Society and Diversity Assessment Workbook 2 CHC52015 Diploma of Community Services Specialising in Case Management Society and Diversity Version 1.1 Produced 01 June 2018 Copyright © 2017 Compliant...

Society and Diversity
(
Assessment Workbook 2
)
CHC52015 Diploma
Of Community Services
Specialising in Case Management
Society and Diversity
Version 1.1 Produced 01June 2018
Copyright © 2017 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of
Compliant Learning Resources
Version control & document history
    Date
    Summary of modifications made
    Version
    16 January 2017
    Version 1 final produced for course launch.
    1.0
    01 June 2018
    Removed link for KA Part 2 Question 22 Item B
    1.1
Table of Contents
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Introduction    4
What is competency based assessment    4
The basic principles of assessing nationally recognised training    5
The Dimensions of Competency    6
Reasonable Adjustment    7
The Units of Competency    9
Context for Assessment    10
Assessment Requirements    10
Assessment Methods    11
Resources required for assessment    12
Assessment Workbook Cover sheet    13
Knowledge AssessmenT    14
Part 1: Manage and Promote Diversity    14
Part 2: Sociological Factors in Community Work and Services    27
Part 3: Workplace Communication Strategies    38
Project    45
Workbook Checklist    53
Feedback    54
Introduction
The questions in this workbook are divided into two categories: Knowledge Assessment and Case Studies.
The questions under Knowledge Assessments are all in a short answer format. The longer questions requiring creative and analytical thought processes are covered in the Project assessment. You must answer all questions using your own words. However, you may reference your learner guide and other relevant resources and learning materials to complete this assessment.
Some questions cover processes you would likely encounter in a workplace. Ideally, you should be able to answer these questions based on the processes that are currently in place in your workplace. If this is not the case, then answer the questions based on processes that should be implemented in your workplace.
What is competency based assessment
The features of a competency based assessment system are:
· It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards.
· Assessment should mirror the environment the learner will encounter in the workplace.
· Assessment criteria should be clearly stated to the learner at the beginning of the learning process.
· Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one time.
· In competency assessment a learner receives one of only two outcomes – competent or not yet competent.
· The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.
· The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis.
Definition of competency
Assessment in this context can be defined as:
· The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.
The basic principles of assessing nationally recognised training
Developing and conducing assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:
The principles of assessment
· Assessment must be valid
· Assessment must include the full range of skills and knowledge needed to demonstrate competency.
· Assessment must include the combination of knowledge and skills with their practical application.
· Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts.
· Assessment must be reliable
· Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.
· Assessors must be trained in national competency standards for assessors to ensure reliability.
· Assessment must be flexible
· Assessment, where possible, must cover both the on and off-the-job components of training within a course.
· Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired.
· Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies.
·
· Assessment must be mutually developed and agreed upon between assessor and the assessed.
· Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge.
(Sourced and adapted from: Standards for RTOs 2015, Clauses 1.8 – 1.12)
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current;
· Valid
· Evidence gathered should meet the requirements of the unit of competency. This evidence should match or at least reflect the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes.
· Sufficient
· This rule relates to the amount of evidence gathered It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency.
· Authentic
· When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work.
· Current
· This relates to the recency of the evidence and whether the evidence relates to current abilities.
The Dimensions of Competency
The national concept of competency includes all aspects of work performance, and not only narrow task skills. The four dimensions of competency are:
· Task skills
· Task management skills
· Contingency management skills
Reasonable Adjustment
Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability - November 2010 - Prepared by - Queensland VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a disability have:
· the same learning opportunities as learners without a disability
· the same opportunity to perform and complete assessments as those without a disability.
Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:
· customising resources and assessment activities within the training package or accredited course
· modifying the presentation medium learner support
· use of assistive / adaptive technologies
· making information accessible both prior to enrolment and during the course
· monitoring the adjustments to ensure learner needs continue to be met.
Assistive / Adaptive Technologies
Assistive / adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers.
IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. E.g. If the assessment was gathering evidence of the candidates competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.
The Units of Competency
The units of competency specify the standards of performance required in the workplace.
This assessment addresses the following unit of competency from CHC52015 Diploma of Community Services specialising in Case Management:
CHCDEV002 – Analyse impacts of sociological factors on clients in community work and services
1. Identify social and cultural issues impacting on clients in Australian society
2. Analyse impacts of social and cultural factors on clients
3. Monitor impact of social and cultural factors on community work and services provided to clients
CHCDIV003 – Manage and promote diversity
1. Research diversity in the workplace
2. Foster diversity
3. Adapt communication strategies
4. Contribute to workplace diversity policies and procedures
CHCCOM003 – Develop workplace communication strategies
1. Develop communication strategies
2. Establish communication protocols
3. Promote the use of communication strategies
4. Review communication practices
For complete copies of the above units of competency:
Download them from the TGA website: www.training.gov.au
Context for Assessment
To complete the assessments in this workbook, students need to have access to their learning materials and the internet. The written questions and project may be completed wholly at the student’s home or chosen place of study.
Assessment Requirements
The assessment requirements specify the evidence and required conditions for assessment.
Each unit of competency can be unbundled to reveal three key assessment components:
1. Performance Evidence
· describes the subtasks that make up the element of the unit
2. Knowledge Evidence
· describes the knowledge that must be applied in understanding the tasks described in the elements
3. Assessment Condition
· describes the environment and conditions that assessments must be conducted under
The associated assessment method in this kit covers all of these components as detailed in the matrix to follow:
    
    Units of Competency
    Assessment Activities
    CHCDEV002
    CHCDIV003
    CHCCOM003
    Knowledge assessment
    
    
    
    Project
    
    
    
Assessment Methods
There are seven (7) Assessment Workbooks for the course. Six (6) of which are Theory Workbooks and one (1) is the Skills Workbook. This is Workbook 2.
Theory Workbooks
The Theory Workbooks use the following assessment methods:
1. Knowledge assessment – A set of generic and workplace questions testing the student’s general knowledge and understanding of the general theory behind the unit.
2. Project – Set of interrelated tasks or activitiescompleted according to set instructions and guidelines to meet the requirements of the relevant units. These tasks and activities do not require you to have access to a workplace.
The theory workbooks in this course are as follow:
Workbook 1 – Legal and Ethical Compliance
    Workbook 2 – Society and Diversity
Workbook 3 – Personal and Professional Development
Workbook 4 – Case Management Part I: Working with Clients
Workbook 5 – Case Management Part II: Working with Peer Case Workers
Workbook 6 – Program Development
Skills Workbook
The Skills Workbook contains the practical assessment which covers all units of competency of CHC52015 Diploma of Community Services Specialising in Case Management.
These practical assessment activities will be completed during the course of your Vocational Placement.
You should not commence with the Skills Workbook until you have completed the six (6) theory workbooks and have received feedback from your assessor.
The assessment method used in the Skills Workbook includes:
1. Practical Assessment – a set of tasks or activitiescompleted according to set instructions and guidelines to meet the requirements of the relevant units. These tasks and activities require you to have access to a workplace.
The skills workbook in this course is:
Workbook 7 – Skills Workbook
Resources required for assessment
Assessor to provide:
· Information about work activities, as necessary.
The student to provide:
· Computer with internet and email access and a working web browser
· Installed software: MS Word, Adobe Acrobat Reader
· Three (3) volunteers who have access to email services
Assessment Workbook Coversheet
    WORKBOOK:
    WORKBOOK 2
    TITLE:
    Society and Diversity
    FIRST AND SURNAME:
    
    PHONE:
    
    EMAIL:
    
    
    Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided.
    By submitting this work, I declare that:
· I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time.
· I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook.
· I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process.
· This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment.
· I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to...