soon as possible in appropriate format
  • Provide encouragement when person with disability takes initiative in learning situation
  • Identify and describe a range of informal learning opportunities in context of organisation policies and procedures
       


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 will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

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 situation and settings

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 of this unit include access to:

a relevant workplace or simulation of realistic workplace setting for assessment

relevant organisation policy, protocols and procedures

Method of assessment may include:

Observation in the workplace

Written assignments/projects

Case study and scenario analysis

Questioning

Role play simulation

Related unit:

This unit builds on the skills and knowledge acquired in the following unit, but there is no pre-requisite requirement:

CHCDIS323A Contribute to skills development and maintenance

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:

Current practices, philosophies and theories, including:

the social model of disability

the impact of social devaluation on an individual's quality of life

competency and image enhancement as a means of addressing devaluation

practices which focus on the individual person

strengths-based practice

active support

person-centred practice

rightful place in community

community education and capacity building

self determination

Social, sexual, emotional psychological and cognitive development across the lifespan

Overview of adult and childhood learning theories

Assessment processes relating to skills development and maintenance

Tools, equipment and other resources utilised in the learning process

Various teaching and learning strategies

Strategies for identifying and maximising informal learning opportunities

Services and resources available to people with special learning needs

Task analysis

Prompting, principles of prompting and fading prompting

Strategies to create independence

Reinforcers

Motivators to learn

Common de-motivators and blocks

Understanding of maintenance techniques and generalisation

Understanding of incidental learning

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate understanding and adherence to own work role and responsibilities

Follow organisation policies and protocols

Liaise and report to relevant personnel

Demonstrate and apply knowledge of learning and development in order to assess, determine, implement, monitor and evaluate skills development of a person with a disability

Collaborate and network with relevant people in order to achieve learning and skills development and maintenance objectives

Demonstrate appropriate task breakdown

Apply communication techniques that encourage and motivate

Use appropriate prompting during training session

Apply reinforcers appropriately during training session

Demonstrate appropriate use of incidental learning opportunities

Use communication techniques / devices that meet the client's communication needs

continued ...

Essential skills (contd):

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:

Reading and writing skills required to fulfil work role in a safe manner and as specified by the organisation/service:

this requires a level of skill that enables the worker to follow and give work-related instructions and directions and the ability to seek clarification and comments from clients, colleagues, health professionals and other service providers

industry work roles will require workers to possess a literacy level that will enable them to, read and write client's service delivery plans, record in health records, complete assessment tools and write reports and submissions

Apply oral communication skills required to fulfil work role in a safe manner and as specified by the organisation:

this requires a level of skill that enables the worker to follow work-related instructions and directions and the ability to seek clarification and comments from supervisors, clients and colleagues

industry work roles will require workers to possess effective verbal and non-verbal communication skills that will enable them to ask questions, clarify understanding and meaning, recognise and interpret non-verbal cues, adapt communication styles to meet specific needs, provide information and express encouragement and support

Apply numeracy skills required to fulfil work role in a safe manner and as specified by the organisation:

industry work roles will require workers to be able to perform mathematical functions, such as addition and subtraction up to three digit numbers and multiplication and division of single and double digit numbers

Apply problem solving skills that require negotiation and mediation skills to resolve problems of a difficult nature within organisation protocols

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.

People with disability may include:

Individuals at any stage of the life span

Individuals living in the community, alone, sharing with others or a partner or with family or carers

Individuals living in supported community accommodation

Individuals living in funded residential facilities

Contexts may include:

An individual's own dwelling

Shared households or group dwellings

Specialist residential facilities

Community centres

Supported employment venues

Open employment venues

Community/government agencies

Voluntary agencies

Training agencies

Skills development and/or maintenance may be in:

Life skills

Vocational skills

Social skills

Personal support skills

Developing and maintaining relationships including intimate relationships

Maintaining physical health including sexual health

Safety

Learning strategies may include:

Role modelling

Demonstration

Skills component mastery

Contextualisation

Drama and role plays

Peer education

Assessment tools include:

Formal skills assessment tools

Lifestyle planning tools

Observation checklists

Assessment tools specific to the organisation

Assessment tools specified by the specialist

Formal skills development plans document:

Learning objective

Performance expectations

Criteria for achievement

When formal training occurs

Resources and equipment required

Baseline assessment

Progress and independence

Task analysis

Prompting

Reinforcement

Training sequence

Relevant people may include:

Advocate/s

Behavioural consultants (for acquired brain injury)

Carers

Development officers

Disability support worker

Educational psychologists

Employment officers

Occupational therapists

Outreach worker

Programming staff

Teachers

Technicians

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 person with a disability and relevant others and within job role boundaries, to assess person's skill development/maintenance needs using recognised assessment/planning tools 
Identify skills developmentand/or maintenance opportunities for inclusion in individualised plans 
Document assessment outcomes in line with organisation guidelines 
Make referrals to other staff or specialist services as appropriate 
Using appropriate communication techniques, engage the person with a disability in identifying their learning goals 
Identify and describe a range of learning strategies and opportunities to address person's goals 
Develop formal person-centred skills development/ maintenance plans using appropriate methodology and, where appropriate, in conjunction with other relevant personnel 
Document person-centred skills development/ maintenance plans in the person's support plan 
Work with the person with a disability to implement skills learning and maintenance strategies in a manner that is motivating and empowering and demonstrates respect for the person 
Inform colleagues and relevant of the person-centred skills development/maintenance plans and provide guidance to ensure they are implemented in a consistent way 
Access and utilise equipment and resources as required to facilitate the learning process 
Maintain records to demonstrate achievements against person-centred skills development or maintenance plan and assist with monitoring and review 
Monitor progress and provide feedback to person with disability and/or their advocate/s regarding progress towards learning objectives 
Review records as a basis for evaluating effectiveness of person-centred skills development/ maintenance plan and make changes as required 
Identify opportunities to maintain and enhance skills in an ongoing way 
Identify situations as potential informal learning opportunities and encourage learning 
Withdraw support to an appropriate level as directed in order to encourage experiential learning 
Provide appropriate constructive advice and feedback to person with disability as soon as possible in appropriate format 
Provide encouragement when person with disability takes initiative in learning situation 
Identify and describe a range of informal learning opportunities in context of organisation policies and procedures 

Forms

Assessment Cover Sheet

CHCDIS405A - Facilitate skills development and maintenance
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

CHCDIS405A - Facilitate skills development and maintenance

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: