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Evidence Guide: CHCDIS009 - Facilitate ongoing skills development using a person-centred approach

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

 

CHCDIS009 - Facilitate ongoing skills development using a person-centred approach

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

Elements define the essential outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify individual skill development needs

  1. Identify the person with disability’s skill development needs using a person-centred approach
  2. Document development needs in line with organisation program guidelines
  3. Identify skills development opportunities in collaboration with the person and/or family and/or carer and/or other relevant person for inclusion in the individualised plan
  4. Make referrals to other staff or specialist services according to the persons needs
Identify the person with disability’s skill development needs using a person-centred approach

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document development needs in line with organisation program guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify skills development opportunities in collaboration with the person and/or family and/or carer and/or other relevant person for inclusion in the individualised plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make referrals to other staff or specialist services according to the persons needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan person-centred, ongoing skill development

  1. Use appropriate communication techniques to engage the person in identifying learning goals
  2. Identify a range of learning strategies and opportunities to address the person’s goals
  3. Develop formal ongoing skills development activities using a person-centred approach and, where appropriate, in conjunction with other relevant personnel
  4. Document ongoing skills development in the person’s individualised plan
Use appropriate communication techniques to engage the person in identifying learning goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify a range of learning strategies and opportunities to address the person’s goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop formal ongoing skills development activities using a person-centred approach and, where appropriate, in conjunction with other relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document ongoing skills development in the person’s individualised plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement person-centred, ongoing skills development strategies

  1. Work with the person to implement ongoing skills development strategies in a manner that is respectful, motivating and empowering
  2. Inform and support colleagues and relevant others to implement person-centred ongoing skills development in line with the person’s individualised plan
  3. Access and utilise equipment and resources as required to facilitate the learning process
  4. Document outcomes in the person’s individualised plan
Work with the person to implement ongoing skills development strategies in a manner that is respectful, motivating and empowering

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inform and support colleagues and relevant others to implement person-centred ongoing skills development in line with the person’s individualised plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access and utilise equipment and resources as required to facilitate the learning process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document outcomes in the person’s individualised plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate skills development and review plan

  1. Monitor the person’s development and provide feedback to the person and/or carer and/or relevant other regarding progress towards objectives and goals
  2. Evaluate effectiveness of ongoing skills development using the person’s records and update plan to meet changing needs of the person
  3. Identify opportunities for ongoing skill development
Monitor the person’s development and provide feedback to the person and/or carer and/or relevant other regarding progress towards objectives and goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate effectiveness of ongoing skills development using the person’s records and update plan to meet changing needs of the person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify opportunities for ongoing skill development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and implement incidental learning opportunities to enhance skills development

  1. Identify situations that can act as potential informal learning opportunities and encourage learning
  2. Provide appropriate constructive advice to the person and/or family and/or carer and/or relevant other as soon as possible in appropriate format
  3. Provide encouragement when the person takes initiative in learning situations
  4. Withdraw support to an appropriate level in order to encourage experiential learning and development
Identify situations that can act as potential informal learning opportunities and encourage learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide appropriate constructive advice to the person and/or family and/or carer and/or relevant other as soon as possible in appropriate format

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide encouragement when the person takes initiative in learning situations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Withdraw support to an appropriate level in order to encourage experiential learning and development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Identify individual skill development needs

1.1 Identify the person with disability’s skill development needs using a person-centred approach

1.2 Document development needs in line with organisation program guidelines

1.3 Identify skills development opportunities in collaboration with the person and/or family and/or carer and/or other relevant person for inclusion in the individualised plan

1.4 Make referrals to other staff or specialist services according to the persons needs

2. Plan person-centred, ongoing skill development

2.1 Use appropriate communication techniques to engage the person in identifying learning goals

2.2 Identify a range of learning strategies and opportunities to address the person’s goals

2.3 Develop formal ongoing skills development activities using a person-centred approach and, where appropriate, in conjunction with other relevant personnel

2.4 Document ongoing skills development in the person’s individualised plan

3. Implement person-centred, ongoing skills development strategies

3.1 Work with the person to implement ongoing skills development strategies in a manner that is respectful, motivating and empowering

3.2 Inform and support colleagues and relevant others to implement person-centred ongoing skills development in line with the person’s individualised plan

3.3 Access and utilise equipment and resources as required to facilitate the learning process

3.4 Document outcomes in the person’s individualised plan

4. Evaluate skills development and review plan

4.1 Monitor the person’s development and provide feedback to the person and/or carer and/or relevant other regarding progress towards objectives and goals

4.2 Evaluate effectiveness of ongoing skills development using the person’s records and update plan to meet changing needs of the person

4.3 Identify opportunities for ongoing skill development

5. Identify and implement incidental learning opportunities to enhance skills development

5.1 Identify situations that can act as potential informal learning opportunities and encourage learning

5.2 Provide appropriate constructive advice to the person and/or family and/or carer and/or relevant other as soon as possible in appropriate format

5.3 Provide encouragement when the person takes initiative in learning situations

5.4 Withdraw support to an appropriate level in order to encourage experiential learning and development

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Identify individual skill development needs

1.1 Identify the person with disability’s skill development needs using a person-centred approach

1.2 Document development needs in line with organisation program guidelines

1.3 Identify skills development opportunities in collaboration with the person and/or family and/or carer and/or other relevant person for inclusion in the individualised plan

1.4 Make referrals to other staff or specialist services according to the persons needs

2. Plan person-centred, ongoing skill development

2.1 Use appropriate communication techniques to engage the person in identifying learning goals

2.2 Identify a range of learning strategies and opportunities to address the person’s goals

2.3 Develop formal ongoing skills development activities using a person-centred approach and, where appropriate, in conjunction with other relevant personnel

2.4 Document ongoing skills development in the person’s individualised plan

3. Implement person-centred, ongoing skills development strategies

3.1 Work with the person to implement ongoing skills development strategies in a manner that is respectful, motivating and empowering

3.2 Inform and support colleagues and relevant others to implement person-centred ongoing skills development in line with the person’s individualised plan

3.3 Access and utilise equipment and resources as required to facilitate the learning process

3.4 Document outcomes in the person’s individualised plan

4. Evaluate skills development and review plan

4.1 Monitor the person’s development and provide feedback to the person and/or carer and/or relevant other regarding progress towards objectives and goals

4.2 Evaluate effectiveness of ongoing skills development using the person’s records and update plan to meet changing needs of the person

4.3 Identify opportunities for ongoing skill development

5. Identify and implement incidental learning opportunities to enhance skills development

5.1 Identify situations that can act as potential informal learning opportunities and encourage learning

5.2 Provide appropriate constructive advice to the person and/or family and/or carer and/or relevant other as soon as possible in appropriate format

5.3 Provide encouragement when the person takes initiative in learning situations

5.4 Withdraw support to an appropriate level in order to encourage experiential learning and development