Learner4Assessment instructions4Assessment –CHCCCS015:Provide individualised...

Question

Learner​4Assessment instructions​4Assessment –CHCCCS015:Provide individualised support​7Activities​8Activity 1A​8Activity 1B​9Activity 1C​10Activity 1D​11Activity 1E​12Activity 1A to 1E checklist – for assessor​13Activity 2A​14Activity 2B​15Activity 2C​16Activity 2D​17Activity 2E​18Activity 2F​20Activity 2G​22Activity 2H​24Activity 2I​26Activity 2A to 2I checklist – for assessor​28Activity 3A​30Activity 3B​31Activity 3C​32Activity 4A​33Activity 4B​35Activity 4C​36Activity 4D​37Activity 4E​38Activity 3A to 4E checklist – for assessor​39Summative Assessments​40Knowledge Activity (Q & A)​41Knowledge Activity Assessor Checklist​43Supplementary Oral Questions (optional) – for assessor​44	Instructions toLearnerAssessment instructionsOverviewPrior tocommencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessorwill remain available to support you throughout the assessment process.Written workAssessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:➢Address each question including any sub-points➢Demonstrate that you have researched the topic thoroughly➢Cover the topic in a logical, structured manner➢Your assessment tasks are well presented, well referenced and word processed➢Your assessment tasks include your full legal name on each and every page.Active participationIt is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.PlagiarismPlagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own.Plagiarism is a serious act and may result in alearner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor.The following list outlines some of the activities for which alearnercan be accused of plagiarism:➢Presenting any work by another individual as one's own unintentionally➢Handing in assessments markedly similar to or copied from anotherlearner➢Presenting the work of another individual or group as their own work➢Handing inassessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from theinternet.If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.CollusionCollusion is the presentation by alearnerof an assignment astheirownthatis,in fact,the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or morelearners in plagiarism or other forms of academic misconduct and,as such,both parties are subject to disciplinary action.For further details about Academic Misconduct Policies and Procedures, please visit website athttps://aibtglobal.edu.au/support/student-forms/academic-policies/Competency outcomeThere are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).Once thelearnerhasSatisfactorily completed all the tasks for thisunit including vocational placement and/or simulation tasksthelearnerwill be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.For further details about Assessment Policy and Procedure, please visit athttps://storage.googleapis.com/aibtglobal/2020/05/358bc8d7-assessment-policy-and-procedures-v.1.0-may-2020.pdfAdditional evidenceIf we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you mustprovide us with suchinformation/evidence, subject to privacy and confidentiality issues.We retain this right at any time, including after submission of your assessments.ConfidentialityWe will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law.However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent tothedisclosure of.Whilewe may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.Assessment appeals processIf you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/orthe outcome as a result of that treatment, you have the right to lodge an appeal.You must first discuss the issue with your trainer/assessor.If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to thecoursecoordinator, in writing, outlining the reason(s) for the appeal.Special needsCandidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.Observation/DemonstrationThroughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Yourtrainer/assessorwill have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.An explanation of observations and demonstrations:A demonstrationwill require:➢Performing a skill or taskthat is asked of you➢Undertakinga simulation exercise.Yourtrainer/assessorwill inform youabout the tasks required to be done. The observation/demonstration will cover one of the unit’s elements.The observation/demonstration will take place either inthe simulatedtraining environment.Yourtrainer/assessorwill ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.Candidate DetailsAssessment –CHCCCS015:Provide individualised supportPlease complete the following activities and handin toyour trainer/assessor for marking.This forms part of your assessment for CHCCCS015:Provide individualised support.Student Full Name:_________________________________​Student Number:​__________________________________Email:​____________@aibtglobal.edu.au​DeclarationI declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.Signed:​                                  Date:​ActivitiesActivity1A										Estimated Time										20 Minutes														Objective										To provide you with an opportunity tointerpret and clarify own role in implementing individualised plan and seek appropriate support for aspects outside scope of own knowledge, skills or job role.														Activity										Consider your role as care worker in implementing individualised plans.				1.List five tasks that you are required to do as part of your role.				2.List five tasks that you are not trained or permitted to do within your role. For each of these tasks, note exactly why you are not permitted to do them.				3.For the five tasks outlined in the previous task, identify who is permitted to do them.																																																														Activity1B										Estimated Time										20 Minutes														Objective										To provide you with an opportunity to confirmindividualised plan details with the person and with family and carers when appropriate.														Activity						1.What is an individualised plan?2.Summarise the following:				➢Person-centred practice➢Strengths-based practice➢Active support.				3.Why is it important to develop and confirm an individualised care plan with the client?																																																																																																																																						Activity1C										Estimated Time										20 Minutes														Objective										To provide you with an opportunity toensure the person is aware of their rights and complaints procedures.														Activity						1.It is essential that ensure that your clients are aware of their rights. Considering your own organisation, outline the rights that your clients have.2.It is also important to ensure that your clients are aware of the complaints procedure. Summarise the complaints procedure that is in place within your own organisation.				3.Why is an effective complaints procedure so important?																																																																																																														Activity1D										Estimated Time										20 Minutes																		Objective										To provide you with an opportunity towork with the person to identify actions and activities that support the individualised plan and promote the person’s independence and rights to make informed decision-making.														Activity						1.Give examples of the actions and activities that can support a client’s individualised plan.2.Give an example of a time that you have promoted and encouraged the independence of a client.				3.Why is it important to promote and encourage client independence?				4.Give examples of the different decisions that a client has the right to make.																																																																																																																														Activity1E										Estimated Time										10 Minutes														Objective										To provide you with an opportunityto prepare for support activities according to the person’s individualised plan, preferences and organisation policies, protocols and procedures.														Activity										Explain how organisational policies, procedures and protocols affect the provision of support activities and services in your workplace.																																																																																										Activity 1A to 1Echecklist– for assessorThis should be used by thetrainer/assessor to document the learner’s skills, knowledge and performance as relevant totheunitactivity. Indicatein the table belowif the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.										Learner’sname																								Assessor’s name																								Unit of Competence				(Code and Title)																								Date(s)ofassessment																								Has the activity been answered and performed fully, as required to assess the competency of the learner?															Yes     No									(Please circle)														Has sufficient evidence and information been provided by the learner for the activity?															Yes     No									(Please circle)														The learner’s performance was:										Not yet satisfactory										Satisfactory														If not yet satisfactory, date for reassessment:																								Feedback to learner:																																																																						Learner’ssignature																								Assessor’ssignature																Activity2A										Estimated Time										30 Minutes														Objective										To provide you with an opportunity toconduct exchanges with the person in a manner that develops and maintains trust.														Activity										Part- AWrite conversation script/ dialogues for the following:								Act outtwo different types of exchanges that could occur in your daily work schedule with a client. Do this in a manner that promotes and maintains trust and respect.								The exchanges must all be different, such as:				➢Morning greeting➢Conversation as you work➢General conversation➢Answering an enquiry.																Part-B				Imagine you are the client nowand your carer has donesomething that would break trust or damage the relationship.								Point out what they did wrong and how it made you feel.																																																																																																		Activity2B										Estimated Time										20 minutes														Objective										To provide you with an opportunity toprovidesupport according to the individualised plan, the person’s preferences and strengths, and organisation policies, protocols and procedures.														Activity										Identify a typical aspect of a client’s individualised care plan.				➢What is it?➢What are the client’s preferences orstrengthsregarding this?➢What are the organisational policies and procedures regarding this?➢How are these balanced?																																																																																										Activity2C										Estimated Time										10 Minutes														Objective										To provide you with an opportunityto assemble equipment as and when required according to established procedures and the individualised plan.														Activity										An elderly client is still living alone in the house they’ve lived in for 40 years. They are getting to the stage where the stairs are difficult to tackle on a daily basis and they have resorted to sleeping in their armchair every now and then. They are not ready to move out of their beloved home into a more practical bungalow. What equipment could help them remain in the home? How would you need to assemble this?																																																																																																																																																						Activity2D										Estimated Time										10 Minutes														Objective										To provide you with an opportunity torespect and include the family and/orcareras part of the support team.														Activity										Give examples of the different ways that a client’s family andcarercan be included as part of the support team.																																																																																																																																						Activity2E										Estimated Time										20 Minutes														Objective										To provide you with an opportunity toidentify how to provide support according to duty of care and dignity of risk requirements.														Activity						1.What is duty of care?2.What is dignity of risk?				3.An elderly client is adamant that they want to continue to make their own meals rather than have a worker come in to do it. They have an unsteady hand and have previously burnt and cut themselves. You know that it is unsafe for them to continue making their own meals but need to respect their wishes. What would you do? How would you balance the duty of care requirements with the dignity of risk requirements?																																																																																																																																																		Activity2F										Estimated Time										20 Minutes														Objective										To provide you with an opportunity toidentify how to provide assistance to maintain a safe and healthy environment.														Activity						1.Identify three potential workplace hazards.2.What could happen if these hazards went unnoticed or unreported?				3.How could you rectify these hazards?																																																																																																																																																																						Activity2G										Estimated Time										20 Minutes														Objective										To provide you with an opportunity toidentify how to provide assistance to maintain a clean and comfortable environment.														Activity						1.What should a clean environment include?2.Outline the different ways in which you can maintain a clean environment for your clients.				3.Summarise what a comfortable environment should do/include:				4.A comfortable environment will be individual to the particular client that you are providing care and support for. Give details of a specific time that you altered an environment for a client in order to make them feel comfortable.																																																																																																																																														Activity2H										Estimated Time										15 Minutes														Objective										To provide you with an opportunity tooutline how to respect individual differences to ensure maximum dignity and privacy when providing support.														Activity						1.Define dignity.2.Define privacy.				3.It is essential to respect clients’ individual differences. Giveten or moreexamples of the different ways that you can do this to maintain their dignity and privacy whilst providing them with support.																																																																																																																																																														Activity2I										Estimated Time										20 Minutes														Objective										To provide you with an opportunityto seek assistance when it is not possible to provide appropriate support.														Activity										Give details of a timeduring work practice or trainingwhen you have had to seek assistance because it was not possible to provide the appropriate support for a client.				➢Why was it not possible to provide the appropriate support?➢Who did you seek assistance from and why?																																																																																																																																																																		Activity2A to2Ichecklist– for assessorThis should be used by thetrainer/assessor to document the learner’s skills, knowledge and performance as relevant totheunitactivity. Indicatein the table belowif the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.										Learner’sname																								Assessor’s name																								Unit of Competence				(Code and Title)																								Date(s)ofassessment																								Has the activity been answered and performed fully, as required to assess the competency of the learner?															Yes     No									(Please circle)														Has sufficient evidence and information been provided by the learner for the activity?															Yes     No									(Please circle)														The learner’s performance was:										Not yet satisfactory										Satisfactory														If not yet satisfactory, date for reassessment:																								Feedback to learner:																																																																						Learner’ssignature																								Assessor’s signature																Activity3A										Estimated Time										20 Minutes														Objective										To provide you with an opportunity tomonitor own work to ensure the required standard of support is maintainedand involve the person in discussions about how support services are meeting their needs and any requirement for change.														Activity						1.Explain how you would monitor your own work to ensure the required standard of support is maintained.																														Activity3B										Estimated Time										10 Minutes														Objective										To provide you with an opportunity toidentify aspects of the individualised plan that might need review and discuss with supervisor.														Activity										List examples of aspects within an individualised care plan that may need reviewing. Be as specific as you can.																																																																																																																																																														Activity3C										Estimated Time										30 Minutes														Objective										To provide you with an opportunityto participate in discussion with the person and supervisor in a manner that supports the person’sself determination.														Activity										1.In your own words, define self-determination.				2.How can you ensure that you support your client’s self-determination when in discussion with them and your supervisor?																																																																																																																										Activity4A										Estimated Time										20 Minutes														Objective										To provide you with an opportunity toidentify how to maintain confidentiality and privacy of the person in all dealings within organisation policy and protocols.														Activity										What stipulations or guidance does your organisation provide with regards to client confidentiality and privacy?								Locate this information and summarise it here.																																																																																																																																																																														Activity4B										Estimated Time										15 Minutes														Objective										To provide you with an opportunity tocomply with the organisation’s informal and formal reporting requirements, including reporting observations to supervisor.														Activity										Outline your organisation’s informal and formal reporting requirements.				If there are different requirements for different types of report, outline the different requirements.																																																																																																																																		Activity4C										Estimated Time										20 Minutes														Objective										To provide you with an opportunity toidentifyhow torespond to situations of potential or actual risk within scope of own role and report to supervisor as required.														Activity						1.Give examples of situations of potential or actual risk.2.Choose three of your examples and explain how you would respond.				3.Consider your own supervisor. How do they like you to report these risks?																																																																																																																																																										Activity4D										Estimated Time										10 Minutes														Objective										To provide you with an opportunity toidentifyandreport signs of additional or unmet needs of the person and refer in accordance with organisation and confidentiality requirements.														Activity										If you identified signs of additional or unmet needs of a client, what would you do? Think about the requirements within your organisation and the relevant confidentiality requirements.																																																																																																																																										Activity4E										Estimated Time										25 Minutes														Objective										To provide you with an opportunity tocomplete andknow how tomaintain documentation according to organisation policy and protocolsand store information according to organisation policy and protocols.														Activity						1.Complete a piece of paperwork toyourorganisation’sstandard. You can do this on company forms (if provided) or by writing something in the accepted style (e.g. font, border and headers).2.Identify as many different types of filing system used in your workplace.								What are they for?																																																																																																																																														Activity3A to4Echecklist– for assessorThis should be used by thetrainer/assessor to document the learner’s skills, knowledge and performance as relevant totheunitactivity. Indicatein the table belowif the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.										Learner’sname																								Assessor’s name																								Unit of Competence				(Code and Title)																								Date(s)ofassessment																								Has the activity been answered and performed fully, as required to assess the competency of the learner?															Yes     No									(Please circle)														Has sufficient evidence and information been provided by the learner for the activity?															Yes     No									(Please circle)														The learner’s performance was:										Not yet satisfactory										Satisfactory														If not yet satisfactory, date for reassessment:																								Feedback to learner:																																																																						Learner’ssignature																								Assessor’s signature																Summative AssessmentsThe summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.Skills, knowledge and performance may be termed as:➢Skills– skill requirements, required skills, essential skills, foundation skills➢Knowledge– knowledge requirements, required knowledge, essential knowledge, knowledge evidence➢Performance– evidence requirements, critical aspects of assessment, performance evidence.Section A: Skills ActivityThe Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.Section B: Knowledge Activity (Q & A)The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.Section C: PerformanceActivityThe Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook.Knowledge Activity (Q & A)Objective: To provide you with an opportunity to show you have the required knowledge for thisAnswer each question in as much detail as possible, considering your organisational requirements for each one.1.Define each of the following terms and give an example for each:➢Person-centred practice➢Strengths-based practice➢Active support.2.What are the requirements of your role in relation to documenting and reporting support plans and related processes?3.Describe the roles and responsibilities of each of the following groups in providing support to a client:➢Carers and family➢Person being supported➢Health professionals➢Individual workers➢Supervisors.4.A service delivery model is a framework of policies, procedures and principles that guides how a service is delivered to clients. What is the service delivery model within your own organisation/sector? What are its principles and its stages?You may use organisational materials for reference and/or refer to guidelines/graphics etc. that may provide an outline of your organisation/sector’s service delivery model.5.Write an essayof 500 wordsthat outlines your legal and ethical requirements and how these are applied in an organisation and individual practice. Your essay should cover:➢Privacy, confidentiality and disclosure➢Duty of care➢Dignity of risk➢Human rights➢Discrimination➢Mandatory reporting➢Work role boundaries – responsibilities and limitations.6.There are a number of factors that may affect a person requiring support. For each of the following factors, give a scenario of how a person requiring support may be affected, both personally, and in relation to their support plan.➢Finances➢Housing➢Relationships➢Mental health➢Bereavement➢Illness➢Career issues.7.Which practices can you undertake to ensure that you maintain and develop your own work skills? Name at least two.8.Define ‘unmet needs’ and give an example from your personal work experience with a client. Where this is not possible, give a hypotheticalscenario. Ensure that you maintain the anonymity of your clients.9.What are the risk management procedures that you undertake in your own job role? How do you recognise and respond to risk?Knowledge Activity Assessor ChecklistThis should be used by thetrainer/assessor to document the learner’s skills, knowledge and performance as relevant totheunitactivity. Indicatein the table belowif the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.										Learner’sname																								Assessor’s name																								Unit of Competence				(Code and Title)																								Date(s)ofassessment																								Has the activity been answered and performed fully, as required to assess the competency of the learner?															Yes     No									(Please circle)														Has sufficient evidence and information been provided by the learner for the activity?															Yes     No									(Please circle)														The learner’s performance was:										Not yet satisfactory										Satisfactory														If not yet satisfactory, date for reassessment:																								Feedback to learner:																																																																						Learner’ssignature																								Assessor’s signature																Supplementary Oral Questions(optional) – for assessorThe below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.										Learner’sname																								Assessor’s name																								Unit of Competence				(Code and Title)																								Date ofassessment																								Question:																						Learner answer:																																		Assessor judgement:										Satisfactory										Not Satisfactory														Question:																						Learner answer:																																		Assessor judgement:										Satisfactory										Not Satisfactory																Question:																						Learner answer:																																		Assessor judgement:										Satisfactory										Not Satisfactory														Question:																						Learner answer:																																		Assessor judgement:										Satisfactory										Not Satisfactory														Question:																						Learner answer:																																		Assessor judgement:										Satisfactory										Not Satisfactory																Feedbackfor the learner																																																																																																										I have read, understood, and am satisfied with the feedback provided bythe assessor.														Learner’s name																								Learner’s signature																								Assessor’s name																								Assessor’s signature

Tanmoy · Accepted Answer

(
CHCCCS015 
Provide individualised support
Learner Workbook
)
Table of Contents
Table of Contents	2
Instructions to Learner	4
Assessment instructions	4
Assessment – CHCCCS015: Provide individualised support	7
Activities	8
Activity 1A	8
Activity 1B	9
Activity 1C	10
Activity 1D	11
Activity 1E	12
Activity 1A to 1E checklist – for assessor	13
Activity 2A	14
Activity 2B	15
Activity 2C	16
Activity 2D	17
Activity 2E	18
Activity 2F	20
Activity 2G	22
Activity 2H	24
Activity 2I	26
Activity 2A to 2I checklist – for assessor	28
Activity 3A	30
Activity 3B	31
Activity 3C	32
Activity 4A	33
Activity 4B	35
Activity 4C	36
Activity 4D	37
Activity 4E	38
Activity 3A to 4E checklist – for assessor	39
Summative Assessments	40
Knowledge Activity (Q & A)	41
Knowledge Activity Assessor Checklist	43
Supplementary Oral Questions (optional) – for assessor	44
Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
· Address each question including any sub-points
· Demonstrate that you have researched the topic thoroughly 
· Cover the topic in a logical, structured manner 
· Your assessment tasks are well presented, well referenced and word processed
· Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time. 
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own.Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor.The following list outlines some of the activities for which a learner can be accused of plagiarism: 
· Presenting any work by another individual as one's own unintentionally 
· Handing in assessments markedly similar to or copied from another learner
· Presenting the work of another individual or group as their own work
· Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. 
For further details about Academic Misconduct Policies and Procedures, please visit website at https://aibtglobal.edu.au/support/student-forms/academic-policies/
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has Satisfactorily completed all the tasks for this unit including vocational placement and/or simulation tasks the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
For further details about Assessment Policy and Procedure, please visit at https://storage.googleapis.com/aibtglobal/2020/05/358bc8d7-assessment-policy-and-procedures-v.1.0-may-2020.pdf
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues.We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law.However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to thedisclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal.You must first discuss the issue with your trainer/assessor.If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook. 
An explanation of observations and demonstrations:
A demonstrationwill require:
Performing a skill or task that is asked of you
Undertakinga simulation exercise.
Your trainer/assessor will inform you about the tasks required to be done. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the simulated training environment. 
Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
Candidate Details
Assessment – CHCCCS015: Provide individualised support
 (
Please complete the following activities and hand 
in to
 your trainer/assessor for marking. 
This forms part of your assessment for CHCCCS015: 
Provide individualised support
.
Student Full Name: 
Sanreet Arora
Student Number: 
__________________________________
Email:
____________
@aibtglobal.edu.au 
)
Declaration
I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.
Signed:	                                                                     Date:	
Activities
Activity 1A
	Estimated Time
	20 Minutes
	Objective
	To provide you with an opportunity to interpret and clarify own role in implementing individualized plan and seek appropriate support for aspects outside scope of own knowledge, skills or job role.
	Activity
	Consider your role as care worker in implementing individualised plans. 
1. List five tasks that you are required to do as part of your role.
Communication with the patients
Assisting the clients to prepare and cook the meals
Assisting them in the mobility process
Admitting them whenever required for medical treatment post appointment
Helping them to go to the shopping centers so that they can buy groceries.
2. List five tasks that you are not trained or permitted to do within your role. For each of these tasks, note exactly why you are not permitted to do them.
3. For the five tasks outlined in the previous task, identify who is permitted to do them. 
Solution 2 & 3:
Providing medicines and drugs under prescriptions as you have no knowledge of doing so. These activities needs to be done by the doctors and nurses. 
During injecting the patients enrol registered doctors, nurses as you are not experienced or knowledgeable of this procedure.
Delivering highly efficient knowledge and advice on medicine and hiring highly skilled and registered doctors and nurses for this as this is outside the purview of your knowledge or job role.
Hiring skilled and professional hair care and dressers from salons for hair cutting and providing beauty care services to the patient. This is because you are not experienced in this field. 
Hiring the automotive mechanic in order to fix and repair the patient’s car which can be provided by the person who is not qualified for this job role. 
	
	
Activity 1B
	Estimated Time
	20 Minutes
	Objective
	To provide you with an opportunity to confirm individualized plan details with the person and with family and careers when appropriate.
	Activity
	1. What is an individualised plan?
The individualized plan is a customised plan which helps to meet the daily specific needs of the client. The individualised plan must include information related to the medical history, personal data, reports on medications, history of medical treatment and meeting the daily needs of the patients. 
2. Summarise the following:
· Person-centred practice
This plan is related to the care and providing support of the patients. It’s actually related to the support workers or employees needs to recognise their patient’s needs as per the goals and preferences of the patients.
· Strengths-based practice
This is related to edifice of the plan which is based on the strength and characteristics of the patients which helps to empower and authorize the patient as well as assists them to develop their own care. 
· Active support.
This plan helps to support themselves actively and to take care of themselves prudently. It gives confidence to the patient to engage and take care of themselves.
3. Why is it important to develop and confirm an individualised care plan with the client?
This is because the patients or the clients have the rights to choose their own plan related to care and treatment. They must be included in the care planning system which can help to enhance their dignity as the patients will be able to maintain their self worth. The client or the patients has every right with reference to the individual tastes and preferences. This must be done with due considerations and for respect from the care planner. 
Activity 1C
	Estimated Time
	20 Minutes
	Objective
	To provide you with an opportunity to ensure the person is aware of their rights and complaints procedures.
	Activity
	1. It is essential that ensure that your clients are aware of their rights. Considering your own organisation, outline the rights that your clients have.
The rights of the clients are as follows:
A. Choosing their own care plan and taking appropriate decisions with this respect.
B. Expressing the freedom of speech
C. Expressing their own identity, inclusion of diverse culture, religion and being social
D. They must be treated with dignity and self respect
E. Allow to participate them in activities and program which interests them
F. Maintain privacy, security and protection of the information of the patients and disclosure of the same to others
2. It is also important to ensure that your clients are aware of the complaints procedure. Summarise the complaints procedure that is in place within your own organisation. 
The staffs are require to follow the below procedures if the clients wants to register any complaint related to any issues:
A. Acknowledging: The staffs needs to apologize the patient and acknowledge the complaint as soon as they receive from the client or the patients
B. Assessment: Staffs will evaluate the complaint as per the data received from the patient and come to a conclusion 
C. Respond: The process of complaining by the client will be informed by the employees. Either such issues or complaints can be resolved on spot or referred to the relevant personnel for its resolution
D. Follow up: The employees will conduct the follow-up of the patient’s complaint resolution process and check if has been resolved or need further support or help.
3. Why is an effective complaints procedure so important?
An effective complaint procedure is very important as it will help to resolve all concerns and issues related to the clients, enhancing the customer service, building enhanced relationship between the patient and the employees by offering care with patience and finally improvement of the patient’s quality of life. 
Activity 1D
	Estimated Time
	20 Minutes  
	Objective
	To provide you with an opportunity to work with the person to identify actions and activities that support the individualized plan and promote the person’s independence and rights to make informed decision-making.
	Activity
	1. Give examples of the actions and activities that can support a client’s individualised plan.
Assisting the client to get a shower or go to the toilet
Supporting the patient for a travel for refreshment on a wheelchair
Assisting the patient to take him to a doctor prior to medical appointment
Help the client to cook food for themselves
Help the patient to go to social clubs, library and meet with the friends and families
Assisting the patient to get support from the various government programs
Help the patient to go for gardening, a walk around the park or for fishing
2. Give an example of a time that you have promoted and encouraged the independence of a client.
If the patient is hungry, I will request for the food they want to have. What are their preferences i.e. if it’s Italian food, I will explain them the way Italian food is prepared. This will motivate them to cook the food. The preparation of the food will be like put the beef mince in the pan, marinate the beef with salt, pepper and vinegar. Then add some mushroom cream sauce in the beef mince and then cook it in the pan. Then as soon as the patient will be able to prepare the food by taking my assistance, I will cheer for him by saying you did a great task. The cooking you have done is amazing and finally requests the patient to teach me to cook the food. 
3. Why is it important to promote and encourage client independence?
By promoting and encouraging the client to do specific the tasks independently will help the patient to gain the importance of the meaning of life as they will be able to achieve what they wished for. By taking some assistance from the employees as they will be able to complete the tasks independently, their dignity and self esteem will enhance. This will ultimately boost their quality of life and freedom.  
4. Give examples of the different decisions that a client has the right to make. 
The client has every right to make their own decision on various issues like:
A. What to wear, eat and which movie they will watch
B. Decide with whom they want to chat
C. Whether they want to go for fishing or for a walk
D. When they will take a shower
E. Which exercises will help them to relieve their pain and keep them healthy
F. The process in which the patients wants to expense their money.
Activity 1E
	Estimated Time
	10 Minutes
	Objective
	To provide you with an opportunity to prepare for support activities according to the person’s individualized plan, preferences and organization policies, protocols and procedures.
	Activity
	Explain how organisational policies, procedures and protocols affect the provision of support activities and services in your workplace. 
It is the policies and procedures of the organization based on which the organization will offer the activities and services. Based on this it will help the patients to decide and choose which activities or services will be chosen by them. For example the patient wants to go for a jogging after having a heart attack, as per the policies and procedures of the organization it will not allow the patient to go for a jogging as this may kill the patient. 
Activity 1A to 1E checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
	Learner’s name
	
	Assessor’s name
	
	Unit of Competence
(Code and Title)
	
	Date(s) of assessment
	
	Has the activity been answered and performed fully, as required to assess the competency of the learner?
	    Yes         No
(Please circle)
	Has sufficient evidence and information been provided by the learner for the activity?
	    Yes         No
(Please circle)
	The learner’s performance was:
	Not yet satisfactory
	Satisfactory
	If not yet satisfactory, date for reassessment:
	
	Feedback to learner:
	Learner’s signature
	
	Assessor’s signature
	
Activity 2A
	Estimated Time
	30 Minutes
	Objective
	To provide you with an opportunity to conduct exchanges with the person in a manner that develops and maintains trust.
	Activity
	Part- A
Write conversation script/ dialogues for the following:
Act out two different types of exchanges that could occur in your daily work schedule with a client. Do this in a manner that promotes and maintains trust and respect.

Learner4 Assessment instructions4 Assessment –CHCCCS015:Provide individualised support7 Activities8 Activity 1A8 Activity 1B9 Activity 1C10 Activity 1D11 Activity 1E12 Activity 1A to 1E...

Answer To: Learner4 Assessment instructions4 Assessment –CHCCCS015:Provide individualised support7...

Answer To This Question Is Available To Download

Related Questions & Answers

Submit New Assignment

Learner’sname
Assessor’s name
Unit of Competence (Code and Title)
Date(s)ofassessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?			Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?			Yes No (Please circle)
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’ssignature
Assessor’ssignature

Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory

Feedbackfor the learner
I have read, understood, and am satisfied with the feedback provided bythe assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature

Learner​4 Assessment instructions​4 Assessment –CHCCCS015:Provide individualised support​7 Activities​8 Activity 1A​8 Activity 1B​9 Activity 1C​10 Activity 1D​11 Activity 1E​12 Activity 1A to 1E...

Answer To: Learner​4 Assessment instructions​4 Assessment –CHCCCS015:Provide individualised support​7...

Answer To This Question Is Available To Download

Related Questions & Answers

Submit New Assignment

Learner4 Assessment instructions4 Assessment –CHCCCS015:Provide individualised support7 Activities8 Activity 1A8 Activity 1B9 Activity 1C10 Activity 1D11 Activity 1E12 Activity 1A to 1E...

Answer To: Learner4 Assessment instructions4 Assessment –CHCCCS015:Provide individualised support7...