- CHCORG626B - Manage a service level agreement
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CHCORG626B Mapping and Delivery Guide
Manage a service level agreement
Version 1.0
Issue Date: March 2024
Qualification | - |
Unit of Competency | CHCORG626B - Manage a service level agreement |
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Description | This unit describes the knowledge and skills required to develop, implement and evaluate formal client support agreements and partnerships between generalist housing providers and specialist support providers | ||
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. |
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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: Investigate partnership opportunities |
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Element: Negotiate support agreement terms and conditions |
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Element: Implement support agreement |
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Element: Evaluate support agreements |
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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 Evidence must include observation in the work environment or in a simulated work setting |
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 take place simulation of realistic workplace setting for assessment |
Method of assessment: | Observation Written assessment Case studies Evidence of materials developed in the workplace Questioning |
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: Funding guidelines Referral networks Confidentiality and Privacy Act Support needs of clients Community needs and key issues Relationship between service providers |
Essential skills: It is critical that the candidate demonstrate the ability to: Facilitate effective work relationships with relevant organisations Negotiate, develop and sign off on a partnership contract Demonstrate application of understanding of organisation and community needs 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: negotiation analysis facilitation communication networking referral |
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. | |
Partner organisations may include but are not limited to: | Women's refuges Social housing providers Youth refuges Aboriginal services Mental health teams Disability services NESB services Education providers Migrant resource centres Local councils Drug and alcohol services Charities and welfare agencies Juvenile justice Area health services |
Documentation could include but is not limited to: | Partnership contract/service agreement Promotional material Protocols Dispute process |
Relevant legislation may include, but is not limited to: | Privacy legislation Residential Tenancy legislation |
Support may include: | Visits Participation in case conferences Telephone contact Education Exchange of reports Life skills training Emotional support Social support Legal support Referral to other agencies |
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 |
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Gather and analyse information on potential partners | |||
Target partners according to organisation needs analysis and strategic directions where appropriate | |||
Make contact with relevant partner organisations | |||
Conduct negotiations to maintain partnership focus and protect client's interests | |||
Conduct negotiations in a flexible manner within previously determined parameters | |||
Clearly define roles and responsibilities of each partner, including level and type of support | |||
Address confidentiality and privacy issues where appropriate | |||
Address dispute resolution issues | |||
Develop and follow communication protocols | |||
Sign service support agreement | |||
Negotiate and schedule regular meetings with partners as appropriate | |||
Consult clients at all stages of implementation | |||
Develop and use dispute resolution strategies where necessary | |||
Ensure all reporting requirements are met in accordance with organisation procedures | |||
Develop criteria for evaluation of partnership | |||
Seek client feedback in the evaluation process | |||
Measure performance against agreed criteria | |||
Amend support agreements and re-negotiate with partner organisation where appropriate |
Forms
Assessment Cover Sheet
CHCORG626B - Manage a service level agreement
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
CHCORG626B - Manage a service level agreement
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: