CHC52015 Diploma of Community Services CHC50612 Diploma of Community Services Work
Transition Mapping
Transition Mapping
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Transition from CHC50612 Diploma of Community Services Work to CHC52015 Diploma of Community Services v.1 September, 2015 ©
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Transition Mapping
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Transition Mapping
Transition from:
CHC50612 Diploma of Community Services Work to
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CHC52015 Diploma of Community Services
The performance criteria, performance evidence and knowledge evidence in each unit of the new qualification has been mapped to correlating Elements, PCs, PE and KE in the old qualification.
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PARTIAL GAPS
Words that are bold/italics are partial gaps within a component of competency. The component has been only partially mapped because it contains a new requirement (in bold/italics).
Key
EK
Essential Knowledge
ES
Essential Skill
E
Element
Transition from CHC50612 Diploma of Community Services Work to CHC52015 Diploma of Community Services v.1 September, 2015 ©
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Performance Criteria, Performance Evidence and Knowledge Evidence (Words that are bold/italics are partial gaps within a component of competency)
Unit Component
Equivalent Unit (if applicable)
CHCCOM003 Develop workplace communication strategies
CHCCOM504B 1.1
1.1
Identify internal and external information needs
1.2
Identify competing or conflicting interests
1.3
Develop a range of communication strategies to meet organisation needs and goals
1.4
Develop a communication plan
Element 2 Establish communication protocols
2.1
Identify processes for adapting communication strategies to suit a range of contexts
2.2
Develop processes and protocols in line with communication strategies
2.3
Prepare information and resources to support the implementation of communication protocols
3.1
Present information to staff regarding communication strategies, protocols and organisation standards
3.2
Model effective oral and written communication and provide mentoring and/or coaching to staff
3.3
Maintain work-‐related networks and relationships to meet organisation objectives
4.1
Obtain feedback from others to assess communication outcomes
4.2
Record lessons learnt and identify opportunities for continuous improvement
Element 3 Promote the use of communication strategies
Knowledge Evidence (Essential Knowledge)
CHCCOM504B 1.4, 6.1, 6.2, 7.2, ES CHCCOM504B 1.7
Developed and presented 1 new communication strategy and associated protocols for a business unit or team
Developed and implemented 1 strategy for using digital media to provide information and promote organisation to clients
Political, economic, social and technological factors
Competitors
Stakeholders
Organisational business and strategic plans
SWOT analysis (strengths, weaknesses, opportunities and threats)
Legal and ethical considerations relating to communication:
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Element 4 Review communication practices Performance Evidence (Essential Skills)
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Element 1 Develop communication strategies
Transition from CHC50612 Diploma of Community Services Work to CHC52015 Diploma of Community Services v.1 September, 2015 ©
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Transition Mapping
§ § § § §
Privacy, confidentiality and disclosure Discrimination Duty of care Mandatory reporting Informed consent
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Performance Criteria, Performance Evidence and Knowledge Evidence (Words that are bold/italics are partial gaps within a component of competency)
Unit Component
(if applicable)
CHCCS411C CHCCS411C CHCCS411C CHCCS411C
Organisation communication channels, including:
§ § § § §
Special communication needs of personnel
Organisation processes and hierarchy
Official communication channels
Existing organisation protocols and etiquette for communication
Possible communication barriers, restraints, difficulties
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A range of different communication strategies and plans including crisis communication plans
Financial implications including budgeting and return on investment
Mentoring and coaching principles and practices
Traditional media
Digital media including types, etiquette and marketing
Evaluation processes
Use of suitable facilities, equipment and resources, including use of real workplace policies and procedures Modelling typical workplace conditions, including:
§ § § §
Interactions with clients and co-‐workers from a range of diverse backgrounds Presentations to groups of at least 3 people Typical workplace reporting processes Use of presentation media
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Assessment Conditions
Equivalent Unit
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Performance Criteria, Performance Evidence and Knowledge Evidence (Words that are bold/italics are partial gaps within a component of competency)
Unit Component
Equivalent Unit (if applicable)
CHCDEV002 Analyse impacts of sociological factors on clients in community work and services
2.2
Clarify current health and wellbeing and associated needs for individual clients, groups or communities
2.3
Make informed decisions in relation to specific work to be undertaken and/or services to be provided to client/s
3.1
Monitor impact of work undertaken and/or services provided to clients, in line with scope of own work role and organisational policies and procedures
CHCLD514B 1.1 CHCLD514B 1.2 CHCLD514B 1.3 CHCLD514B 1.4 CHCLD514B 1.5 CHCLD514B 2.1 CHCLD514B 2.3 CHCLD514B 2.4 CHCLD514B 3.1
3.2
Review effectiveness of work undertaken and/or services provided to clients, in relation to identified social and cultural factors impacting on clients, groups or communities
CHCLD514B 3.2
3.3
If required, revise aspects of work undertaken and/or services provided to better address social and cultural issues and enhance outcomes for clients, groups or communities
CHCLD514B 3.3
Element 1 Identify social and cultural issues impacting on clients in Australian society
1.2 1.3 1.4 1.5
Element 2 Analyse impacts of social and cultural factors on clients
Identify ways in which major institutions in Australian society can impact clients as individuals and as part of community and family groups Examine and identify possible effects and consequences of conditions and experiences of inequality on clients as individuals and as part of community and family groups Identify impacts of long-‐term unemployment and associated issues on clients as individuals and as family members
Where relevant, identify factors associated with age in Australian society and their impact on clients as individuals and in family and community settings Use available information to identify and analyse social and cultural factors impacting on individual clients, groups or communities
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Element 3 Monitor impact of social and cultural factors on community work and services provided to clients
2.1
Identify major social and cultural institutions in Australian society and their societal functions
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1.1
Performance Evidence (Essential Skills)
Knowledge Evidence
Advised, referred or provided at least three clients with access to services based on socio-‐cultural information gathered
Monitored and reviewed effectiveness of work and/or services provided to clients
Revised work and/or services provided to clients to enhance client outcomes and better address their social and cultural issues Performed the activities outlined in the performance criteria of this unit during a period of at least 100 hours of work within a community services workplace Functions of social and cultural institutions within Australian society
Transition from CHC50612 Diploma of Community Services Work to CHC52015 Diploma of Community Services v.1 September, 2015 ©
CHCLD514B
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Transition Mapping
Performance Criteria, Performance Evidence and Knowledge Evidence (Words that are bold/italics are partial gaps within a component of competency)
Unit Component
Effects and consequences of unemployment on clients and in our society Contemporary frameworks and influences underpinning social policy
CHCLD514B
Political and economic theory and systems
CHCLD514B
Factors contributing to client experiences of inequality and the possible effects and consequences on their role in society
Concepts of inequality and how they impact on individuals and society
Different beliefs about various stratifications in our society and the ways in which stereotypes develop, and their impact Specific policy decisions and their impact on community work Organisational standards, policies and procedures
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Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-‐life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
Assessment Conditions
(if applicable)
CHCLD514B 1.3 CHCLD514B
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(Essential Knowledge)
Equivalent Unit
CHCLD514B CHCLD514B ES CHCLD514B ES
CHCDIV003 Manage and promote diversity
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Mapped to HLTHIR403C Work effectively with culturally diverse clients and co-‐workers – Entry requirement in CHC50612 Element 1 Research diversity in the workplace Element 2 Foster diversity
1.1
Collect and evaluate quantitative and qualitative workplace diversity data
1.2
Identify and analyse potential benefits of diversity in relation to the workplace objectives
1.3
Analyse how current diversity practice matches workplace objectives
2.1
Provide a role model for others through individual behaviour that demonstrates respect for diversity
2.2
Assist and coach colleagues in ways of accepting diversity in relation to both colleagues and clients
2.3
Develop work practices and undertake planning in a manner that shows respect for workplace diversity
Transition from CHC50612 Diploma of Community Services Work to CHC52015 Diploma of Community Services v.1 September, 2015 ©
HLTHIR403C
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Transition Mapping
Performance Criteria, Performance Evidence and Knowledge Evidence (Words that are bold/italics are partial gaps within a component of competency)
Unit Component
2.6 2.7
Value and encourage collaboration and the experience of working with diverse clients and colleagues
3.1
Use communication strategies to meet the diverse needs of individuals within the workplace
3.2
Implement tailored communication strategies for targeted individual and group needs
3.3
Identify and/or develop and use resources that facilitate effective communication in the workplace
3.4
Reflect on use of communication strategies with regard to workplace diversity and identify potential improvements
Element 4 Contribute to workplace diversity policies and procedures
4.1
Develop and document diversity strategies in consultation with stakeholders including people from key target groups
4.2
Advocate for diversity strategies to be implemented in accordance with workplace policies and procedures
4.3
Develop measures for evaluating the outcomes of workplace strategies, policies and procedures for diversity
4.4
Report on workplace diversity strategies within appropriate context
Knowledge Evidence (Essential Knowledge)
HLTHIR403C 3.1, EK
Researched diversity in at least 1 workplace in terms of current performance and meeting of diversity objectives
Used strategies to foster and promote diversity in work practice:
§ § §
Coaching and mentoring
Communication
Work planning
Contributed to the development of workplace diversity policies and procedures for at least 1 workplace Concepts of cultural awareness, cultural safety and cultural competence and how these impact leadership and management practice Concepts and definitions of diversity
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Performance Evidence (Essential Skills)
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2.5
Element 3 Adapt communication strategies
(if applicable)
Identify and adapt professional development opportunities to address the needs of a diverse workforce Generate a supportive workplace by valuing and promoting the benefits of a diverse workforce to those working in the workplace according to relevant policy Identify and use diversity factors associated with clients and colleagues to address diversity objectives of the workplace
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2.4
Equivalent Unit
HLTHIR403C 1.2, ES
Key areas of diversity and their characteristics, including:
§ § §
Culture, race, ethnicity
Disability
Religious or spiritual beliefs
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Transition Mapping
§ § § §
Gender, including transgender Intersex Generational
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Performance Criteria, Performance Evidence and Knowledge Evidence (Words that are bold/italics are partial gaps within a component of competency)
Unit Component
Sexual orientation/sexual identity -‐ lesbian, gay, bisexual, heterosexual
The role of leaders and managers in encouraging diversity in work practices and service delivery Impact of diversity practices and experiences on personal behaviour, interpersonal relationships, perception and social expectations of self and others Legal and ethical considerations (international, national, state/territory, local) for diversity practices at a management level:
§ § §
Discrimination (direct and indirect): –
Age
–
Disability
–
Racial
–
Sex
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(if applicable)
HLTHIR403C HLTHIR403C HLTHIR403C HLTHIR403C HLTHIR403C
Equal employment opportunity (EEO)
HLTHIR403C
Human rights
CHCCS411C
Rights and responsibilities of workers, employers and clients
Benefits of workplace diversity
Types of direct and indirect discrimination
Ways to ensure effective and equitable activities to diverse clients
Barriers to inclusivity
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Assessment Conditions
Equivalent Unit
Cross-‐cultural communication strategies and how these can be integrated into workplace practices
Principles and practices of inclusivity and the types of planning and work practice that support diversity Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources. The following condition must be met for this unit:
§
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Performance Criteria, Performance Evidence and Knowledge Evidence (Words that are bold/italics are partial gaps within a component of competency)
Unit Component
Equivalent Unit (if applicable)
Group A Electives – Case Management Specialisation CHCCCS004 Assess co-‐existing needs
1.2
Gather existing information about the person
1.3
Seek additional information from specialists and other sources as required to determine the range of issues that may be affecting the person
1.4
Organise practical aspects of assessment in consultation with the person being assessed
1.5
Provide information about the assessment process to the person and obtain consent
2.1
Work within scope of own role and seek assistance from colleagues and experts as required
2.2
Empower the person to identify and prioritise their own needs
2.3
Evaluate needs based on full range of relevant information
2.4
Identify and analyse complex, multiple and interrelated issues
2.5
Evaluate issues of urgency and eligibility
2.6
Assess potential risk factors for service delivery
3.1
Consider service delivery and referral options from strengths-‐based perspective
3.2
Evaluate internal capability and other service networks to determine best fit for the person
3.3
Provide the person with service information and support their decision making process
3.4
Encourage the person to advocate on their own behalf to access services
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Element 2 Analyse the person’s needs using a collaborative approach
Identify and prepare assessment tools and processes according to organisation policy and procedures
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Element 1 Prepare for assessment
1.1
Element 3 Determine appropriate services
Transition from CHC50612 Diploma of Community Services Work to CHC52015 Diploma of Community Services v.1 September, 2015 ©
CHCCS500B 1.3 CHCCS500B 2.2 CHCCS504B 3.1 CHCCS500B 3.2 CHCCS500B 1.4 CHCCS500B 1.5, 2.3 CHCCS500B 2.1 CHCCS500B 2.6 CHCCS500B 3.4 CHCCS500B 4.4 CHCCS500B 4.8
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Transition Mapping
Performance Criteria, Performance Evidence and Knowledge Evidence (Words that are bold/italics are partial gaps within a component of competency)
Unit Component
Element 5 Evaluate assessment and referral processes
Document the outcomes of the assessment process according to organisation procedures
4.2
Maintain and store the person’s information according to confidentiality requirements
4.3
Provide the person’s information to other services according to consent and confidentiality requirements
5.1
Seek feedback about assessment processes from the person and other networks
5.2
Monitor processes and their outcomes in terms of success in meeting the person’s needs
5.3
Routinely seek feedback and reflect on own performance
5.4
Use feedback and own evaluation as a basis for improving processes
Assessed and appropriately responded to the requirements of at least 3 people presenting with co-‐existing needs
§ § §
Applying a strengths-‐based approach to assessment
Analysing information about co-‐existing issues
Making evidence-‐based judgements about the person’s needs
Different types of assessment and their use in different contexts
CHCCS500B
Assessment process:
CHCCS500B
§ § § § § §
Roles and responsibilities of different people
Impact of the setting on the process
Roles and types of assessment tools
Ways of collecting information
§
Mental health
§
Alcohol and other drugs
§
Imprisonment
Validity and reliability requirements
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Knowledge Evidence (Essential Knowledge)
CHCAOD510B 5.3
Used analytical and critical thinking skills in each case:
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Performance Evidence (Essential Skills)
(if applicable)
4.1
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Element 4 Complete reporting
Equivalent Unit
Reporting requirements and formats Nature and impact of diverse and multi-‐faceted needs and issues affecting client groups, and potential interrelationships between them, including:
Transition from CHC50612 Diploma of Community Services Work to CHC52015 Diploma of Community Services v.1 September, 2015 ©
CHCCS500B CHCCS500B CHCAOD510B CHCCS504B CHCAOD510B CHCCS504B CHCAOD510B CHCCS504B CHCCS504B
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Transition Mapping
§ §
Child protection
§
Homelessness
§ § §
Poverty
§
Disability
§ § §
Behaviours of concern
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Performance Criteria, Performance Evidence and Knowledge Evidence (Words that are bold/italics are partial gaps within a component of competency)
Unit Component
Family violence
Health Age
Employment Culture and religion
§ § § § § § §
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Common service requirements and basic features of those services including: Employment
(if applicable)
CHCCS504B CHCCS504B CHCAOD510B CHCCS504B CHCCS504B CHCAOD510B CHCCS504B CHCAOD510B CHCCS504B CHCCS504B
Physical and mental health
CHCCS504B
Housing
CHCCS504B
Community support
Social inclusion
Education and training
Financial support
Legal and ethical considerations relating to assessment processes, including:
Sa
Networks and specialist services available
§ § §
Assessment Conditions
Equivalent Unit
Privacy, confidentiality and disclosure
CHCCS504B
Duty of care
CHCCS504B
Informed consent 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, including: Transition from CHC50612 Diploma of Community Services Work to CHC52015 Diploma of Community Services v.1 September, 2015 ©
CHCCS500B
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