Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCCS505B, 'Provide supervision support to community sector workers'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide supervision support to community sector workers' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Provide supervision support for community service workers | 1.1 Maintain regular contact with workers to demonstrate availability for back-up at all times 1.2 Monitor workers to ensure their conduct maintains physical and psychological safety of clients, self and other workers 1.3 Promote and maintain a high level of care consistent with work role practice and ethical guidelines 1.4 Provide coaching as required to support work strategies in line with organisation and/or practice guidelines 1.5 Assist worker to provide referral support for clients as required and within organisation guidelines 1.6 Instigate interventions as required to address emergency situations 1.7 Collaboratively establish the goals and purpose of each supervision event with the worker 1.8 Ensure supervision is used in a way that best helps clients and fulfils duty of care obligations |
2. Provide administrative assistance in community service work context | 2.1 Provide administrative support if required to ensure availability of services in line with organisation policy 2.2 Monitor technical aspects in the workplace and report on related issues in line with organisation policies and procedures 2.3 Complete supervision reports after each contact to reflect significant interventions 2.4 Maintain ongoing communication with workers' line manager as required regarding supervision contacts |
3. Provide structured debriefing | 3.1 Evaluate worker's supervision needs and identify any areas for skills development 3.2 Provide a structured debriefing process for workers requiring assistance to address needs and within organisation guidelines 3.3 Provide constructive feedback about the worker's performance and the supervision process as appropriate within organisation guidelines 3.4 Review the supervision process with the worker and seek feedback about effectiveness 3.5 Provide limited and structured skills-based supervision as appropriate in line with scope of own work role and organisation guidelines 3.6 Refer workers for further skills-based supervision where needs identified in line with organisation policies and procedures 3.7 Report any breach of ethics or professional practice, or significant disagreement regarding supervision to manager (or equivalent) in line with organisation's dispute resolution policy |
4. Maintain professionalism and skills development | 4.1 Regularly update own knowledge and skills in supervision practice and procedures in line with organisation guidelines 4.2 Regularly attend supervision meetings, seek additional supervision and undergo performance appraisals as required to maintain necessary skills and up-to-date knowledge of organisation policies and procedures 4.3 Ensure own supervision practice is in keeping with and promotes the values, ethical guidelines, policies and procedures of the organisation 4.4 Consistently set and maintain boundaries between workplace and supervision processes, so performance responsibility remains with worker 4.5 Ensure supervision process remains confidential in relation to information pertaining to worker, client and workplace 4.6 Take all reasonable steps to ensure that any personal or social contact with workers does not adversely affect the supervision process 4.7 Work with respect for the value and dignity of workers and clients with due regard for policy and standards relating to discrimination of all forms, and equal rights and opportunities |