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Evidence Guide: AHCWRK402A - Provide information on issues and policies

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

AHCWRK402A - Provide information on issues and policies

What evidence can you provide to prove your understanding of each of the following citeria?

Process a request for information on issues and policies

  1. Request is documented using the appropriate recording system.
  2. Relevant notes are recorded from dialogue with the client and from correspondence.
  3. Approval to access information is sought and obtained and requests forwarded where appropriate.
  4. Client is actively listened to and questioned appropriately to clarify and elicit information provided.
Request is documented using the appropriate recording system.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relevant notes are recorded from dialogue with the client and from correspondence.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Approval to access information is sought and obtained and requests forwarded where appropriate.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Client is actively listened to and questioned appropriately to clarify and elicit information provided.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify sources and extract information

  1. Relevant sources and locations of information are identified, accessed and researched.
  2. Clear sequenced oral instructions are provided to colleagues required for assistance.
  3. Workplace policies and documentation relevant to the request are evaluated.
  4. Information relevant to the particular request is located and extracted and copied.
  5. Alternative methods to locate identified gaps in information.
Relevant sources and locations of information are identified, accessed and researched.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clear sequenced oral instructions are provided to colleagues required for assistance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Workplace policies and documentation relevant to the request are evaluated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information relevant to the particular request is located and extracted and copied.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Alternative methods to locate identified gaps in information.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate information for meeting client request

  1. Information is evaluated for its validity and reliability and appropriateness to the client request.
  2. Client is engaged in effective dialogue to clarify indistinct or incorrect information.
  3. Additional information is obtained if available information is inadequate, unclear, conflicting or incorrect.
Information is evaluated for its validity and reliability and appropriateness to the client request.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Client is engaged in effective dialogue to clarify indistinct or incorrect information.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Additional information is obtained if available information is inadequate, unclear, conflicting or incorrect.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare and finalise report

  1. Report is developed, written, formatted and proofed according to enterprise policies and procedures.
  2. Report is checked for accuracy and intention.
  3. Review and sign off of report is arranged with designated person where required.
  4. Record of report/correspondence is made.
  5. Report/correspondence is forwarded to client.
Report is developed, written, formatted and proofed according to enterprise policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report is checked for accuracy and intention.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review and sign off of report is arranged with designated person where required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record of report/correspondence is made.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report/correspondence is forwarded to client.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following:

process a request for information

access information to respond to the request

collate information to deal specifically with the request

prepare a response using chosen media

maintain a record of the information provided and file for future reference.

Context of and specific resources for assessment

Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Required Skills and Knowledge

Required skills

use literacy skills to read, interpret and follow organisational policies and procedures, develop sequenced written instructions, record accurately and legibly information collected and select and apply procedures to a range of tasks

use oral communication skills/language competence to fulfil the job role as specified by the organisation including questioning, active listening, asking for clarification, negotiating solutions and responding to a range of views

use numeracy skills to estimate, calculate and record routine and more complex workplace measures and data

use interpersonal skills to work with others and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities.

Required knowledge

workplace policies and documentation on local, regional, state and national issues

relevant workplace documentation on international treaties, agreements and charters

types of information sources

methods and means of accessing and extracting the required information

methods of validating information

types of reports and their uses.

Range Statement

The range statement relates to the unit of competency as a whole.

Types of information and policies may include:

information taken from a range of sources including personal files and notes

articles (academic, on-line, newspaper, journal)

specialist texts

letters

internal correspondence

government reports

relevant legislation

Codes of Practice

national and international protocols and charters

statistics

local knowledge

original research

media (television, video, audio)

libraries.