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Evidence Guide: CHCES311B - Work effectively in employment services

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

 

CHCES311B - Work effectively in employment services

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

Identify key aspects of the employment services area

  1. Identify key organisations and stakeholders and their roles in the employment services area
  2. Identify types and general features of services available to assist clients gain and retain employment
Identify key organisations and stakeholders and their roles in the employment services area

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify types and general features of services available to assist clients gain and retain employment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Operate effectively within the employment services area

  1. Demonstrate working knowledge of current and emerging issues affecting the employment services area
  2. Apply understanding of common barriers to employment and retention
  3. Demonstrate understanding of cross cultural issues in work practices
  4. Actively promote the value of diversity in the workplace
  5. Share knowledge and skills with others
Demonstrate working knowledge of current and emerging issues affecting the employment services area

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply understanding of common barriers to employment and retention

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate understanding of cross cultural issues in work practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Actively promote the value of diversity in the workplace

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Share knowledge and skills with others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use other services to assist clients secure suitable employment

  1. Recognise service boundaries
  2. Identify internal and external resources to whom clients may be referred for assistance
  3. Access current information on other services
  4. Refer clients appropriately to other services
Recognise service boundaries

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify internal and external resources to whom clients may be referred for assistance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access current information on other services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refer clients appropriately to other services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Meet duty of care and legal responsibilities

  1. Ensure all work practices comply with legislation relevant to the delivery of employment services
  2. Meet duty of care responsibilities when delivering employment services
Ensure all work practices comply with legislation relevant to the delivery of employment services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Meet duty of care responsibilities when delivering employment services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Act ethically in the delivery of employment services

  1. Meet industry standards of ethical practice
  2. Meet organisation standards of ethical behaviour
Meet industry standards of ethical practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Meet organisation standards of ethical behaviour

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 or the inclusion of assessment tasks that are realistic and relevant to work in an employment services area

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

Resource requirements for assessment include access to:

a relevant workplace or an appropriately simulated environment where assessment may take place

equipment and resources normally used in the workplace

Method of assessment may include:

Observations

Questioning

Case studies

Skills tasks

Written assignments

Evidence gathered from the workplace environment

Third party reports

Demonstration over a period of time to ensure consistency of performance

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:

Appropriate services and programs available to assist clients, including nationally recognised training

Assistance available to employers

Current and emerging issues relating to work in the employment services area

Key stakeholders (individuals and organisations) in employment services area

National Vocational Education and Training (VET) system

Principles of duty of care and ethical behaviour

Relevance of the work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability

Relevant State and Federal government legislation

Understanding the impact and effects of unemployment on clients

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate in work practices, the application of legislation relevant to the delivery of employment services

Demonstrate knowledge and understanding of the principles of duty of care and ethical behaviour

Demonstrate understanding of principal client groups, their needs and barriers to employment, and how this knowledge affects work plans and activities

Demonstrate understanding of the range and roles of organisations and stakeholders in the employment services area, and how services available can be utilised to assist clients

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:

Apply basic research skills to access information on stakeholders and their needs and services

Apply interpersonal skills including working with others, empathy with clients and an ability to relate to persons from diverse backgrounds

Apply oral communication skills (language competence) required to fulfil job roles as specified by the organisation/service
Oral communication skills include skills to provide and impart information on processes, obligations, and options; and to liaise internally and with external organisations

Apply technology skills to use business equipment and software applications

Apply written communication skills (literacy competence) required to fulfil job roles as specified by organisation/service
The level of skill may range from reading and understanding organisation policies and procedures to preparing business correspondence and records of interview

Recognise and act upon opportunities to enhance sustainability in the workplace

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.

Stakeholders are organisations and individuals who may include but are not limited to:

Area Consultative Committees

Australian Apprenticeships Support Services

Centrelink

Clients (i.e. job-seekers and employers)

Community organisations

CRS Australia

Disability Employment Network

Employers and employer peak bodies

Federal, State and Local government departments and agencies

Group Training Companies

Job Network

Organisations providing services to assist clients to secure suitable employment, including those funded by State and Federal government

Training organisations

Vocational Rehabilitation Services

Issues affecting the employment services area may include but are not limited to:

Changes and trends in work

Changing needs and expectations of clients (i.e. job-seekers and employers)

Government policies and priorities relating to employment and training

International labour conventions

Linkages between labour market programs and services

Outsourcing of government services

Client groups may include but are not limited to:

Aboriginal and Torres Strait Islander peoples

Apprentices and trainees

Ex-offenders

Long-term unemployed people

Mature aged people

People from non English speaking backgrounds

People returning to the workforce following a lengthy absence, illness, injury or other incapacity

People with disabilities

Refugees

Sole parents

Those at risk of becoming long-term unemployed, without the provision of assistance

Youth

Youth at risk of long term unemployment

Barriers to employment are any factors that affect a person's prospects of securing suitable employment

They may include but are not limited to:

Age

Availability of suitable local employment opportunities

Culture

Disability

Factors such as self-esteem, motivation, attitude, perceptions

Health issues

Language

Limited work experience or gaps in work history

Literacy and numeracy needs

Non recognition of qualifications in Australia

Personal factors such as hygiene, grooming, dress and appearance

Skill level in relation to demands of labour market

Social and economic circumstances

Resources to whom clients may be referred for assistance may include but are not limited to:

Advocacy groups

Centrelink

Community organisations

Educational institutions

Government agencies and departments

Health practitioners and professionals

Industrial Relations Commission

Members of Parliament

Ombudsman

Organisations delivering training and employment related programs funded by Federal, State and Local governments

Professional service providers

Rehabilitation providers

Training providers

Legislation relevant to the delivery of employment services includes, but is not limited to:

Archives Act

Corporations law

Crimes Act

Disability Services Act

Employment Agents Act

Federal legislation designed to address discrimination, e.g. Sex Discrimination Act, Racial Discrimination Act, Disability Discrimination Act

Financial Management and Accountability Act

Freedom of Information Act

Human Rights and Equal Opportunity Act

Industrial and Workplace Relations Act

Occupational Health and Safety Act

Privacy Act

Social Security Act

State child protection legislation

State legislation designed to address discrimination

Trade Practices Act

Duty of care responsibilities relate to but are not limited to:

Adherence to all legislative and statutory requirements

Adherence to industry standards of ethical practice

Applying principles of natural justice

Providing complete, relevant and timely information to clients, employers and other stakeholders at all times

Organisation standards for ethical behaviour may include but are not limited to:

Avoidance of conflicts of interest

Confidentiality of information

Professional relationships

Written or oral standards, stated or implied by the way the organisation conducts its business