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Evidence Guide: CHCDIS509E - Maximise participation in work by people with disabilities

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

 

CHCDIS509E - Maximise participation in work by people with disabilities

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

Prepare people with disabilities to work in open and supported employment

  1. Identify and adapt various job search techniques and teach to people with disabilities where necessary
  2. Refer people with disabilities to, or register them with, appropriate agencies
  3. Provide people with disabilities with information about their working conditions, rights and responsibilities
  4. Assist clients to identify work health and safety (WHS) issues associated with work
Identify and adapt various job search techniques and teach to people with disabilities where necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refer people with disabilities to, or register them with, appropriate agencies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide people with disabilities with information about their working conditions, rights and responsibilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist clients to identify work health and safety (WHS) issues associated with work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Match workplace/job and person with a disability

  1. Assess work requirements, abilities and interests of person with disability in accordance with organisation procedures
  2. Follow relevant organisation procedures to match person with disability and job
  3. Redesign jobs where necessary to match ability of person and requirements of job or employer
  4. Provide information and/or training re disabilities as necessary, to others in selected workplace
  5. Ensure working conditions are negotiated between the relevant parties
  6. Ensure relevant parties are aware of specific WHS issues related to work for each client and potential co-workers
Assess work requirements, abilities and interests of person with disability in accordance with organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow relevant organisation procedures to match person with disability and job

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Redesign jobs where necessary to match ability of person and requirements of job or employer

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information and/or training re disabilities as necessary, to others in selected workplace

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure working conditions are negotiated between the relevant parties

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure relevant parties are aware of specific WHS issues related to work for each client and potential co-workers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess skills and productivity for wages

  1. Analyse job and tasks involved to identify productive units and record information
  2. Determine the pro rata legal wage to be paid to workers with a disability who cannot work at full productive capacity, using a transparent wage assessment tool or process that complies with relevant legislation
  3. Conduct regular wage reviews according to the requirements of the legal wage agreement under which the worker with a disability is paid
Analyse job and tasks involved to identify productive units and record information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the pro rata legal wage to be paid to workers with a disability who cannot work at full productive capacity, using a transparent wage assessment tool or process that complies with relevant legislation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct regular wage reviews according to the requirements of the legal wage agreement under which the worker with a disability is paid

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information on the industrial relations system as it relates to the employment of people with disabilities

  1. Provide people with disabilities with information about industrial awards and their implications for employment
  2. Provide people with disabilities with information about the role of relevant industrial parties
Provide people with disabilities with information about industrial awards and their implications for employment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide people with disabilities with information about the role of relevant industrial parties

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor employment opportunities

  1. Develop and maintain positive relationships with (potential) employers of people with disabilities
  2. Evaluate job vacancies to determine their relevance to interests of people with disabilities
  3. Identify relevant job vacancies and refer to people with disabilities as appropriate
  4. Initiate, conduct and document research into identified employers' businesses and jobs
  5. Monitor and document trends in industry to enhance the placement of people with disabilities in the long term
Develop and maintain positive relationships with (potential) employers of people with disabilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate job vacancies to determine their relevance to interests of people with disabilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify relevant job vacancies and refer to people with disabilities as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Initiate, conduct and document research into identified employers' businesses and jobs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and document trends in industry to enhance the placement of people with disabilities in the long term

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate job vacancies to determine their relevance to interests of people with disabilities

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

Consistency in performance should consider the requirements of particular work roles and responsibilities

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 of this unit include access to:

a relevant workplace or an appropriately simulated environment 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:

Up-to-date knowledge of employment opportunities and/or programs for clients (targeted to people with disabilities, or general)

Federal and state government programs and assistance relating to workplace participation by people with disabilities

Relevant industrial legislation listed in this unit's Range Statement

Marketing theory and techniques

Negotiation techniques

Impact of disability on people with disabilities

Potential WHS issues and risks associated with person with a disability undertaking specific work

Human development - psychological, cognitive, social and physical

Depending on the work role or services provided, specific knowledge of particular groups or issues may be required
See additional information for assessors regarding the following:

alcohol and other drugs (AOD) abuse

cultural and linguistic diversity

risk of self-harm

women

men

community education

Aboriginal and Torres Strait Islander people

mental health

Essential skills:

It is critical that the candidate demonstrate the ability to:

Maximise participation in work based on available jobs or employment opportunities

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:

task or job analysis

marketing

negotiation

Maintain documentation as required, including effective use of relevant information technology in line with WHS 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.

Types of employment include:

Supported

Open

Relevant parties include:

Employer

Person with a disability

Support networks for workers

Union representative

Wage assessor

Carer

Industrial and statutory conditions include:

Awards

Registered agreements

Other relevant wage/salary systems relating to employment for people with disabilities

Knowledge of incentives and other assistance available to employer and apprentice including Disabled Apprentice Wage Support Scheme

Individual contracts

Industrial parties include:

Unions

Employer organisations

Industrial commissions

Others include:

People with disabilities

Other staff

Other organisations

Carers

Identify relevant job vacancies will consider:

Preferences of clients

Chosen career options of clients

Alternative opportunities

Potential employers include:

Community organisations

Private organisations

Government organisations