Assignment Task
Performance Evidence
This activity will enable you to demonstrate the following performance evidence:planned and coordinated multiple resources, services and supports for 3 clients with complex needsKnowledge Evidence
- The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:
- different approaches and models of case management
- evidence based practice requirements
- a full range of local services and supports available
- issues faced by clients, their family and carers, accessing multiple services
- impact of service duplication
- principles and practices of planning complex service inputs
- principles and practices of working across multiple services
- range and requirements of different funding arrangements
- indicators of imminence of self-harm or harm to other
- referral requirements of services
- formal meeting processes
- relevant organisation and regulatory standards, policy, procedures, legislation and statutory mandates
- risks and responsibilities relating to duty of care for:
- children and young people
- domestic violence
- suicide
- elder abuse
- impacts of generational abuse and welfare dependency
- cultural considerations, history, protocols and systems of culturally and linguistically diverse clients and Aboriginal and/or Torres Strait Islander people
- family structure, dynamics, communication and decision-making
- relevant documentation protocols
- range of available services and support
- requirements and boundaries of the coordination role
- issues that cause client confusion, concerns and barriers
- Assessment Conditions
- Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:
- use of suitable facilities, equipment and resources, including individualised case plans
- modelling of industry operating conditions, including:
- scenarios that reflect standard operating conditions and contingencies
- links to other local service agencies or organisations
- Additional reference material and research website
- If you need to refer to a specific resource to complete your assessment task, we will identify the resource within the assessment task.
- Reasonable Adjustments
- Your Assessor may be able to make adjustments to your assessment based on special needs you may have or if you are a distance learning student. Please ask your Trainer if you feel that modifications to this assessment are required.
- Student Handbook
- Please refer to Alana Kaye’s Student Handbook for information regarding:
- Educational and Student Support Services
- Trainer Support
- Assessment Strategy
- Appeals, Complaints and Grievances Procedures
- Role of the Trainer/Assessor
- Your Trainer/Assessor will:
- answer any questions you might have about the assessment
- negotiate assessment activities if reasonable adjustment is required
- inform you of any variations to the assessment which may be required if you have any special needs or if you are a distance-based learner
- assess your competency by making judgements about the evidenced presented in line with the rules of evidence: validity, authenticity, currency and sufficiency
- give you feedback on the outcomes of the assessment process
- counsel you on the outcomes of the assessment including advising you of your right of appeal if you disagree with the assessment decision
- help you address the work health and safety requirements of the assessment setting, if appropriate.
- Instructions for students
- In order to successfully meet the requirements of this unit you are required to undertake all assessment tasks. Each of these assessment tasks may have a series of activities or questions that you are required to complete.
- Please note that at Diploma level it is expected that the questions will be answered in a manner that reflects significant understanding of the theory associated with the unit of competency. You are required to elaborate upon the answer sufficiently articulating your understating of the underpinning knowledge required for this unit of competency.
- As a guide – each question will generally require 1 – 2 paragraphs to effectively address requirements. In some cases, this may be more. If you, in the course of answering a question, rely upon a text, document, webpage or other source of information, you must make reference to where this information came from.
- Submitting your Assessment and Due DatesYour Trainer will advise you of the due date for each assessment. Please submit your assessment by the due date. The process for submitting assessments is provided on the assignment coversheet on page 1 of this document.
- Feedback on your AssessmentYour Trainer will mark your assessment within 2 weeks of submission. Your Trainer will provide you with feedback about your assessment. Your result for each assessment task will either be:
- Satisfactory – you have successfully met the assessment task requirements, OR
- Not Satisfactory – you are not yet satisfactory.
- If your result is ‘Not Satisfactory’ you will be given an opportunity to improve your assessment. Your Trainer will inform you of the skill or knowledge gaps in your assessment. You will need to resubmit your assessment with the corrections or redo the practical exercise until you achieve the ‘Satisfactory’ result. Any student who plagiarises or cheats will be given a ‘Not Satisfactory’ result and will be required to resubmit their assessment again and may also be required to answer verbal questions.
- Once you have completed both the Student Assessment Workbook and any other assessment requirements for this unit, your results will be either:
- Competency Achieved – you passed OR
- Not Yet Competent.
- SECTION TWO: TOPICS COVERED
- This unit describes the skills and knowledge required to coordinate multiple service requirements for clients with complex needs within a case management framework.
- Workers at this level work under supervision within established guidelines but take on a team leadership role in the coordination of services and service providers.
- This unit applies to work in a range of health and community services contexts.
- The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
- SECTION THREE: ASSESSMENT TASKS
- Before you commence this assessment, please read the student declaration on the front page. It is important that you are ready for assessment and understand the assessment process. Please speak with your Trainer if you have any questions.
- Formative Assessment Activities
- Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
- Assessment Activity 1A
- Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
- What information may you need in order to determine a person’s service requirements?
- What happens when someone makes an allegation of child abuse?
- In what conditions can someone be confined to a hospital against their will?
- Assessment Activity 1B
- Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
- Define collaborative working.
- How may collaborative working arrangements benefit both parties?
- Assessment Activity 1C
- Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
- What should be included in a Case Management plan?
- Assessment Activity 1D
- Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
- What coordination requirements and boundaries will you have to agree with other organisations?
- Assessment Activity 2A
- Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
- How can mandatory reporting laws affect your duty of care?
- What are warning signs that someone is considering self-harm or suicide?
- Assessment Activity 2B
- Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
- What communication skills should you use to provide information?
- Give an example of how you would communicate a timescale to a client.
- Assessment Activity 2C
- Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
- What specific communication requirements may a person have?
- What is augmentative and alternative communication?
- Assessment Activity 2D
- Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
- How can you access an interpreter?
- What cultural barriers may you need to overcome?
- Assessment Activity 2E
- Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
- How can welfare dependency present a barrier to outcomes?
- How can mistrust present a barrier to outcomes?
- Assessment Activity 2F
- Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
- How will a person-centred approach affect how the client’s needs are prioritised?
- Assessment Activity 2G
- Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
- What types of meetings could you hold?
- Why is an agenda important in meetings?
- Assessment Activity 2H
- Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
- Create a Case Management plan for a person of your choice.
- Assessment Activity 3A
- Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
- How can you prevent service duplication?
- Assessment Activity 3B
- Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
- Give an example of a SMART target. Analyse how it meets each requirement.
- Assessment Activity 3C
- Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
- How can you gather feedback?
- What are the advantages of gathering feedback?
- Assessment Activity 3D
- Complete the following individually or in a group (as applicable to the specific activity and the assessment environment):
- An elderly man who lives alone has recently developed dementia. Give an example of further support that may be required.
- Summative Assessments – Knowledge Activity
- The 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.
- Summative Assessment: Knowledge Activity (Q & A)Answer each question in as much detail as possible, considering your organisational requirements.
- What are different approaches and models of case management?
- What are evidence-based practice requirements?
- List five local services and supports that available for your organisation.
- What issues may clients and their family face when accessing multiple services?
- What is the impact of service duplication?
- What information should a case management plan include?
- Define case management.
- How should you consider funding arrangements when establishing a service plan?
- What are indicators of imminent self-harm?
- Choose one service you work with and explain the referral requirements for it.
- Describe at least different forms of meetings that you may use during case management.
- List three organisation standards that apply to your work with clients.
- Choose an issue you may encounter and explain your duty of care towards clients.
- Explain the impacts of generational abuse and welfare dependency.
- What issues are more likely to affect culturally diverse clients, such Aboriginal Australians or Torres Strait Islanders?
- Give three reasons may you have to communicate to the client’s family.
- List two of your organisation’s documentation protocols.
- Give three examples of services that are available to your clients.
- What should each service supporting the client be aware of to ensure coordination?
- How can you minimise client confusion, concerns and barriers?
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