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Evidence Guide: CHCCDP401B - Deliver service consistent with a career development framework

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

 

CHCCDP401B - Deliver service consistent with a career development framework

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

Promote active participation of clients

  1. Support clients to actively engage in learning relevant to their needs and life stage
  2. Encourage clients to participate in planning to address their current needs, interests and aspirations
  3. Provide support and encouragement to clients involved in their own development
  4. Encourage clients to seek support from others and to provide support to others in appropriate ways
  5. Assist clients to identify a range of personal, family, social and environmental factors impacting on their career development
Support clients to actively engage in learning relevant to their needs and life stage

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage clients to participate in planning to address their current needs, interests and aspirations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support and encouragement to clients involved in their own development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage clients to seek support from others and to provide support to others in appropriate ways

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist clients to identify a range of personal, family, social and environmental factors impacting on their career development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide an environment to facilitate client learning

  1. Apply an understanding of learning, adult learning and models of adult learning to facilitate client learning
  2. Identify appropriate learning opportunities to suit a range of learning styles
  3. Identify and support characteristics of individual and group learning
  4. Facilitate learning by seeking to establish an environment of trust with clients
  5. Facilitate learning between clients where appropriate
  6. Promote active learning by validating client opinions, values and experiences
  7. Encourage clients to share information and reflect on their learning
Apply an understanding of learning, adult learning and models of adult learning to facilitate client learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify appropriate learning opportunities to suit a range of learning styles

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and support characteristics of individual and group learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate learning by seeking to establish an environment of trust with clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate learning between clients where appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote active learning by validating client opinions, values and experiences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage clients to share information and reflect on their learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support clients to handle change

  1. Clarify the ongoing nature of change and identify benefits in recognising the constancy of change
  2. Assist clients to understand the need for developing resilience in the face of constant change
  3. Identify a range of strategies for managing and developing resilience to change
  4. Assist clients to develop action plans to manage constant change
Clarify the ongoing nature of change and identify benefits in recognising the constancy of change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist clients to understand the need for developing resilience in the face of constant change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify a range of strategies for managing and developing resilience to change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist clients to develop action plans to manage constant change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide services relevant to stages in life and career development

  1. Identify specific characteristics relating to client's current stage of life, personal and professional development and career status
  2. Support client decision-making and choices in the context of career development as a lifelong journey
  3. Provide information appropriate to client's personal, professional family and social context
  4. Identify client needs in relation to development of career management competencies as specified in the Australian Blueprint for Career Development
Identify specific characteristics relating to client's current stage of life, personal and professional development and career status

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support client decision-making and choices in the context of career development as a lifelong journey

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information appropriate to client's personal, professional family and social context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify client needs in relation to development of career management competencies as specified in the Australian Blueprint for Career Development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow up and evaluate services provided

  1. Follow up client in line with organisation policies and procedures
  2. Evaluate services provided with reference to accepted career development principles and practices and organisation policies
  3. Identify issues or inequities in service delivery
  4. Assist to identify new or improved services where appropriate to enhance service provision and client outcomes
  5. Provide evidence to assist in service promotion and enhancement
Follow up client in line with organisation policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate services provided with reference to accepted career development principles and practices and organisation policies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify issues or inequities in service delivery

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist to identify new or improved services where appropriate to enhance service provision and client outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide evidence to assist in service promotion and enhancement

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 person being assessed must provide evidence of Essential Knowledge as well as Essential Skills specified in this unit

This unit is most appropriately assessed in the workplace or a simulated workplace environment under the normal range of work conditions

Assessment should be conducted on more than one occasion to cover a variety of circumstances to establish consistency

Holistic assessment of this unit of competency is encouraged, to ensure application of these skills in conjunction with specific work functions. However, the unit may be delivered and assessed independently

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 simulation that realistically reflects the work environment

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

Related units:

This unit is recommended to be assessed in conjunction with other units related to provision of services, such as:

CHCCDP402B Assist clients to plan and access career pathways

CHCCDP403B Analyse and apply education and training information

CHCCAR501B Conduct career guidance interview

CHCES411A Collect, analyse and apply labour market information

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:

Broad understanding of principles and practices of career development as outlined in the Australian Blueprint for Career Development (ABCD)

Broad understanding of key characteristics of stages of human development across the lifespan in relation to approaching life, learning and work effectively in self-directed ways

Key stages in career development

Relevant, accurate career development resources and information

Strategies for managing and developing resilience to change

Broad understanding of the history of career development practice and implications for current approach and practices

Awareness of sociological aspects of career development practice, including impact of globalisation

Key principles of career development, including:

Focus on the journey

Access your allies

Lifelong learning

Change is constant

Chase your dream

Know yourself

Broad understanding of learning, adult learning and models of adult learning

Culturally appropriate communication techniques

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply career development principles and practices in providing employment and career development services to individuals and groups of clients

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:

Assist and support clients to:

actively engage in own learning

participate in planning their own development

identify a range of personal, family, social and environmental factors impacting on their career development

understand and accept the need for developing resilience in the face of constant change

develop action plans to manage change

identify existing career competencies (e.g. as per ABCD) and areas for development

Facilitate client learning from a range of learning opportunities

Promote active learning

Identify specific characteristics relating to client's current stage of life, personal and professional development and career status

Work cooperatively with colleagues, employers, individuals and the community

Obtain feedback on, and evaluation of, services provided

Maintain confidentiality

Evaluate and improve practice and accountability

Apply communication skills that take into account the culture, background and abilities of clients, while demonstrating a knowledge of communication techniques, including:

listening and questioning techniques

verbal and non-verbal communication skills

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.

Life stage may include:

Childhood

Adolescence

Adulthood

Post-retirement

Stages in career development may include:

Transition from school to work

Promotion

Changing career direction

Periods of unemployment and return to work

Impacts of differing levels and types and reasons for of underemployment, unemployment, redeployment and redundancy

Retirement

Post-retirement employment

Strategies for managing and developing resilience to change may include:

Recognition of ongoing nature of change

Enhancing work/life balance

Develop understanding of reasons for and potential outcomes of change

Identifying benefits of change as well as potential issues

Planning to address potential issues

Employment and career development services may include:

Workplaces

Vocational rehabilitation settings

Career information centres

Adult and community education centres

Recruitment agencies

Curriculum development units

Outplace service settings

Career development service settings

Employment service agents

Schools

TAFEs

Universities

Human resource departments

Clients may include:

Individuals

Groups

Learning may include:

Formal training and education

Informal on-the-job learning

Informal life learning

Support may include:

Facilitating client access to relevant information, networks and expertise

Provision of information

Initiating and pursuing discussion of relevant issues

Questioning appropriately

Appropriate referral