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Evidence Guide: CHCCM503C - Develop, facilitate and monitor all aspects of case management

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

 

CHCCM503C - Develop, facilitate and monitor all aspects of case management

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

Conduct case management meetings

  1. Facilitate information sharing with the client by establishing an appropriate rapport with the client and implementing appropriate procedures including:
Facilitate information sharing with the client by establishing an appropriate rapport with the client and implementing appropriate procedures including:

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

establish purpose, objectives and agenda of the meeting

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

facilitate discussion

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

resolve conflict where relevant

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

identify, negotiate and record outcomes

  1. Identify and agree boundaries and processes within service delivery, including:
Identify and agree boundaries and processes within service delivery, including:

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

rights, roles, responsibilities, decision-making processes, accountability and outcomes

Completed
Date:

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ways of addressing experience, skills, values and development of participant

Completed
Date:

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impact of statutory mandates on interventions, the client and significant others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

the impact of value systems of worker, client and key stakeholders on outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

information sharing and planning

Completed
Date:

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appropriate conflict resolution techniques to be employed

  1. Define and explore individual family and community needs and rights, and organisation responsibilities to assure the rights are protected for all concerned
Define and explore individual family and community needs and rights, and organisation responsibilities to assure the rights are protected for all concerned

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop an appropriate approach to case management

  1. Develop and utilise case management processes appropriate to implementing statutory requirements
  2. Implement appropriate processes to facilitate client setting of goals and participation in case management processes
  3. Integrate appropriate cultural considerations into all aspects of case management planning
  4. Provide information on rights of appeal and avenues of complaint so client understands their rights
Develop and utilise case management processes appropriate to implementing statutory requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement appropriate processes to facilitate client setting of goals and participation in case management processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Integrate appropriate cultural considerations into all aspects of case management planning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information on rights of appeal and avenues of complaint so client understands their rights

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop an appropriate case management plan

  1. Develop a case management plan to reflect initial assessment of needs
  2. Identify the full range of appropriate immediate, short and long term needs of the client and other relevant parties
  3. Develop action plans to reflect:
Develop a case management plan to reflect initial assessment of needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the full range of appropriate immediate, short and long term needs of the client and other relevant parties

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop action plans to reflect:

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

integration of expertise of relevant stakeholders and other service deliverers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

negotiated and agreed goals and operational processes

Completed
Date:

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a range of strategies to address each goal and to maximise participation in plan

Completed
Date:

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appropriate resource allocation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

agreed responsibility for delivery

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

realistic and agreed indicators of success

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

rights and responsibilities of client

  1. Establish processes for monitoring and changing case plan
  2. Identify strategies to deal with complex or high risk situations
  3. Match requirements of case plan to experience, workload and geographical location of worker
  4. Focus plan on assisting clients to set and achieve realistic targets for change or action and to take personal responsibility
Establish processes for monitoring and changing case plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify strategies to deal with complex or high risk situations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Match requirements of case plan to experience, workload and geographical location of worker

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Focus plan on assisting clients to set and achieve realistic targets for change or action and to take personal responsibility

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage case work activities and processes

  1. Implement strategies to continually monitor the effectiveness of case management processes against agreed goals, relevant services and programs, client and stakeholder satisfaction
  2. Assess the need for changes in case plan, including the need for ongoing intervention, and develop strategies for alternatives as appropriate
  3. Successfully negotiate with relevant parties, any proposed changes arising from case review
  4. Utilise processes for case closure as appropriate, to comply with organisation procedures
Implement strategies to continually monitor the effectiveness of case management processes against agreed goals, relevant services and programs, client and stakeholder satisfaction

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess the need for changes in case plan, including the need for ongoing intervention, and develop strategies for alternatives as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Successfully negotiate with relevant parties, any proposed changes arising from case review

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Utilise processes for case closure as appropriate, to comply with organisation procedures

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 of competence will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

Assessment may be conducted over one or more occasions and should include all aspects of case planning with a range of clients

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 where assessment can take place or simulation of realistic workplace setting

Method of assessment:

Assessment may include observation, questioning and evidence gathered from the workplace environment

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:

Behaviour change models and practices

Organisation procedures and standards

Formal meeting processes

Relevant policy, procedures, legislation and statutory mandates

Cultural protocols and systems

Family structure, dynamics, communication and decision-making

Relevant documentation protocols

Range of available services

Essential skills:

It is critical that the candidate demonstrate the ability to:

Access and use a range of family and community resources

Identify and gain agreement on role boundaries

Facilitate groups and support participants to engage in information sharing and planning

Apply organisation statutory and legislative requirements

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:

Planning, decision-making and goal setting

Managing group dynamics

Conflict resolution, negotiation and (where required) mediation techniques

Defining boundaries

Planning and goal setting

Facilitation

Assertion

High level writing skills

Interpersonal and communication

Supervision and delegation where appropriate to job role

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.

The contexts for facilitation of information sharing and planning include:

All formal processes included in case management e.g. case conferences, case review meetings, formal briefings on client progress

Evaluating ongoing implementation includes:

Monitoring case plan implementation

Facilitating review activities and feedback from workers on progress of intervention

Liaison with service providers, clients, significant others

Advising on how case plans can be modified, ensuring that changes are communicated appropriately

Complex or high risk situations are to be defined as:

Life threatening/high risk situations

Cases where at least three of the following factors are combined:

serious/sustained abuse

multiple difficulties present in family

intellectual or psychiatric disability

chronic and serious drug addiction affecting individuals capacity

Where a wide range of other agencies are involved, e.g. community services, legal, medical and police agencies

Where involvement of protective and custodial agencies with the family has been over a lengthy and sustained period

When age of the client creates special considerations

Cases with high public/political sensitivity requiring sensitive and experienced case investigation and management

Negotiate actions includes:

Gaining agreement on course of actions, goal setting, milestone setting and agreement, timeline setting, establishment of review points in case plan