NTISthis.com

Evidence Guide: CHCAD504A - Provide advocacy and representation services

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

 

CHCAD504A - Provide advocacy and representation services

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

Establish the representative role and process

  1. Identify role, processes and conditions of representation in consultation with individuals and key groups
  2. Seek the support of key people
  3. Determine and implement requirements for reporting and accountability
Identify role, processes and conditions of representation in consultation with individuals and key groups

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek the support of key people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine and implement requirements for reporting and accountability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in decision-making forums

  1. Identify relevant interests and concerns to be pursued in accordance with organisation positions and priorities
  2. Undertake work to provide a framework for pursuing promotion of relevant interests
  3. Create and respond routinely within work role to opportunities to reflect, promote and represent relevant interests
  4. Calculate and assess the potential impact of developments and decisions in terms of objectives and priorities
  5. Provide progress and other reports and feedback to key people according to organisation requirements
Identify relevant interests and concerns to be pursued in accordance with organisation positions and priorities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake work to provide a framework for pursuing promotion of relevant interests

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create and respond routinely within work role to opportunities to reflect, promote and represent relevant interests

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Calculate and assess the potential impact of developments and decisions in terms of objectives and priorities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide progress and other reports and feedback to key people according to organisation requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate outcomes and liaise with key people

  1. Identify and develop appropriate strategic alliances
  2. Promote and support collaborative planning and action
  3. Identify potential areas of conflict and implement strategies to address them
  4. Clearly determine and promote purpose and objectives
  5. Undertake appropriate work with organising committees and board of management to maximise effectiveness
Identify and develop appropriate strategic alliances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote and support collaborative planning and action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential areas of conflict and implement strategies to address them

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clearly determine and promote purpose and objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake appropriate work with organising committees and board of management to maximise effectiveness

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate effectiveness of strategies

  1. Analyse actual work outcomes and report against agreed objectives
  2. Implement adjustments to strategy according to the evaluation
Analyse actual work outcomes and report against agreed objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement adjustments to strategy according to the evaluation

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, 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 can be assessed in the workplace, in the community or in relevant simulation

Consistency in performance should consider the range of situations under which workers will provide advocacy and representation

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 include access to:

an appropriate workplace or community where assessment can take place

an environment where an accurate simulation can be undertaken for assessment purposes
e.g. case studies, role plays

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Required Skills and Knowledge

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:

Working within an ethical framework

Industry and government processes

Community consultation and decision-making processes

Power structures and relationships in the community

Understanding the processes of both individual advocacy and group advocacy

Understanding that representation and advocacy are not decision-making on behalf of a client or on behalf of a service provider

Nature and structure of the community services and health industries

Government legislation, regulations, policies and standards

Legal processes regarding Power of Attorney and Guardianship

Understanding the legal status of parents and guardians of people under the age of 18

Processes and structures relevant to organisation goals and objectives or work role

Industry culture

Models of negotiation

Research methods

Models of management/leadership

Complex cultural awareness

Depending on the work role or services provided, specific knowledge of particular groups or issues may be required, including:

alcohol and other drugs

cultural and linguistic diversity

risk of self-harm

women

men

people under 18 years of age

ageing

disability

chronic illness

community education

Aboriginal and Torres Strait Islander people

Mental health

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate effective representation of individual and group concerns and interests within the organisation, the community and the community services industry

Participate in a range of influencing, decision forming and/or decision-making forums

Advocate for client oriented solutions to identified needs at the service delivery level and at policy level

Establish working relationship with clients, providers and funders

Develop client decision-making abilities and independence and foster personal growth

Support clients to be involved in advocacy and decision forming/making forums

Educate and assist clients to access appropriate services, supports and resources

Promote development/extension of services where service gaps are identified

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 skills in:

information gathering and situation analysis

negotiation

presentation

complex communication

strategic planning and outcomes measurement

consultation

leadership/management

Range Statement

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.

Representative role may include:

Advancing the interests of the community through decision forming / making forums

Action taken to influence decision-making processes

Developing and promoting the interests of the community services industry in a wide range of public forums where industry may include:

organisations

programs

services

industrial representatives

consumers

researchers

training/education

Conditions of representation may include:

Authorisation, accountability and protocol

Consultation and delegations

Resources

Terms of reference

Scope, scale and parameters

Role of key people

Existing community structures, systems, networks, processes

Development of an industry position

Requirements of industry mechanisms including:

formal and informal networks

advisory/steering/reference committees

peak industry and professional organisations

publications

submissions

conferences/seminars

training

education

formal representative positions

Support may be sought for:

Development of consultation and accountability structures

Development of industry positions

Key people may include:

Experts

Service user peak bodies/ groups

Policy/decision-makers

Resource managers

Media

Researchers

Trainers

Teachers

Community leaders

Developments may include:

Social/political/economic/industrial changes

Within and outside the organisation structures

Government policy

Ideology

Education

Research findings

Community change

Opportunities may include:

Events

Publicity

Committee membership

Public presentations

Media

Policy development

Special meetings/delegations