CHC33021 Certificate III in Individual Support
CHCDIS011 Contribute to ongoing skills development using a strengths-based approach
CHCDIS020 Work effectively in disability support

Instructions to Assessor:

All students must have observations/demonstrations completed for this unit of competency. The student must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

Completing the Workplace Observation Record

The workplace observation record must be completed in full. Students are required to provide de-identified information on the clients who they have supported and their needs.

Performance Evidence CHCDIS011

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

contribute to ongoing skills development, using a strengths-based approach, for at least three people with disability according to their individualised plan, two in simulation and one in the workplace, including:
identifying existing skills, preferences and goals of the person and strategies and resources to employ to meet their goals
using positive approaches and strategies that upholds the dignity and respects the rights of the person
supporting the involvement of the person’s carer or family
providing feedback to the person
monitoring strategies and adapting support to meet changing needs of the person, in consultation with the person and others
completing reports and documentation according to organisational policies and procedures.

Performance Evidence CHCDIS020

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

undertake work providing support to at least one person with disability, in a disability support work context that involves each of the following on at least one occasion:
person-centred communication
identifying tasks from individualised plan
recognising scope of own job role and referrals
complying with professional conduct requirements
recognising and reporting signs of abuse
seeking consent for support activities
working with interdisciplinary team members
engaging with people and organisation using technology
completing workplace reports and checklists
maintenance and storage of workplace information
meeting privacy and confidentiality requirements.

Assessor Observations and Demonstration Checklist

Student Name *

Student Phone

Employer

Vocational Placement start date

Vocational Placement end date

Date theory component completed *

Assessor

ASSESSMENT TASK 3 A

Workplace Skills Observations Essential skills during the demonstration (Assessor to tick each skill observed) Did the student demonstrate the required level of competence for each of the following points?The student identified job role requirements from a position description.The student recognised tasks outside the job role.The student consulted the appropriate person according to organisational policies and procedures.The student read, identified, and interpreted the skills development strategies provided in the Individual Action Plan.The student demonstrated what is required to comply with the legal and human rights framework requirements relevant to disability support work.The student demonstrated an understanding of the privacy, confidentiality and disclosure requirements for an organisation that works with people with a disability.

ASSESSMENT TASK 3B

Workplace Skills Observations Essential skills during the demonstration (Assessor to tick each skill observed) Did the student demonstrate the required level of competence for each of the following points?Demonstrate professional conduct and obtain verbal consent whilst working with the client.Used a positive, person-centred approach when interacting with the client.Identified in the discussion, the client's personal strengths.Worked with the client to identify their goals.Identified skills development.Identified resources that will utilise the client’s strengths and help them achieve their goal.Demonstrated regard for the client’s rights and dignity when choosing activities and strategies.Used industry terminology while working with the client.

Additional Verbal Questions:

All elements covered by the following VQ’s are mapped elsewhere in the assessment tasks. If required, add answer

1. After your session with Hamilton, you see him in the facility on his way to an appointment with his walking frame. He is struggling to use the walker properly. You can see that he is placing it too far forward before taking a step to cover more ground. What can you do to turn the situation into a potential learning opportunity for Hamilton?

2. Why is it important to gain consent from the client prior to beginning any support activities?

3. You will be required to update the client’s case notes. Explain where these documents would need to be stored according to organisational record keeping procedures so that it meets privacy and confidentiality requirements.

ASSESSMENT TASK 3D

Workplace Skills Observations Essential skills during the demonstration (Assessor to tick each skill observed) Did the student demonstrate the required level of competence for each of the following points?Sought approval from the client before commencing support activities.Requested the client to demonstrate the skill to observe their current level of skill.Maintained the safety of the client and themselves throughout the session.Used active support techniques to provide instruction to the client.Used the strengths of the client to help them develop and apply the skills being learnt.Provided feedback to the client that was both respectful and positive.Monitored the strategies being used through observation of the client’s engagement and improvement.Used approaches that made the learning experience positive and enjoyable.Used appropriate equipment and teaching strategies that suited the client and the skills they needed to develop.

Additional Verbal Questions:

All elements covered by the following VQ’s are mapped elsewhere in the assessment tasks. If required, add answer

1. How did you adapt support during the training to help maximise Hamilton’s independence and experiential learning?

2. What monitoring strategies did you employ to adapt support for Hamilton based on his needs?

3. Working with clients going through difficult times can impact the stress levels on those who are working closely with them. What was stressful for you while supporting Hamilton’s efforts to walk using the frame walk and describe how it felt?

Assessment Task 4B

Workplace Skills Observations Essential skills during the demonstration (Assessor to tick each skill observed) Did the student demonstrate the required level of competence for each of the following points?Demonstrate professional conduct and obtain verbal consent whilst working with the client.Used a positive, person-centred approach when interacting with the client.Identified the client's personal strengths.Identified the goals of the client.Identified skills development.Identified resources that will utilise the client’s strengths and help them achieve their goal.Demonstrated regard for the client’s rights and dignity when choosing activities and strategies.Used industry terminology while working with the client.Recognised the signs of abuse and reported them according to organisational policies and procedures.

Additional Verbal Questions:

All elements covered by the following VQ’s are mapped elsewhere in the assessment tasks. If required, add answer

What signs did you see indicating that Trudy may be being abused?

What is mandatory reporting, and why is it important to always take disclosure seriously?

Working with clients and their family members going through difficult times can impact the stress levels on those who are working closely with them. Describe how this situation has made you feel upon discovering the situation about how the other support worker has treated Trudy and knowing that you must report it.

If you were ever feeling overwhelmed or distressed yourself with a situation in supporting a client, what should you do?

Assessment Task 4D

Additional Verbal Questions:

All elements covered by the following VQ’s are mapped elsewhere in the assessment tasks. If required, add answer

1. How did you adapt support during the training to help maximise Trudy’s independence and experiential learning?

2. What monitoring strategies did you employ to adapt support for Trudy based on her needs?

Assessment Task 5A

Assessment Task 5B

Additional Verbal Questions:

All elements covered by the following VQ’s are mapped elsewhere in the assessment tasks. If required, add answer

1. What would you do if you were working with the client and encountered a problem?

2. Why is it important to monitor skills development strategies when working with clients?

3. Imagine you were taking this client out shopping. Given what you know about your client, what incidental learning opportunities might present themselves while you are out shopping?

4. What do you think are good strategies to maximise enjoyment and participation for this client?

5. What do you think demotivates this client?

6. How were the activities you were doing with your client today designed to build their independence?

7. What are the organisation’s requirements for documenting the skills development session?

Assessor response

Based on Observation or Simulation - Please choose

Date of Observation / Simulation

Locations of Observation / Simulation

What did the learner do?

Activity Start Time

Hours

Minutes

What was the outcome?

Other relevant comments/evidence

Activity End Time

Hours

Minutes

Workplace Skills Observations Essential skills during the demonstration (Assessor to tick each skill observed)

The learner demonstrated their ability to support incidental learning opportunities to enhance skills development and is able to:Provide encouragement in real-life situations that can act as potential informal or incidental learning opportunitiesUse positive approaches and strategies to promote enjoyment and maximise engagementWithdraw support to an appropriate level to encourage experiential learning in consultation with supervisor

Assessor response

Based on Observation or Simulation - Please choose

Date of Observation / Simulation

Locations of Observation / Simulation

What did the learner do?

Activity Start Time

Hours

Minutes

What was the outcome?

Other relevant comments/evidence

Activity End Time

Hours

Minutes

Workplace Skills Observations Essential skills during the demonstration (Assessor to tick each skill observed)

The learner demonstrated their ability to complete documentation and is able to:Comply with the organisation's reporting requirementsMaintain documentation according to organisation’s requirements

Assessor response

Based on Observation or Simulation - Please choose

Date of Observation / Simulation

Locations of Observation / Simulation

What did the learner do?

Activity Start Time

Hours

Minutes

What was the outcome?

Other relevant comments/evidence

Activity End Time

Hours

Minutes

Assessor’s Notes/Additional Comments

If a simulation has been used for this observation details of the simulation can be listed here.

The student’s performance was

CHC33021 Certificate III in Individual Support CHCDIS011 Contribute to ongoing skills development using a strengths-based approach CHCDIS020 Work effectively in disability support

Instructions to Assessor:

Assessor Observations and Demonstration Checklist

ASSESSMENT TASK 3 A

ASSESSMENT TASK 3B

Additional Verbal Questions:

All elements covered by the following VQ’s are mapped elsewhere in the assessment tasks. If required, add answer

ASSESSMENT TASK 3D

Additional Verbal Questions:

All elements covered by the following VQ’s are mapped elsewhere in the assessment tasks. If required, add answer

Assessment Task 4B

Additional Verbal Questions:

All elements covered by the following VQ’s are mapped elsewhere in the assessment tasks. If required, add answer

Assessment Task 4D

Additional Verbal Questions:

All elements covered by the following VQ’s are mapped elsewhere in the assessment tasks. If required, add answer

Assessment Task 5A

Assessment Task 5B

Additional Verbal Questions:

All elements covered by the following VQ’s are mapped elsewhere in the assessment tasks. If required, add answer

Assessor response

Workplace Skills Observations Essential skills during the demonstration (Assessor to tick each skill observed)

Assessor response

Workplace Skills Observations Essential skills during the demonstration (Assessor to tick each skill observed)

Assessor response

Assessor’s Notes/Additional Comments

CHC33021 Certificate III in Individual Support
CHCDIS011 Contribute to ongoing skills development using a strengths-based approach
CHCDIS020 Work effectively in disability support