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Evidence Guide: CHCORG619C - Manage quality of organisation's service delivery outcomes

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

 

CHCORG619C - Manage quality of organisation's service delivery outcomes

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

Evaluate outcomes for clients accessing the service

  1. Clearly state the service's philosophy, goals and objectives based on client service delivery and use to design criteria for evaluation
  2. Investigate and document the effects of services on all clients
  3. Monitor program quality according to relevant service and industry standards
  4. Use a range of appropriate processes to review client service outcomes
  5. Establish and use feedback mechanisms to involve all users of the service
  6. Establish mechanisms to provide clients with information about evaluation results
  7. Involve all relevant parties in evaluation processes
  8. Communicate information gained from the evaluation to relevant parties
Clearly state the service's philosophy, goals and objectives based on client service delivery and use to design criteria for evaluation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Investigate and document the effects of services on all clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor program quality according to relevant service and industry standards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use a range of appropriate processes to review client service outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish and use feedback mechanisms to involve all users of the service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish mechanisms to provide clients with information about evaluation results

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Involve all relevant parties in evaluation processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate information gained from the evaluation to relevant parties

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan and implement changes/strategies to improve outcomes

  1. Design and implement a plan to develop the quality of service with others
  2. Design and implement policies to foster quality service
  3. Provide information to relevant parties about the plan and the processes to be used
  4. Design a plan to develop the quality of service to ensure participation by all those involved
  5. Respond to and investigate complaints and use as feedback to improve outcomes
  6. Include in plan priorities, immediate goals and long term goals for improving quality of service
  7. Obtain or request required resources from appropriate sources
Design and implement a plan to develop the quality of service with others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design and implement policies to foster quality service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information to relevant parties about the plan and the processes to be used

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design a plan to develop the quality of service to ensure participation by all those involved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to and investigate complaints and use as feedback to improve outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Include in plan priorities, immediate goals and long term goals for improving quality of service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain or request required resources from appropriate sources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure client service standards and codes of practice

  1. Regularly communicate service criteria regarding quality to all stakeholders
  2. Establish procedures to check that appropriate practice is carried out
  3. Model and demonstrate good practice to all workers
  4. Provide information about good practice to all stakeholders
  5. Promote examples of good practice to workers
  6. Regularly remind workers of service standards and organisation expectations
  7. Confront issues with workers and develop a plan for improvement
  8. Promote a focus on outcomes for the client
Regularly communicate service criteria regarding quality to all stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish procedures to check that appropriate practice is carried out

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Model and demonstrate good practice to all workers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information about good practice to all stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote examples of good practice to workers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Regularly remind workers of service standards and organisation expectations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confront issues with workers and develop a plan for improvement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote a focus on outcomes for the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage quality assurance processes

  1. Undertake appropriate planning to ensure involvement of all parties in quality improvement processes
  2. Define continuous improvement processes and monitor their implementation to ensure quality client service delivery
  3. Implement processes to promote continuous improvement in the workplace
  4. Continuously evaluate outcomes of client services for impact on the local community
Undertake appropriate planning to ensure involvement of all parties in quality improvement processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define continuous improvement processes and monitor their implementation to ensure quality client service delivery

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement processes to promote continuous improvement in the workplace

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Continuously evaluate outcomes of client services for impact on the local community

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 may be assessed on the job or under simulation

It is recommended that assessment take place on more than one occasion

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 of this unit include access to:

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

Method of assessment:

Assessment may include observations, questioning and evidence gathered from the workplace

Related units:

This unit is recommended (but not required) to be assessed in conjunction with related unit:

CHCPOL504B Develop and implement policy

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:

Structure of service/organisation

Network of relevant services

Service guidelines

Knowledge of legal/legislative requirements

Quality assurance processes relevant to service type

Mission statements, philosophical statements of organisation

Community needs

Needs of clients of all abilities, disabilities

Cultural background, values and beliefs

Up to date knowledge of 'good practice'

Role model

Ethics, duty of care

Rights of clients

Relevant accreditation principles e.g. QIAS and service standards

Essential skills:

It is critical that the candidate demonstrate the ability to:

Implement evaluation processes based on relevant service and industry standards

Apply a model of quality service delivery

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:

cross cultural communication

observation and analysis of information

goal setting

data collection

leadership

persuasive communication

Use and coordinate the use of relevant information technology effectively 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.

Evaluating process relating to outcomes for clients will vary according to the location of the service and may include:

Observation

Review discussions

Gathering feedback from clients via surveys

Collating observations of workers and interpreting data

The effects of services on all clients may include:

Social/emotional/physical/well being

Whether client's needs are met

Changing the circumstances for the client

Relevant standards which maybe used to monitor a service may be:

Licensing requirements

Quality assurance

Legal/legislative requirements

Accreditation principles

Service guidelines and policies

Occupational health and safety

Guidelines of funding body

Relevant parties may include:

Carers and significant others of clients

Management committee

Funding bodies

Other professionals

Workers

Clients

Community members

Experts

A plan to develop the quality of service may include the development of:

Effective reporting and complaints mechanisms

Staff training/development of management skills

Meetings and information exchanges

Procedures to check that appropriate practice may include:

Observation

Gathering feedback from all involved

Co-participating

Meetings - discussion

Auditing by outside experts

Quality assurance systems may include:

Continuous improvement systems

Accreditation systems

Quality systems

Organisation's own internal system