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Evidence Guide: CHCCS407B - Operate referral procedures

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

 

CHCCS407B - Operate referral procedures

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

Confirm client needs

  1. Discuss client presenting needs with the client
  2. Confirm client history and records
  3. Document client's service expectations
  4. Develop a plan of action is confirm with the client
Discuss client presenting needs with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm client history and records

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document client's service expectations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a plan of action is confirm with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advise on referral options

  1. Outline services to assist the client
  2. Discuss process of referral with the client
  3. Outline client's responsibilities and any conditions
Outline services to assist the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss process of referral with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Outline client's responsibilities and any conditions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Arrange referral

  1. Clarify timeframes and procedures for accessing services
  2. Follow referral procedures with all providers
  3. Inform clients of progress towards meeting agreed service expectation and plan of action
  4. Communicate to service provider and client, processes to review and manage service provision
Clarify timeframes and procedures for accessing services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow referral procedures with all providers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inform clients of progress towards meeting agreed service expectation and plan of action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate to service provider and client, processes to review and manage service provision

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

Evidence must include observation of performance in the work environment or in a simulated work setting

Evidence must include demonstration over a period of time to ensure consistency of performance

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 delivered and assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resource requirements for assessment include access to:

an appropriate workplace where assessment can be conducted or simulation of realistic workplace setting for assessment

equipment and resources normally used in the workplace

Method of assessment may include:

Observations

Questioning

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:

Available services and constraints on delivery

The broader service delivery and training networks in the local area

Process of referral and documentation of the referral

Essential skills:

It is critical that the candidate demonstrate the ability to:

Identify presenting needs and respond appropriately within the guidelines of the service

Interpret and apply relevant policies

Demonstrate application of skills in:

appropriate one to one communication process

record-keeping and documentation processes, including effective use of relevant information technology in line with occupational health and safety (OHS) guidelines

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.

Presenting needs refers to:

Those readily observable or easily communicated needs prior to any counselling service
Examples include:

unemployment

lack of benefit payment

difficulty in communicating

cognitive impairment

financial difficulties

Service expectations refers to:

The type of assistance the client considers they require and includes a comment on urgency and breadth of the requirement.

Process of referral may:

Differ between agencies, however in the context of this unit it is implied that there is a formal process which is applied and communicated

Plan of action refers to:

The agreed responsibilities and actions to support the client move towards increased interaction and engagement with the community