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Evidence Guide: CHCCSM009 - Facilitate goal directed planning

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

 

CHCCSM009 - Facilitate goal directed planning

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

Undertake planning to address person’s identified needs and goals.

  1. Collaborate with the person to confirm needs and goals as a basis for planning.
  2. Investigate range of options available to address the person’s identified needs and achieve their goals, incorporating legal and ethical considerations.
  3. Support the person to make informed decisions regarding their plan that reflect understanding of their current situation, likely future situation and ensuing needs.
  4. Recognise and respect the person’s right to self-determination within legal parameters.
  5. Identify risks and barriers to plan implementation and develop strategies to address them.
  6. Develop a plan that builds on the person’s strengths and abilities and incorporates their identified goals, needs and preferences.
  7. Collaborate with the person to structure a range of services in a manner that builds on and strengthens natural supports.
  8. Devise alternative strategies to meet the person’s identified needs when specific services are not available.
  9. Provide the person with cost details and work with them to ensure their plan is sustainable in relation to costs, access and availability.
  10. Document plan in the person’s own words, clearly identifying all tasks and who is responsible for performing them.
Collaborate with the person to confirm needs and goals as a basis for planning.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Investigate range of options available to address the person’s identified needs and achieve their goals, incorporating legal and ethical considerations.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Support the person to make informed decisions regarding their plan that reflect understanding of their current situation, likely future situation and ensuing needs.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Recognise and respect the person’s right to self-determination within legal parameters.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify risks and barriers to plan implementation and develop strategies to address them.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop a plan that builds on the person’s strengths and abilities and incorporates their identified goals, needs and preferences.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Collaborate with the person to structure a range of services in a manner that builds on and strengthens natural supports.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Devise alternative strategies to meet the person’s identified needs when specific services are not available.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide the person with cost details and work with them to ensure their plan is sustainable in relation to costs, access and availability.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Document plan in the person’s own words, clearly identifying all tasks and who is responsible for performing them.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Collaborate with others to communicate the plan.

  1. Work in collaboration with other professionals and organisations to provide services to maximise the person’s potential for achieving their goals and meeting their needs.
  2. Explain roles, rights and responsibilities of person and service providers and ensure they are clearly documented in the plan.
  3. Maximise involvement of the person and other people identified by the person in planning processes and decision making.
  4. Consult and coordinate with other service providers to plan for complex situations.
  5. Establish and maintain communication processes to ensure effective implementation of the plan.
  6. Share information between organisations and support maintenance of information by all parties involved, according to organisational policies and procedures for privacy and confidentiality.
Work in collaboration with other professionals and organisations to provide services to maximise the person’s potential for achieving their goals and meeting their needs.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Explain roles, rights and responsibilities of person and service providers and ensure they are clearly documented in the plan.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Maximise involvement of the person and other people identified by the person in planning processes and decision making.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Consult and coordinate with other service providers to plan for complex situations.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Establish and maintain communication processes to ensure effective implementation of the plan.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Share information between organisations and support maintenance of information by all parties involved, according to organisational policies and procedures for privacy and confidentiality.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Respond to people with different needs.

  1. Collaborate with person to ensure planning process is culturally sensitive and appropriate.
  2. Work in conjunction with other organisations and communities by involving representatives in the planning processes, according to the person’s needs.
  3. Facilitate access to planning for people in complex situations and with different levels of need.
Collaborate with person to ensure planning process is culturally sensitive and appropriate.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Work in conjunction with other organisations and communities by involving representatives in the planning processes, according to the person’s needs.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Facilitate access to planning for people in complex situations and with different levels of need.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Monitor implementation of plan.

  1. Regularly monitor the planned services, support and resources against person’s identified goals to ensure effective implementation of plan.
  2. Identify any gaps in planned services and make adjustments to address them.
  3. Maintain collaborative relationships with the person, their carer, natural supports and other service providers.
  4. Work with the person to adjust the plan as necessary following reassessment of risks and needs.
  5. Document and report any variations to the plan in line with organisational policies and procedures.
Regularly monitor the planned services, support and resources against person’s identified goals to ensure effective implementation of plan.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify any gaps in planned services and make adjustments to address them.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Maintain collaborative relationships with the person, their carer, natural supports and other service providers.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Work with the person to adjust the plan as necessary following reassessment of risks and needs.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Document and report any variations to the plan in line with organisational policies and procedures.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Required Skills and Knowledge