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Evidence Guide: CHCCS308B - Provide first point of contact

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

 

CHCCS308B - Provide first point of contact

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

Greet and observe client

  1. Listen to and acknowledge client in a pleasant and accepting way
  2. Respond to distressed people in a relaxed and calm manner
  3. Report observations about client to appropriate person/s within the organisation
Listen to and acknowledge client in a pleasant and accepting way

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to distressed people in a relaxed and calm manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report observations about client to appropriate person/s within the organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collect routine information from the client

  1. Collect and document identifying information in accordance with organisation procedures
  2. Discuss reasons for contact with the service with client in accordance with organisation procedures
  3. Maintain client confidentiality in accordance with organisation policies and procedures
  4. Explain and observe client rights and responsibilities in accordance with organisation policy
Collect and document identifying information in accordance with organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss reasons for contact with the service with client in accordance with organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain client confidentiality in accordance with organisation policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain and observe client rights and responsibilities in accordance with organisation policy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify priority of need for service

  1. Refer client to appropriate persons according to urgency and nature of need and organisation guidelines
  2. Assess personal safety of self, client and others in accordance with organisation procedures and policies and within own role
  3. Seek assistance as appropriate
Refer client to appropriate persons according to urgency and nature of need and organisation guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess personal safety of self, client and others in accordance with organisation procedures and policies and within own role

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek assistance as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provideinformation to clients about the service and other relevant services

  1. Provide client with current, relevant and culturally appropriate information on the service and other relevant services and what each provides
  2. Assist clients to contact other agencies/services as appropriate to obtain further information
Provide client with current, relevant and culturally appropriate information on the service and other relevant services and what each provides

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist clients to contact other agencies/services as appropriate to obtain further information

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 is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions

Consistency in performance should consider the range of clients and situations encountered in the workplace

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 relevant workplace or simulated realistic workplace setting where assessment may take place

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:

Stigma/prejudice

Local community needs

Normal behaviour/unusual behaviour/impact of cognitive impairment on behaviour

Agency role, agency target group in the community

Basic knowledge of culturally specific behaviour

Agency procedures and policies relating to provision of first point of contact for potential clients

Understanding of relationships between service providers

Other services and networks

Requirements for client registration

Waiting times for the service

Organisation polices and procedures for confidentiality

Organisation storage and recording systems

Organisation activities and timetables

Organisation requirements for monitoring services and/or attendance

Clients rights and responsibilities in the organisation

Workers' rights and responsibilities in the organisation

Knowledge specific to working with people from culturally and linguistically diverse backgrounds

Knowledge specific to working with people at risk of self-harm

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate an understanding of staff responsibilities in the organisation and own role within this, in terms of obtaining information from clients and referring them to workers within the organisation

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 a non-judgemental approach to working with people

Demonstrate application of skills in:

reporting skills

observation skills

cultural sensitivity

verbal and non-verbal communication

liaison/referral

confidentiality

resolving aggression

basic negotiation

safety awareness

predicting violence

listening and referral

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.

Observations about client may include:

Orientation to person, place, time

Level of coherence

Ability to communicate

Unusual behaviour/communication

Aggression - physical or verbal

Signs of physical injury/distress

Levels of personal distress and anxiety

Appropriate person/s may include:

Immediate supervisor

Case manager

Clinician

Representative of other services

Identifying information may include:

Name

Contact information

Information may be collected:

By speaking to others

From written sources

By observation

From inside the organisation

From external sources

From clients

Service may include:

Making an appointment to see someone in the agency/organisation

Providing information on existing services

Referral e.g. doctor, financial counsellor, women's refuge, youth services

Safety takes into account:

Body language

Tone of voice

Location

Proximity to other people

Stress/anxiety

Aggression

Assistance may be sought from:

Other staff

Consumer groups

Clinical mental health services

Acquired brain injury services

Specialists

Other community based support services

Hospitals

Ambulance

Police

Response to requests for information will take into consideration the inquirer's:

Language and style

Literacy level

Cultural factors

Previous contact

Disabilities

Provide information is:

Current

Relevant

Culturally and linguistically appropriate

Supportive of the reduction of stigma and discrimination

Information on the service and other relevant services may be delivered in the form of:

Informal discussion

Leaflets/brochures

Correspondence/written reports

Audio-visual

Newsletters/circulars

Published material

Posters/graphic representation

Information may be given about the following types of services:

Carer/consumer groups

Government and non-government services e.g. Health, accommodation, education/training, employment, social/recreation, counselling, financial, self-help, advocacy, transport, torture/trauma

People with relevant special qualities, knowledge and/or expertise

Government allowances, pensions and benefits

Program activities/timetables

Clinical mental health services

Acquired brain injury services

Cross cultural