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
What evidence can you provide to prove your understanding of each of the following citeria?
Elements define the essential outcomes. |
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Completed |
Evidence:
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Performance criteria specify the level of performance required to demonstrate achievement of the element. |
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Completed |
Evidence:
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Perform work following legal, ethical and organisation requirements
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Identify relevant organisation policies and procedures relating to standards and legislative requirements of own work role, clarifying any uncertainties with appropriate personnel and applying to all work Completed |
Evidence:
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Recognise boundaries and limitations of work role and refer matters to relevant personnel as required Completed |
Evidence:
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Identify issues requiring mandatory notification and report to supervisor and/or an appropriate authority Completed |
Evidence:
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Reflect understanding and compliance with the principles of duty of care and legal responsibilities in all work undertaken Completed |
Evidence:
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Maintain professional work standards
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Contribute to identifying and implementing improved work practices Completed |
Evidence:
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Respond positively to changes to improve work practices and procedures in accordance with organisation requirements Completed |
Evidence:
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Work effectively in youth justice services
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Implement work practices that support the rights of young people in the justice system Completed |
Evidence:
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Promote and protect the inclusivity, diversity and value of young people in the justice system Completed |
Evidence:
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Maintain awareness of current issues influencing the provision of youth justice services, including issues for Aboriginal and/or Torres Strait Islander young people Completed |
Evidence:
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Maintain confidentiality in work practices Completed |
Evidence:
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Assess risks and take appropriate actions according to organisation policy and any legislative requirements Completed |
Evidence:
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Record information accurately and completely as required of job role and according to organisation practice standards Completed |
Evidence:
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Clearly explain worker role and responsibility to the young person, including power differentials in the worker-client relationship, and model positive behaviour Completed |
Evidence:
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Take responsibility for own skill development
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Seek and receive feedback from supervisor on own standard of work practices Completed |
Evidence:
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Plan with supervisor, any ways to improve areas of work practice Completed |
Evidence:
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Take part in actions to implement the skills’ development plan Completed |
Evidence:
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Reflect regularly on own work performance Completed |
Evidence:
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Communicate effectively in a youth justice environment
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Communicate with young people in a way that is appropriate to age, culture, ability, development and language requirements, and free from discrimination Completed |
Evidence:
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Encourage open exchanges of information between worker and young person Completed |
Evidence:
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Minimise any constraints to communication with young people and colleagues Completed |
Evidence:
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Follow organisation procedures for accessing, collecting and recording written communications about young people Completed |
Evidence:
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Ensure communication with colleagues models respect and diversity Completed |
Evidence:
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