- CHCORG621C - Act as a resource to other services
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CHCORG621C Mapping and Delivery Guide
Act as a resource to other services
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | CHCORG621C - Act as a resource to other services |
|---|---|---|---|
| Description | This unit describes the knowledge and skills required for a worker to act as a resource to other services | ||
| Employability Skills | This unit contains Employability Skills | ||
| Learning Outcomes and Application | The skills described in this unit may be applied across a range of community services workplace 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: Identify needs/issues in consultation with the service |
| |||||||
| Element: Provide information and advice |
| |||||||
| Element: Develop and implement models and strategies, in consultation with the service |
| |||||||
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 may be assessed on the job or under simulation Assessment may be conducted on one or more occasions but should include demonstration of the capacity to integrate a range of current thinking and practice in the area of service delivery to define an operational framework which meets client needs and is consistent with organisation practice and to act as an expert to influence others |
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 Resource requirements for assessment of this unit include access to: an appropriate workplace where assessment can be conducted or simulation of realistic workplace setting for assessment |
Method of assessment: | Assessment may include observations, questioning and 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: Management structures and processes relevant to the service type Industrial relations-explain/interpret award, rights and responsibilities of different parties, places to contact for advice Legislative requirements for service type The development of policies and procedures Employment processes Budgeting, taxation, superannuation, wages Role of external resource person Up-to-date knowledge of issues in the sector Group dynamics of teams Organisation cultures Occupational health and safety Resources required Relevant accreditation principles and service standards |
Essential skills: It is critical that the candidate demonstrate the ability to: Integrate a range of current thinking and practice in the area of service delivery to define an operational framework which meets client needs and is consistent with organisation practice Act as an expert to influence others 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: conflict resolution and mediation monitoring, coaching, demonstrating promotion of services meetings-chair, facilitate high level communication skills developing written information resources, including effective use of relevant information technology in line with occupational health and safety (OHS) guidelines research information that is required reflective practice-awareness of personal bias submission writing lobbying |
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. | |
Identify needs/issues in the service may be via: | Observation of environment, interactions, practices, equipment, program Conversations Meetings Collecting and analysing data e.g. promotional materials, demographic information, policies, programs Analyse feedback from parents, community members etc. Visiting service |
Issues and needs of services may include: | Development of administration and management structures and processes Viability of service Establishment of service Communication difficulties Unresolved conflict Accountability |
Information may be provided to the service through: | Telephone Regional/local meetings Written materials Face-to-face |
Conflict may be between: | Staff and management Service and sponsoring body Service and funding/legislative representative Staff and staff Service and community group |
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 |
|---|---|---|---|
| Consult all relevant people/stakeholders to identify main issues and relevant information | |||
| Identify different perceptions about issues | |||
| Identify contextual pressures, restraints and resources relevant to issues | |||
| Identify areas of common understanding | |||
| Develop appropriate and relevant information materials and provide in suitable formats and a timely manner to address issues and needs of services | |||
| Organise and facilitate meetings | |||
| Appropriately safeguard and develop the confidence of workers in the services | |||
| Recommend alternative processes/structures to improve the service | |||
| Develop and communicate innovative models for service delivery | |||
| Identify and recommend services which can offer additional advice or information | |||
| Provide appropriate information to extend people's awareness of potential outcomes and strategies | |||
| Discuss a range of options and develop an action plan with relevant people | |||
| Include in plan a process for review and follow up | |||
| Implement strategies with service personnel as requested and needed | |||
| Identify resources to implement the action plan and support the service to gain them | |||
| Provide demonstrations as required to assist implementation of new approaches | |||
| Provide appropriate support coaching to develop necessary competence | |||
| Undertake mediation and negotiation as required to assist in resolving any conflict |
Forms
Assessment Cover Sheet
CHCORG621C - Act as a resource to other services
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
CHCORG621C - Act as a resource to other services
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: