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 CHCMHS010, 'Implement recovery oriented approaches to complexity '.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Implement recovery oriented approaches to complexity ' 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 | |
Elements define the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. | |
1. Identify the person’s issues that may contribute to complexity | 1.1 Invite the person to share their life experience, values, hopes, expectations and needs 1.2 Respond sensitively and warmly and exchange information with the person to assist in facilitating understanding of issues and establish rapport 1.3 Identify with the person the breadth of issues they are facing and any associated or impacting factors 1.4 Listen actively to ensure experiences are heard to support exploration and validation of issues raised 1.5 Engage in collaborative record keeping and ongoing consent | |
2. Identify worker or service issues that may affect capacity to work with the person | 2.1 Identify strengths and limitations of worker and their expertise and experience in dealing with the person’s circumstances 2.2 Discuss the compatibility of the service approach to the persons values and preferences to facilitate real choice 2.3 Identify systemic and personal issues and challenges and report according to organisation procedures | |
3. Identify environmental issues that may contribute to complexity | 3.1 Identify any limitations relating to geographical location and isolation 3.2 Identify extent of the person’s social and support network and any indications of social exclusion or inclusion 3.3 Identify current policies, at a state and federal level and any funding limitations or criteria 3.4 Identify differences in other service practice environments and compatibility to the persons preferences | |
4. Work collaboratively to prioritise needs and develop self-determined directions | 4.1 Seek agreement on the process for prioritising needs 4.2 Prioritise needs and hopes in collaboration with the person 4.3 Agree on options, directions and timelines 4.4 In conjunction with the person, explore risks, opportunities and strategies 4.5 Identify other members of their support network, other services or professionals they wish to involve 4.6 Develop and agree on contingency plans as necessary 4.7 Respond flexibly to the changing needs and circumstances of the person 4.8 Provide and negotiate flexible responses in service provision | |
5. Coordinate and negotiate recovery oriented service | 5.1 Establish, expand and maintain partnerships and support networks to meet the persons needs and create sustainable service pathways 5.2 Work effectively with colleagues, and partner organisations to integrate any existing service provision 5.3 Create supportive and collaborative partnerships with carers, family, friends and community supports 5.4 Collect, review and maintain information on local community services and supports, and share and engage in knowledge exchange 5.5 Use outcomes measures and feedback to ensure the persons needs are being met by contributing services and natural supports 5.6 Continually utilise a range of strategies to actively inspire and foster the persons ongoing involvement 5.7 Proactively respond to support and service gaps both internally and externally 5.8 Proactively and consistently follow up with the person and gather feedback about service provision |
6. Address challenges to communication and relationships | 6.1 Communicate clearly, honestly and transparently to develop and maintain trusting relationships 6.2 Adapt the communication style and language to meet the needs of others, identifying and addressing any barriers 6.3 Adapt to changing circumstances and respond to the reactions and feedback of others, including responding to person in distress or crisis 6.4 Proactively anticipate change and utilise advanced negotiation skills to address challenges and resolve systemic issues 6.5 Respond to de-escalate potential incidents or risks and promote safety 6.6 Promote and support self advocacy |
7. Review and reflect on practice | 7.1 Reflect on own work practice and identify areas for improvement 7.2 Seek and use feedback from others as the basis for improving approaches to working with complexity |